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291	Komparace českého a německého systému dalšího vzdělávání / A Comparison of Czech and German Systems of Further Education Kosová, Barbora January 2021 (has links) This diploma thesis deals with further education in the Czech Republic and in Germany. The aim of the thesis is to compare the systems of further education in these countries in the field of legislation and state funding and then to identify similarities and differences between the systems. The necessary context for the comparison will be provided by the introductory part of the thesis devoted to the institutionalization of further education, its terminology and the participation of adults in further education in the Czech Republic and in Germany. Each area of further education mentioned above (including legislation and state funding) will be analysed on the basis of professional literature, legal documents, documents of ministries, statistical data and research reports of specialised research institutions. The analysis will be followed by a comparison of these areas and a systematization of basic similar and different features of both systems of further education. Keywords further education, Czech Republic, Germany, institutionalization of further education, participation in further education, legislative framework, further education laws, further education funding, financial instruments
292	Chemické vzdělávání ve Skotsku - výuka chemie na středních školách a vzdělávání učitelů chemie / Chemical Education in Scotland - teaching of chemistry at high schools and chemistry teachers education Laburdová, Jiřina January 2015 (has links) The Czech Republic and Scotland rank similarly in international pupil's performance tests. However, education systems of these countries differ greatly. This research has three main focus areas: 1) general aspects of Scottish education including teaching methods, school and real life connections in teaching, and school leaver's destinations 2) studying Chemistry and teaching at university 3) Chemistry in the senior phase of secondary education and the change of topics and exam paper brought in with the new Curriculum for Excellence. Comparative analysis of syllabi, exam papers, government publications and OECD reports was used and personal experience from an exchange study programme at a Scottish university and a work placement at a secondary school in England were utilized. The Higher exam paper was translated and Czech secondary students sat the test Furthermore, teacher trainees and Chemistry teachers were asked to evaluate the test. Results show that Czech students are taught different things and are accustomed to different ways of being tested, ones that are more focused on knowledge and less on critical thinking. Chemistry education in Scotland is more focused on school and real life connections and newest scientific discoveries. Therefore, Chemistry support notes for the senior phase were analyzed...
293	The knowledge continuum as an enabler for growth and sustainability in the South African basic education system / Mariè Steenhuisen. Steenhuisen, Maria Jacoba January 2012 (has links) The poor state and failure of the basic education system in South Africa gave rise to this research. The wave of knowledge loss experienced in the last two decades is expected to carry on and will continue to deplete the basic education system’s knowledge base, severely affecting the already poor quality of education as well as the future economic growth and sustainability in South Africa. The main research objective was to establish whether future growth and sustainability in the basic education system in South Africa is achievable; which factors it is influenced by; and how knowledge continuity could impact on future growth and sustainability. A multidisciplinary approach focusing on organisational performance, knowledge management, individual and organisational behaviour and organisational development was followed. The nature of growth and sustainability and knowledge continuity in organisations was explored by following a contextualisation theory-building process. The main objective of the empirical research study was to determine by means of quantitative research the degree to which the influencing factors would enhance or impede growth and sustainability in an organisation. A quantitative survey method was followed. A questionnaire was developed and the survey was performed in 6 primary and secondary schools of the basic education system in South Africa. The questionnaire was found to be reliable with a Cronbach’s alpha of .8060. In the descriptive factor analysis process, principal component factor analysis was conducted, which described the five constructs that would influence growth and sustainability. These constructs’ dimensions produced significant intercorrelations which indicate that the dimensions are for the most part intercorrelated with each other in contributing to growth and sustainability. The multiple regression analysis indicated that knowledge loss would have an exceptionally strong impact on knowledge; and that knowledge, information and performance would significantly predict growth and sustainability. Organisations should change the focus for growth from physical assets to the development of intellectual capital, and knowledge continuity should form part of an organisations’ business strategy and mission. Knowledge continuity will only be successful if a culture conducive of trust and knowledge sharing and transfer exist, and are supported by effective and appropriate human resource practices and incentives. A structural equation model development strategy produced a knowledge continuity model aimed at enabling future growth and sustainability, based on the constructs confirmed in the factor analysis. The model indicated that there is a direct causal relationship between knowledge, information and performance with growth and sustainability. