Background This study is a qualitative assessment of a group diabetic education programme using motivational interviewing (MI) in underserved communities in South Africa. The programme was delivered by health promotion officers (HPOs) who are mid-level workers trained to deliver health education messages. The aim of the study was to explore the experience of the HPOs in the training course and in facilitating the group education sessions, and from an understanding of their perspective to contribute towards an in-depth evaluation of the educational programme. Methods The study made use of three focus group interviews with 14 health promoters who delivered the educational programme in 17 health centres in the Cape Town area. Interviews were recorded and transcribed verbatim. The data was analysed using the Framework method. Results Training was perceived as successful and the use of small group education as the main teaching method mirrored the challenges involved in group diabetes education. HPOs felt confident in their ability to deliver the group education after training. HPOs reported a significant shift in communication style and skills, but felt the new approach was feasible and better than usual. Resource materials were found to be relevant, understandable and useful. HPOs felt that the number of sessions and topics should be increased and that family members should also attend. HPOs struggled with poor patient attendance and a lack of suitable space at the facilities. HPOs reported that patients who attended demonstrated improved self-efficacy and self-care. Conclusion This qualitative assessment of HPOs perspective on a group diabetes education programme using MI showed that HPOs can deliver such a programme with the necessary confidence after adequate training. The HPO’s perspective needs to be triangulated with other research projects focused on the patient outcomes and perspectives and evaluation of the HPO’s fidelity and competency. This study however supports wider implementation of the educational programme.

The study set out to assess the quality of the DTEP offered by the LCE by examining its strengths and limitations regarding student teachers‟ home and academic background, mode of delivery, entry requirements, course materials, content and pedagogic approach. This was done through analysis of some course documents and materials, interviewing course designers, tutors as well as final year student teachers. DTEP appears to be doing well in some areas and not so well in others. To start with, the programme came as the main answer to qualifying the teachers that were employed as un/under qualified at the pressing demands of UPE and FPE in the early 2000s. DTEP goes beyond teaching primary school content and methodology, onto teaching content aimed at opening doors for further study and thus other careers for its clientele. But there‟s still dire need to convince student teachers that this is good practice and for their benefit and not an unnecessary burden, as they perceive it to be. DTEP also appears to be succeeding in not just changing the negative attitudes and/or perceptions that most of its clientele tend to have at entry point, but also in them actually changing from wrong practices as well. However, the programme is characterized with some serious administrative challenges such as lack of transport which results in late delivery of study materials and irregular school visits. Also the DTEP entry qualifications are very low and yet there‟s no form of bridging course put in place to compensate for this. It as well seems that, though they are the only means of course communication, the DTEP course materials tend to be well written, interactive and thus of a good quality. The revisions of such materials, started late 2009, was completed early 2010. DTEP tutors as well stress to their students the importance of learner centred methods of teaching even though they are not able to demonstrate their use to them most of the time.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992. / Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).

Thesis (M.Ed. (Education)) - Rhodes University, 2007. / A half-thesis submitted in partial fulfillment of the requirements for the degree of Master of Education: Environmental Education.

Thesis (Ph.D. (Education)) - Rhodes University, 2007.

The thesis is focused on one of cross-disciplinary topics of Framework Education Programme for Basic Education - media education. By means of concrete examples from selected schools in the region of South Bohemia it describes current realization of important topics in media literacy and shows its pros and cons, including examples of good experience. The aim of this work is to give classification of a new educational dimension - media education - within the given region.

This study is essentially a representation of my lived experience of my professional development as a teacher from the moment of my enrollment in a teacher education programme through my initial appointment as a professional teacher and my continued post graduate studies in education while being a teacher. However, I was faced with the challenge that I had no prior experience of the newly adopted Outcomes Based Education system which I will need to operate in when qualified. This drawback made me even more determined to make a success of my career. I therefore decided to engage in a qualitative participatory action research study to ensure that I will continually improve my OBE practices in a scholarly way. The study conveys the challenges I faced as a student teacher in a career path of initial teacher education aggravated by an unfamiliar education dispensation, my subsequent initiation into my career as a professional teacher, and my quest to remain a scholarly practitioner by enrolling for post graduate teacher education studies. I may have found a way in which effective continual professional development in a scholarly way may be available to every teacher besides that of formal post graduate studies. / Dissertation (MEd)--University of Pretoria, 2011. / Curriculum Studies / unrestricted

In the fight against the HIV and AIDS pandemic, the South African government introduced different measures to address and manage the impact of HIV and AIDS. One of these strategies encompassed prevention and education programmes like the Peer Education Programme. Some factors were however identified, indicating that the Peer Education Programme might not be successful, which could be linked to the non-performance of HIV and AIDS Peer Educators. The goal of this study is to explore the reasons for non-performance of duties by HIV and AIDS Peer Educators within the Department of Agriculture, Eastern Cape Province. For data collection a randomised cross-sectional survey was utilised as the research design and a structured questionnaire used as a data collection tool. The questionnaire was administered with a group of HIV and AIDS Peer Educators, where each respondent completed his/her questionnaire independently of others. No sampling was done as the researcher considered the population to be manageable. From a population of 49, only 32 – 65% agreed to participate in the study. Copyright / Dissertation (MSW)--University of Pretoria, 2012. / Social Work and Criminology / unrestricted

No abstract available. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

No / A course in statistical engineering has recently been added to the Ford Motor Company's Technical Education Program. The aim was to produce materials suitable for use by Ford but which could also be promoted by the UK's Royal Statistical Society within the university sector. The course is built around a sequence of realistic tasks dictated by the flow of the product creation process. Its structure and content is thus driven by engineering need rather than statistical method, promoting constructivist learning. Before describing the course content we review the changing role of the engineer and comment on the relationships between Systems Engineering, Design for Six Sigma and Statistical Engineering. We give details of a case study which plays a crucial role in the course. We focus on some important features of the development process and conclude with a discussion of the approach we have taken and possible future developments.