The diploma thesis will deal with options of the use of Masaryk's heritage in Social studies. It focuses both on didactics and the insight of his heritage. Moreover, educational aims will be considered as well as key competences from the Framework Education Programme for Grammar schools.

Why does the implementation of policies for educational improvement often disappoint? The literature suggests that pitfalls in the formulation stage can hamper successful implementation. This research aims to develop insights into the process of policy formulation in order to establish how this may affect subsequent policy implementation using a case study of Pre-Primary Education in Bangladesh. Uniquely, I have been able to study the development of PPE policy when it was taking place since I was directly involved in the process as a professional advisor working for a donor. The first research question investigated how the pre-primary policy was formed. This had two parts in terms of i) developing understanding of the phases of policy formulation and the stakeholders involved, and ii) analysing the discourses that informed the policy. The second research question enquired into the development of the implementation strategy and its feasibility, and compared expectations with the data available on the characteristics and impact of the initial implementation. This enabled the identification of aspects of policy formulation that shape current and future implementation. Special attention was given to the development of policy that prioritised underprivileged children throughout the process, because of the extent of unequal provision and because this was a high profile goal for educational development. The analysis of policy development derived from relevant policy documents and keyinformant interviews highlighted charismatic and politicised approaches to educational reform, which lacked the involvement of beneficiaries and those tasked with implementation. This has consequences for subsequent impact and the sustainability of the new policy. The initial implementation was generally considered inadequate and uneven by the respondents. It reflected aspirational planning linked to the EFA goals, with ambitious aims to provide a "quantitative breakthrough" in access and attainment without a realistic assessment of the resources available and the capacity to mobilise them. When the implementation strategy was updated and included in the third national programme of primary education (PEDP III), a more phased and comprehensive approach to planning was introduced. However, reports on programme implementation have identified delays and difficulties in starting PEDP III, albeit improvements between year 1 and 2 have been noted. In particular, the implementation strategies identified were insufficiently detailed and different stakeholders' needs were not properly assessed. More equitable delivery to underprivileged children remains poorly articulated. Part of the reason appears to be diminished political will and inconsistent leadership. Finally, opportunities to collaborate with the NGO service providers have not been fully exploited and the implementation planning for PEDP III appeared to have relied excessively on external expertise, with implications for the ownership and continuity of the policy on pre-school. Based on these findings, suggestions are offered to the development partners, the Government and the NGOs to improve the integration of policy and implementation strategies to increase the probability of sustained improvements in Pre Primary provision.

Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

<p>The objectives of this study were to determine the effects of a back education programme on biomechanical knowledge, back beliefs, the occurrence of LBP, disability, and work loss among employees at an industrial setting in Cape Town, South Africa. Furthermore, the study sought to determine the perceptions of back education that are held by industrial<br /> employees.</p>

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>

Der folgende Beitrag schildert erste Ergebnisse einer Evaluationsstudie des Fortbildungsprogramms «Patientenseminar Angst» für Ärzte. 109 Teilnehmer der Veranstaltung I und 104 Teilnehmer der Veranstaltung II wurden vor und im Anschluβ an die Veranstaltungen sowie 3 Monate später bezüglich ihrer Beurteilung des Fortbildungsprogramms sowie zu ihren Einstellungen, Erfahrungen und Kenntnissen zu Angstpatienten befragt und mit einer Kontrollgruppe verglichen. Es zeigte sich, daβ Angstpatienten in der Allgemeinarztpraxis viel Zeitaufwand beanspruchen und sowohl die diagnostischen als auch die therapeutischen Kenntnisse nicht zufriedenstellend sind. Das Fortbildungsprogramm wurde von den Teilnehmern sehr gut beurteilt. Durch die Teilnahme wurde in Teilgruppen eine Verbesserung vor allem der Kenntnisse im Bereich «Angststörungen erkennen/Diagnostik» erreicht. Das Patientenseminar wurde vom Groβteil der Teilnehmer sowohl in Gruppen als auch bei einzelnen Patienten in der Praxis durchgeführt. Es wird deutlich, daβ trotz des hohen Aufwandes eine groβe Akzeptanz für den Einsatz solcher Patienten-seminare vorhanden ist und daβ insgesamt die bisher untersuchten Variablen für eine überraschend hohe Effektivität der Fortbildungsmaβnahmen sprechen. / This artide describes preliminary results of an evaluation study of the patientseminar 'anxiety', an educational programme for physicians. Before and after the two seminar meetings, 109 participants of part land 104 participants of part II filled in a questionnaire about their opinion on the programme as weil as their attitudes, experience, and knowledge about anxiety patients. They were compared with a control group, which did not take part in the programme. It is found that anxiety patients call for a lot of attention at general practitioners' and that the physicians' diagnostic and therapeutic knowledge is not sufficient. The educational programme was highly rated by participants. The patientseminar was conducted, for the greater part of participants, by the physicians both in groups and for single patients. It became evident that in spite of high expenses there is a wide acceptance of such patientseminars and that the variables so far examined up to now indicate surprisingly high efficiency of the educational programme.

<p>The objectives of this study were to determine the effects of a back education programme on biomechanical knowledge, back beliefs, the occurrence of LBP, disability, and work loss among employees at an industrial setting in Cape Town, South Africa. Furthermore, the study sought to determine the perceptions of back education that are held by industrial<br /> employees.</p>

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.