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The newly developed questionnaire and structural equation model should enable organisations to measure the degree to which the enhancing individual and organisational behavioural factors of growth and sustainability are in place and provide the measurement outcomes that would identify the factors that need to be focused on to improve and enable future growth and sustainability in an organisation. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013. Knowledge continuity future growth and sustainability knowledge organisational knowledge knowledge management intellectual capital continuity management knowledge loss knowledge retention knowledge sharing and transfer knowledge trust organisational learning information information technology productivity total quality management shared vision vision, mission and values commitment aligned commitment organisational culture culture and change performance strengthening performance management rewards and recognition job satisfaction engagement capacity building talent management employee engagement employee empowerment organisational behaviour individual behaviour organisational learning multidisciplinary approach basic education system enable business strategy leadership people resources relationships policies and procedures
294	The knowledge continuum as an enabler for growth and sustainability in the South African basic education system / Mariè Steenhuisen. Steenhuisen, Maria Jacoba January 2012 (has links) The poor state and failure of the basic education system in South Africa gave rise to this research. The wave of knowledge loss experienced in the last two decades is expected to carry on and will continue to deplete the basic education system’s knowledge base, severely affecting the already poor quality of education as well as the future economic growth and sustainability in South Africa. The main research objective was to establish whether future growth and sustainability in the basic education system in South Africa is achievable; which factors it is influenced by; and how knowledge continuity could impact on future growth and sustainability. A multidisciplinary approach focusing on organisational performance, knowledge management, individual and organisational behaviour and organisational development was followed. The nature of growth and sustainability and knowledge continuity in organisations was explored by following a contextualisation theory-building process. The main objective of the empirical research study was to determine by means of quantitative research the degree to which the influencing factors would enhance or impede growth and sustainability in an organisation. A quantitative survey method was followed. A questionnaire was developed and the survey was performed in 6 primary and secondary schools of the basic education system in South Africa. The questionnaire was found to be reliable with a Cronbach’s alpha of .8060. In the descriptive factor analysis process, principal component factor analysis was conducted, which described the five constructs that would influence growth and sustainability. These constructs’ dimensions produced significant intercorrelations which indicate that the dimensions are for the most part intercorrelated with each other in contributing to growth and sustainability. The multiple regression analysis indicated that knowledge loss would have an exceptionally strong impact on knowledge; and that knowledge, information and performance would significantly predict growth and sustainability. Organisations should change the focus for growth from physical assets to the development of intellectual capital, and knowledge continuity should form part of an organisations’ business strategy and mission. Knowledge continuity will only be successful if a culture conducive of trust and knowledge sharing and transfer exist, and are supported by effective and appropriate human resource practices and incentives. A structural equation model development strategy produced a knowledge continuity model aimed at enabling future growth and sustainability, based on the constructs confirmed in the factor analysis. The model indicated that there is a direct causal relationship between knowledge, information and performance with growth and sustainability. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The newly developed questionnaire and structural equation model should enable organisations to measure the degree to which the enhancing individual and organisational behavioural factors of growth and sustainability are in place and provide the measurement outcomes that would identify the factors that need to be focused on to improve and enable future growth and sustainability in an organisation. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013. Knowledge continuity future growth and sustainability knowledge organisational knowledge knowledge management intellectual capital continuity management knowledge loss knowledge retention knowledge sharing and transfer knowledge trust organisational learning information information technology productivity total quality management shared vision vision, mission and values commitment aligned commitment organisational culture culture and change performance strengthening performance management rewards and recognition job satisfaction engagement capacity building talent management employee engagement employee empowerment organisational behaviour individual behaviour organisational learning multidisciplinary approach basic education system enable business strategy leadership people resources relationships policies and procedures
