The object of research: Vilnius and Kaunas Education centres for adults and its students attitude towards career. The question of research: What are the possibilities for such students to be promoted? The aim of research – to disclose the Adult Education Centres students’ attitude towards the career and its motivation impact. The objectives of research 4. to research adult education centre students’ understanding of the career. 5. to define students‘ learning motives and links with their career. 6. to find out the students’ need for support and its impact on learning. The hypothesis of research • Learning in the formal adult education system satisfies the inner needs connected to the personality development, self- esteem and communication. �� The learner satisfies the need of the professional career planning. Research object - the attitude of students that study at Vilnius and Kaunas Education Centres for Adults.

Past research into defining and measuring the characteristics of learning environments in Science Education Centres and Science Museums (SECSMs) has been based upon low-inference measures, such as observations and interviews. Many searchers feel that the diversity of informal education settings in SECSMs makes it difficult to develop high-inference measures for informal learning environments. This study used the semiformal environment of the CSIRO Science Education Centres as a stepping-stone between formal and informal learning environments. A review of learning environment research identified a possible procedure for the development of, and a format for, a suitable instrument. Research in SECSMs was reviewed to identify learning environment factors that defined the CSIROSEC learning environment. A pilot study was conducted to determine the feasibility of developing a learning environment instrument for CSIROSECs. This led to the more formal process of developing a learning environment instrument for CSIROSECs based upon the five scales of Affect, Social Interaction, Novelty, Independence and Involvement. / A number of cycles of testing of the instrument, statistical analyses, and subsequent refinements resulted in the Learning Environment Instrument for CSIRO Science Education Centres (LEI for CSIROSECs). The instrument measures distinct, if somewhat overlapping, aspects of the learning environment. The LEI for CSIROSECs displays comparable measures for internal consistency (alpha reliability) and discriminant validity to existing learning environment instruments. The sensitivity of the instrument has been demonstrated for the comparison of different classes, comparison of teacher-student perceptions, comparison of primary and secondary classes, and the comparison of CSIROSEC programs. Suggestions have been made for applications of the LEI for CSIROSECs and its further development,as well as its potential use in research.

This study centred on factors contributing to the perceived organizational effectiveness within an educational service provider. The guiding assumption of this research was that the general public supports effective organizations because they are perceived as rendering an effective and efficient service. This results in a reciprocal relationship between the organization and its clients. The Kip McGrath Education Centres was studied since it is an organization that has been rendering educational service in South Africa since 1996. There are to date thirty-five centres operating in the country. However, while there has been phenomenal growth in terms of geographical expansion, no studies have been done to establish what has contributed towards this organization's perceived effectiveness. Literature sources informed this study of the indicators that characterize effective organizations. Some of these indicators of effectiveness were used in this research to determine whether the organization under study can be viewed as one such effective organization. The theoretical underpinning of this study is that there are inherent contradictions within models of effective organizations. As such, effectiveness should be determined according to a given model and relevant indicators. This study surveyed perceptions of the major stakeholders on matters pertaining to the organizational effectiveness of the Kip McGrath Education Centres at Newholmes. Both the qualitative and quantitative methodologies were used. That is, questionnaires were used to obtain information from large samples of educational stakeholders and interviews schedules and check-lists were used to collect qualitative data from small samples and observations of facilities and activities at the centre. The findings revealed that the organization under study was rendering an effective service that clients seem to have valued. This consequently led to their support of the organization which led to its growth in size, judged by student numbers. The conclusions derived from these findings were that an effective organization is one that is able to develop because it possesses salient features necessary for delivering an effective and efficient service to its clients, thus ensuring their continued support. A major finding was that parents were willing to pay for the services offered by the Newholmes KMEC because they felt they got their money's worth. This leads to the conclusion that when the public has confidence in an education provider, the public is willing and able to pay for the services. A recommendation arising out of this would be to determine the extent to which perceived effectiveness translates into genuine effectiveness judged by the quality of programmes offered by a number of private education providers. This would offer evidence and support for the role of the private sector in educational provision which can guide government policy and practice. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