295	The role that the school governing bodies (SGBs) play in the implementation of language policy in Brits District Mabusela, Gadifele Guilty 02 1900 (has links) The study was conducted in the Brits District. Six schools were chosen of which 3 belonged to the former model C schools where the language of teaching and learning is Afrikaans, and the other 3 schools were previously disadvantaged/rural schools. A qualitative study was used to garner information in the form of interviews, document analysis and observation. The study attempt to find out the exact role that the School governing body (SGBs) play in the implementation of language policy as stipulated in the Constitution. It was revealed that of the 2 types of schools the school governing body (SGBs) for former model C schools are aware of the role they have to play in the implementation of the language policy whereas the school governing body (SGBs) for the rural schools are still grappling with their role as custodian of language policy implementation. A number of concepts emerged from the study where it became apparent that rural schools and former model C school’s play field were not equally levelled from the onset. Former model C school governing body (SGBs) seem to be aware of their role in the implementation of language policy, whereas the rural school, school governing body (SGBs) are aware of their other roles e.g. school maintenance, school fund and hiring of educators. On the other hand they are of the opinion that language policies is for the principal and the school management team. In addition it was observed that the school governing body (SGBs) for rural schools has low morale, do not have the language policy document and generally lack interest in the services they are supposed to provide critical theory underpins this study. / Educational Leadership and Management / M. Ed. (Education Management) Implementation of language policy Language policy document Former Module C schools vs rural schools South ‘African Schools Act 371.2070968241 School boards -- South Africa -- Brits Language policy -- South Africa -- Brits
296	Le rapport au travail et le rapport au syndicalisme des enseignant·e·s du secteur scolaire québécois membres d’un syndicat local affilié à la FAE Desbiens, Anthony 05 1900 (has links) Ce mémoire se penche sur la co-construction du rapport au travail et au syndicalisme des enseignant·e·s du secteur scolaire québécois membres d’un syndicat local affilié à la Fédération autonome de l’enseignement (FAE). D’une part, il pose le problème de « l’impasse » du syndicalisme nord-américain (MacDonald 2014) dans l’optique d’une métamorphose de « l’esprit du syndicalisme » (Goldthorpe et al 1972). D’autre part, il opère un dialogue entre les conceptions de la citoyenneté de Christopher McAll (1999, 2009) et la thèse de Rolande Pinard (2000, 2008 ; 2018) quant à la mutation du sens social-politique (ouvrier ou syndical) au profit de l’invention managériale de la catégorie de l’emploi. En mobilisant le concept de rapport au travail et l’approche compréhensive de la perspective des parcours de vie et professionnels (Côté 2013 ; Demazière 2019), il (re)construit les expériences de travail et syndicales de trois des neuf enseignant·e·s rencontré·e·s afin de dégager les significations que ces personnes octroient à leur travail ainsi qu’au syndicalisme. L’analyse des matériaux de recherche confirme partiellement la thèse de Pinard. Elle démontre que la catégorie de l’emploi occupe une place déterminante dans l’appréhension du syndicalisme chez les participant·e·s. Par ailleurs, en se saisissant exclusivement du regard « d’en bas », c’est-à-dire des expériences des membres non-élu·e·s (MNE) et des personnes déléguées (PD), l’analyse déployée dans ce mémoire permet également de saisir la transversalité et la singularité des événements, activités et rencontres interpersonnelles qui façonnent, dans l’espace et dans le temps, le rapport au travail et au syndicalisme des personnes enquêtées, lesquels sont traversés par des rapports de pouvoir (intra et inter syndicaux) ainsi que trois univers sociosémantiques : 1) celui de la famille ; 2) celui de la gestion/pensée experte et 3) de la religion. Trois figures ont été pensées pour illustrer les situations et réalités sociales qui modulent le rapport au syndicalisme des enseignant·e·s interrogé·e·s : 1) celle du syndicat presque-fantôme et la notion d’illusion syndicale ; 2) celle du syndicat-manager et 3) celle du syndicat-taylorisé. / This dissertation examines the co-construction of the relationship to work and unionism among teachers in the Quebec school sector who are members of a local union affiliated with the Fédération autonome de l'enseignement (FAE). On the one hand, it poses the problem of the "impasse" of North American unionism (MacDonald 2014) from the perspective of a metamorphosis of the "spirit of unionism" (Goldthorpe et al 1972). On the other hand, it operates a dialogue between Christopher McAll's (1999, 2009) conceptions of citizenship and Rolande Pinard's (2000, 