Tem aumentado nas Instituições de Ensino Superior (IES) o desalinhamento de expectativas entre coordenadores, educadores e educandos: em face da escassez de recursos, os professores tentam cumprir o programa da disciplina e os estudantes priorizam sua simples aprovação (nota e frequência). Na sala de aula é baixa a utilidade percebida (teoria x aplicação), o que afasta os estudantes e desanima os professores. Na tentativa de gerenciar tais conflitos e atender as exigências curriculares, coordenadores têm adotado ações que consumam menos recursos e produzam mais resultados. Com o intuito de apoiar coordenadores, professores e estudantes, buscaram-se evidências quantitativas e indícios qualitativos de que a gestão eficiente dos recursos disponíveis em sala de aula pode produzir com o uso dos mesmos recursos, resultados superiores de assimilação e envolvimento (carga ao professor que conduz a disciplina atendendo os alunos). Revisou-se nesta pesquisa a literatura sobre os seguintes conceitos: gestão de IES (TACHIZAWA, 2009); disciplinas e interdisciplinaridade na educação superior (MORIN, 1997; MACHADO, 2009); métodos e estratégias de ensino-aprendizagem (FREIRE, 2005; KOLB, 1990; SENGE et al., 2005; NONAKA e TACKEUCHI, 2008; SAUAIA, 2010). Foram conduzidos de 2004 a 2011 seis estudos experimentais em quatro IES privadas da cidade de São Paulo que oferecem cursos de graduação em Administração e Contabilidade. Ao se fazer uso de estratégias vivenciais de ensino-aprendizagem Centradas no Participante (ACP), os resultados evidenciaram desempenho superior na assimilação de conteúdos programáticos e no envolvimento dos estudantes universitários, como relataram Piaget e Vigotsky com estudantes do ensino fundamental. Tais resultados convidam coordenadores e professores à reflexão, na seleção cuidadosa de artefatos educacionais, métodos e estratégias usados em sala de aula e ao equacionamento de três desafios: sensibilizar e treinar os professores que se interessem pelos métodos centrados no participante; revisar os critérios para seleção de professores, valorizando um novo perfil; estimular e capitalizar o interesse dos estudantes e seu envolvimento para sua melhor formação como indivíduos e cidadãos. / The misalignment of expectations amongst learners, educators and coordinators has increased in the Higher Education Centers (IES): while teachers try to fulfill the program, students only care about their approval (grades and attendance). In the classroom the usefulness of the program perceived by students is low (theory x application), which discourages the teachers. While coordinators manage such conflicts, they also have to meet the curriculum requirements and trying to use as few resources as possible without jeopardizing the results. This research revises the literature on the following concepts: management of IES (TACHIZAWA, 2009); disciplines and interdisciplinary issues in higher education (MORIN, 1997; MACHADO, 2009); strategies for teaching/learning (FREIRE, 2005; KOLB, 1990; SENGE et al., 2005; NONAKA and TACKEUCHI, 2008; SAUAIA, 2009). Between the years of 2004 and 2011 the researchers conducted six studies in four private IES in the city of São Paulo that offer undergraduate courses in administration and accounting. The studies investigated the contributions achieved through the efficient management of available resources in the classroom (introduction of new instruments: SR, LC). Making use of teaching/learning strategies Focused on the Participant (ACP), the observed results have demonstrated superior performance in the assimilation of the syllabus and in the involvement of students. Despite being partial, these results invite coordinators and teachers to reflect and adopt a careful management of artifacts, methods and strategies used in the classroom. The understanding that ACP can contribute to a more efficient management in the classroom leads to the responsibility by the coordinators to consider three challenges: to create awareness and train the teachers who are interested in the participant-centred methods, to redirect criteria for selection of teachers and finally to increase the students interest and their involvement in their full training as individuals and citizens.