2008; 2018) thesis on the mutation of the social-political meaning (worker or trade union) in favour of the managerial invention of the employment category. By mobilizing the concept of relationship to work and the comprehensive approach of the life-course and career perspective (Côté 2013; Demazière 2019), it (re)constructs the work and union experiences of the teachers met in order to identify the meanings that they attribute to their work and to unionism. The analysis of the research materials partially confirms Pinard's thesis. It shows that the employment category plays a decisive role in the participants understanding of unionism. Moreover, by looking exclusively from "below", i.e. from the experiences of non-elected members (MNEs) and delegates (PDs), the analysis in this dissertation also makes it possible to grasp the transversality and singularity of the events, activities and interpersonal encounters that shape, in space and time, the relationship to work and trade unionism of the persons surveyed, which are traversed by power relationships (inside and between trade union) as well as three socio-semantic universes: 1) related to family; 2) management/expert thought and 3) religion. Three figures have been thought to illustrate the social situations and realities that modulate the relationship to unionism of the teachers interviewed: 1) that of the near-ghost union and the notion of union illusion ; 2) that of the union-manager and 3) that of the taylorized union. Rapport au travail Rapport au syndicalisme Christopher McAll Rolande Pinard Nancy Côté Travail enseignant Syndicalisme enseignant Précarité enseignante Syndicat de métier Vocation Secteur scolaire Système d'éducation Néolibéralisme Conditions d'emploi et de travail FAE Relationship to work Relationship to union Teacher work Teacher unionism Teacher precariousness Trade union School sector Education system Neoliberalism Professional development and orientation Employment and work conditions
297	The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe Chakandinakira, Joseph 07 1900 (has links) This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District. / Educational Foundations / D. Ed. (Socio-Education) School-based teacher incentives Teacher motivation Teacher retention Financial incentives Non-financial incentives Student academic achievement Zimbabwean education system Teaching and learning process School pass-rate Pedagogical style Public school examinations Hyper-inflationary environment Creative beings Teachers Educational planners Teachers’ self-concept 373.1144096891
298	Le métier d’instituteur au Gabon / The profession of teacher in Gabon Mouyivou Bongo, Pélagie 11 July 2014 (has links) Cette thèse a pour objectif principal d’interroger les mécanismes régissant la dynamique corporatiste et les logiques d’action du collectif des instituteurs au Gabon. Cette réflexion a été orientée au départ par deux constats : l’action collective enseignante et les changements statutaires marquant l’évolution de ce groupe professionnel. La démarche méthodologique s’appuie sur l’apport de plusieurs disciplines des sciences sociales et de diverses approches théoriques. L’hypothèse théorique repose sur l’idée de la constitution d’un corps de métier. Cette thèse tente d’appréhender le métier d’instituteur à partir d’un triptyque articulant trois pôles d’analyse : les relations sociales, l’organisation et le contexte social.L’enquête de terrain réalisée auprès des différents acteurs éducatifs, principalement les instituteurs, est centrée sur les conditions de vie et de travail de ces derniers. L’analyse porte à la fois sur les aspects statutaires, les relations entre les instituteurs et les autres acteurs de l’action pédagogique - principalement les élèves, les familles, les pouvoirs publics - et sur la pratique quotidienne de la classe. Elle met en lumière, la pluralité des identités socioprofessionnelles et la variabilité des pratiques professionnelles suivant les configurations relationnelles, les règles organisationnelles et le contexte socioculturel de travail. A titre d’exemple, l’instituteur notable dans un village devient le fonctionnaire mal payé en ville. De même, quand la gestion de la discipline en classe, la multiplicité des activités variées, la recherche des outils didactiques, l’entretien de la classe, rythment une matinée de travail de l’instituteur de l’école publique et de ses élèves, l’exploitation maximale des nombreuses ressources pédagogiques disponibles caractérise une matinée de travail de l’instituteur de l’école conventionnée.L’analyse permet aussi de cerner les mécanismes qui sous-tendent les accords et les désaccords au sein du système scolaire dans sa globalité. Des dispositifs de formation non adaptés aux conditions réelles de travail, la marginalisation de l’instituteur étranger à la province, les attentes des familles vis-à-vis de l’instituteur exerçant dans son village d’origine, la fuite des classes d’examen ou des classes pléthoriques par certains instituteurs, la constitution et la gestion des budgets dans les établissements, la radicalisation ou non de l’action syndicale… sont autant de facteurs sources des oppositions caractérisant les relations des instituteurs entre eux, des instituteurs avec les parents d’élèves ou avec les pouvoirs publics. / This thesis has for objective to examine the mechanisms governing the corporatist dynamics and logics of action of the collective of teachers in Gabon. This reflection has been directed at the outset by two observations: the teacher collective action and statutory changes marking the evolution of this occupational group. The methodological approach relies on the contribution of several disciplines of social sciences and various theoretical approaches. The theoretical assumption rests on the idea of the creation of a corps of business. This thesis attempts to apprehend the profession of schoolmaster from a triptych linking three areas of analysis: social relations, organization and social context.The field survey conducted among different educational actors, mainly teachers, is centered on the life and work of these conditions. The analysis focuses both on the statutory aspects, relations between teachers and other actors of the educational action - mainly students, families, public authorities - and the daily practice of the class. It highlights, the plurality of professional identities and professional practice variability following relational configurations, organizational rules, and, the social and cultural context of work. For example, the significant teacher in a village becomes an employee being poorly paid in the city. Similarly, when the management of discipline in the classroom, the multiplicity of varied activities, looking for teaching tools, maintenance of the class, punctuate a morning's work of public school teacher and of his students, the maximum exploitation of the many educational resources available characterized a morning's work of the partner school teacher.The analysis can also identify the mechanisms underlying the agreements and disagreements within the school system in its entirety. Training devices not adapted to the actual conditions of work, the marginalization of the teacher in the province, the expectations of the families against the teacher in his home village, leakage of exam classes or oversized classes by some teachers, the constitution and the management of budgets in institutions, radicalization or non of Union action... are all factors sources of opposition characterizing the relationships of teachers between them teachers with parents of students or the public authorities. Métier Profession Groupes professionnels Echange social Relations sociales Action syndicale Organisation Identité sociale Identité professionnelle Pratiques professionnelles Pratiques sociales Pratiques enseignantes Système éducatif Enseignement Enseignants Instituteurs Elèves Parents d’élèves Pédagogie-Didactiques Conditions de vie et de travail Sciences sociales Sociologie Anthropologie Psychologie Contexte social Afrique Gabon Business Profession Occupationa Groups Social exchange Social relations Trade Union action Organization Social identity Professional identity Professional practices Social practices Teaching practices Education system Teachers Students Parents of students Pedagogy Didactic Living and working conditions Social Sciences Sociology Anthropology Psychology Social context Africa Gabon
299	”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden / ”The food is crappy, but the teachers are kind” : Reviews of schools – basis for decision-making for upper secondary school election on a school market Barakat, Mohammed, Östergren, Rolf January 2019 (has links) Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information). / Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information). School high school secondary school upper secondary school review reviews rating system review texts rating ratings devolution decentralization municipalization independent education reform school reform school choice customer choice systems customer choice models voucher system check system school vouchers freedom of choice discourse market discourse marketization market-oriented education system market school market school marketing school market schools marketing school information school reviews student reviews open house exit voice information society information problems information asymmetry identity identity creation segregation school segregation content analysis discourse analysis Thomas Ziehe Ulrich Beck Zygmunt Bauman liquid modernity the risk society Skola skolan gymnasiet gymnasium gymnasieskola gymnasieskolan gymnasieskolor recension recensioner recensionssystem recensionstext recensionstexter betyg recensionsbetyg omdöme omdömen decentralisering decentraliseringen kommunalisering kommunaliseringen friskolereform friskolereformen skolreformer skolval kundval kundvalssystem kundvalsmodell kundvalsmodellen vouchersystemet vouchersystem voucher checksystem skolpeng valfrihet valfriheten skolval skolvalet gymnasieval gymnasievalet frisökning diskurs marknadsdiskurs marknadisering marknadsanpassad marknadsanpassning marknadsskola marknadsskolan skolmarknad skolmarknaden skolors marknadsföring skolinformation skolrecensioner elevrecensioner öppet hus gymnasiemässa sorti sorti-strategi protest exit voice informationssamhälle informationssamhället informationsproblem informationsproblemet informationsasymmetri identitet identitetsskapande segregation skolsegregation innehållsanalys diskursanalys Thomas Ziehe Ulrich Beck Zygmunt Bauman den flytande moderniteten risksamhället Pedagogical Work Pedagogiskt arbete
300	Administrator Perceptions of the Community College Mission in the State of Mississippi and How it may be Influenced by the Addition of Community College Baccalaureate Programs Grizzell, Scharvin S 07 May 2016 (has links) For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18. For many years 2015). However 2005) should meet students’ needs #17 and #18.

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