Tem aumentado nas Instituições de Ensino Superior (IES) o desalinhamento de expectativas entre coordenadores, educadores e educandos: em face da escassez de recursos, os professores tentam cumprir o programa da disciplina e os estudantes priorizam sua simples aprovação (nota e frequência). Na sala de aula é baixa a utilidade percebida (teoria x aplicação), o que afasta os estudantes e desanima os professores. Na tentativa de gerenciar tais conflitos e atender as exigências curriculares, coordenadores têm adotado ações que consumam menos recursos e produzam mais resultados. Com o intuito de apoiar coordenadores, professores e estudantes, buscaram-se evidências quantitativas e indícios qualitativos de que a gestão eficiente dos recursos disponíveis em sala de aula pode produzir com o uso dos mesmos recursos, resultados superiores de assimilação e envolvimento (carga ao professor que conduz a disciplina atendendo os alunos). Revisou-se nesta pesquisa a literatura sobre os seguintes conceitos: gestão de IES (TACHIZAWA, 2009); disciplinas e interdisciplinaridade na educação superior (MORIN, 1997; MACHADO, 2009); métodos e estratégias de ensino-aprendizagem (FREIRE, 2005; KOLB, 1990; SENGE et al., 2005; NONAKA e TACKEUCHI, 2008; SAUAIA, 2010). Foram conduzidos de 2004 a 2011 seis estudos experimentais em quatro IES privadas da cidade de São Paulo que oferecem cursos de graduação em Administração e Contabilidade. Ao se fazer uso de estratégias vivenciais de ensino-aprendizagem Centradas no Participante (ACP), os resultados evidenciaram desempenho superior na assimilação de conteúdos programáticos e no envolvimento dos estudantes universitários, como relataram Piaget e Vigotsky com estudantes do ensino fundamental. Tais resultados convidam coordenadores e professores à reflexão, na seleção cuidadosa de artefatos educacionais, métodos e estratégias usados em sala de aula e ao equacionamento de três desafios: sensibilizar e treinar os professores que se interessem pelos métodos centrados no participante; revisar os critérios para seleção de professores, valorizando um novo perfil; estimular e capitalizar o interesse dos estudantes e seu envolvimento para sua melhor formação como indivíduos e cidadãos. / The misalignment of expectations amongst learners, educators and coordinators has increased in the Higher Education Centers (IES): while teachers try to fulfill the program, students only care about their approval (grades and attendance). In the classroom the usefulness of the program perceived by students is low (theory x application), which discourages the teachers. While coordinators manage such conflicts, they also have to meet the curriculum requirements and trying to use as few resources as possible without jeopardizing the results. This research revises the literature on the following concepts: management of IES (TACHIZAWA, 2009); disciplines and interdisciplinary issues in higher education (MORIN, 1997; MACHADO, 2009); strategies for teaching/learning (FREIRE, 2005; KOLB, 1990; SENGE et al., 2005; NONAKA and TACKEUCHI, 2008; SAUAIA, 2009). Between the years of 2004 and 2011 the researchers conducted six studies in four private IES in the city of São Paulo that offer undergraduate courses in administration and accounting. The studies investigated the contributions achieved through the efficient management of available resources in the classroom (introduction of new instruments: SR, LC). Making use of teaching/learning strategies Focused on the Participant (ACP), the observed results have demonstrated superior performance in the assimilation of the syllabus and in the involvement of students. Despite being partial, these results invite coordinators and teachers to reflect and adopt a careful management of artifacts, methods and strategies used in the classroom. The understanding that ACP can contribute to a more efficient management in the classroom leads to the responsibility by the coordinators to consider three challenges: to create awareness and train the teachers who are interested in the participant-centred methods, to redirect criteria for selection of teachers and finally to increase the students interest and their involvement in their full training as individuals and citizens.

This study evaluates the effectiveness of the three (3) extant Environmental Education Centres of the KwaZulu-Natal Department of Education and Culture (KZNDEC) as contributors to the environmental learning, and to education, in KwaZulu-Natal. In the process, it is an exploratory response as to how better the Centres can answer the call of the Reconstruction and Development Programme to "empower all communities to act on environmental issues" (African National Congress 1994:40). The research traces the history, the philosophical background and functions of environmental education, of environmental education centres, and of personnel employed at environmental educators, in the ex-Natal Education Department and in its successor, the KZNDEC. The researcher recommends that environmental education centres should become "agents of change" in the wider environment, and in the educational processes, of the communities of which they are a part. The study suggests methods by which people's lives at a "deep rural" level may be improved by helping restore the balance of "the three pillars of sustainable development - economic, social and environmental - and [in the process, having a positive] focus on poverty eradication" (WSSD 2002). The centres, the researcher contends, can become more effective agents of the KZNDEC for the protection of the environment "for the benefit of present and future generations" (Constitutional Assembly 1996:11). / Educational Studies / M.Ed.

The provision of environmental education towards sustainability with reference to the Inner City Enviro Centre in Tshwane is a comprehensive research project that describes the establishment and development of the Inner City Environmental Centre over a six-year period. This research focuses on the informal education sector and the methods used by centres, both locally and internationally to provide environmental education and / or education for sustainability. The Inner City Enviro Centre is used as a case study. The development of the ICEC is investigated in terms of the objectives it was to fulfil. The achievements and difficulties that the ICEC experienced are examined. This was done using document analysis and by interviewing those involved. This information was then assimilated and helped the researcher to make informed, objective judgements concerning the ICEC. Educators working on a project with the ICEC were given questionnaires which asked questions relating to environmental education and excursions. The data collected from findings is used to provide guidelines for future development of the ICEC and for others who might want to embark on similar projects. / Further Teacher Education / M.Ed. (Environmental Education)

Aquesta Tesi Doctoral se situa en l'àmbit dels estudis històrico-educatius. S'estructura a partir d'una aproximació a la història de l'educació especial de les persones amb discapacitat i contextualitzada a partir de l'educació institucionalitzada en centres d'educació especial, a les comarques de Girona, durant el període de 1873 fins a 1997. El primer centre es va crear el 1873. Li seguiran, molts més anys més tard, altres iniciatives que sorgeixen a través de l'impuls de professionals i associacions de pares. L'Església participarà a través dels seus mossens i ordes religioses en la creació d'alguns d'aquests centres. L'administració educativa també assumirà un important paper en la creació, manteniment i consolidació dels centres. Aportem un important estudi sobre la legislació que va aparèixer al llarg d'aquest període. El punt final, el situem el 1997, a partir de la publicació per part del Department d'Ensenyament, del Decret 299/1997, de 25 de novembre, sobre l'atenció educativa a l'alumnat amb NEE. / This Doctoral Thesis is based in the field of the historical educative studies. It is structured from an approach to the history of education of people with special needs and from the institutionalized education in special centres, in the county of Girona, during the period from 1873 to 1997. The first centre was created in 1873. Other initiatives emerging from the professionals and parents associations would follow .The Catholic Church would participate through its parish priests and religious orders in the creation of these centres. The educative administration would also assume an important role in the creation, maintenance and consolidation of the centres. An important study on the legislation that appeared during this period is given. The last point is situated in 1997, in the publication by the Departament d'Ensenyament (Educational Board), decree 299/1997, 25th November, on the educative attention to the pupils with special needs.

This study evaluates the effectiveness of the three (3) extant Environmental Education Centres of the KwaZulu-Natal Department of Education and Culture (KZNDEC) as contributors to the environmental learning, and to education, in KwaZulu-Natal. In the process, it is an exploratory response as to how better the Centres can answer the call of the Reconstruction and Development Programme to "empower all communities to act on environmental issues" (African National Congress 1994:40). The research traces the history, the philosophical background and functions of environmental education, of environmental education centres, and of personnel employed at environmental educators, in the ex-Natal Education Department and in its successor, the KZNDEC. The researcher recommends that environmental education centres should become "agents of change" in the wider environment, and in the educational processes, of the communities of which they are a part. The study suggests methods by which people's lives at a "deep rural" level may be improved by helping restore the balance of "the three pillars of sustainable development - economic, social and environmental - and [in the process, having a positive] focus on poverty eradication" (WSSD 2002). The centres, the researcher contends, can become more effective agents of the KZNDEC for the protection of the environment "for the benefit of present and future generations" (Constitutional Assembly 1996:11). / Educational Studies / M.Ed.

The provision of environmental education towards sustainability with reference to the Inner City Enviro Centre in Tshwane is a comprehensive research project that describes the establishment and development of the Inner City Environmental Centre over a six-year period. This research focuses on the informal education sector and the methods used by centres, both locally and internationally to provide environmental education and / or education for sustainability. The Inner City Enviro Centre is used as a case study. The development of the ICEC is investigated in terms of the objectives it was to fulfil. The achievements and difficulties that the ICEC experienced are examined. This was done using document analysis and by interviewing those involved. This information was then assimilated and helped the researcher to make informed, objective judgements concerning the ICEC. Educators working on a project with the ICEC were given questionnaires which asked questions relating to environmental education and excursions. The data collected from findings is used to provide guidelines for future development of the ICEC and for others who might want to embark on similar projects. / Further Teacher Education / M.Ed. (Environmental Education)