This comparative case study aims to identify the pedagogic approaches embedded in the design of a selection of entrepreneur education programmes. Three non-profit organisations based in the Western Cape, South Africa, were selected as case studies. While each organisation offers an entrepreneur education programme for previously disadvantaged individuals who are in the early stages of running a business, each programme is unique in terms of its target market industry sector, learning objectives and business outcomes, as well as in its curriculum design intended to enable particular objectives and outcomes to be optimally achieved by the learners (entrepreneurs). Activity Theory and Bernstein's Models of Pedagogy provide analytical frameworks for the study. Data was gathered from three semi-structured interviews carried out with the principal curriculum designer within each organisation, as well as written documents and websites. Engeström's extension of Activity Theory provided the conceptual tools for the first level of analysis of the case data, which identified tensions within and between the activity system elements of each curriculum. Further analysis was conducted utilising Bernstein's models of pedagogy, in order to better understand the key assumptions about learning and knowledge underpinning each of the curricula. Within each Activity System, significant tensions were identified between the Subjects, the Rules and Object; the Subjects, the Tools and the Object; and the Subjects, the Division of Labour, and the Object. Two approaches to pedagogy were evident within the three curricula, which aligned to Bernstein's competence and performance models of pedagogy. By drawing on the tensions identified through mapping the curriculum using Activity Theory, the thesis proposes that the two pedagogic models should be seen as a continuum and can be used to identify key questions to consider in the design of entrepreneur education curriculum, in order to ensure a well-informed curriculum aligned to adult learning theory and to the programme's learning objectives and business outcomes, and which addresses the unique context in terms of target market. Further research is necessary to understand whether the programmes which combine elements from various models of pedagogy do indeed enjoy better outcomes.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. 134-143. Document électronique également accessible en format PDF. CaQCU

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education (D.Ed) in the Department of Educational Psychology and Special Education, University of Zululand, South Africa, 2014. / The study compared the perceptions of continuing education programmes by in-service teachers from two universities in Africa; University of Zululand, South Africa (UZ), and Adekunle Ajasin University, Akungba-Akoko, Nigeria, (AAU). The study covers the impact, effectiveness and efficiency of UZ and AAU on in-service teachers of continuing education programme. The target population and sample for the study were the current teachers of continuing education programmes of these universities. The instrument tagged ‘Questionnaire for Perceptions of Continuing Education Programmes by in-service Teachers’ (QPCEPIT) was designed and used for data collection. The descriptive survey research design of ex-post facto was adopted for the study.150 questionnaires were randomly used for pilot study, carried out at University of Ado Ekiti, Nigeria, whilst 500 questionnaires each were administered at both UZ and AAU of which 365 and 321 responses were valid and analysed respectively. Five research hypotheses and questions were carefully formulated to ascertain the perceptions of continuing education programmes by in-service teachers in the selected universities. Inferential statistics was used to draw conclusions and test the research hypotheses and questions for the study. The results of the comparative study revealed that the conclusiveness of the learning environment, the nature and quality of student support services provided, the quality and learners’ perception of course modules or materials, accommodation problems and venue of the programme were the major predictors for motivation of in-service teachers of the programme. There were similarities and dissimilarities between the methods of operation of the programmes in the two selected universities. Based on the findings of the study recommendations were made on how the programme will have impact on the in-service teachers and how the universities that are running the programme will be effectively and efficiently manage the programme for the acceleration and advancement of socio-economic growth in South Africa, Nigeria, and the world at large. / University of Zululand

Thesis (Ph. D.)--Catholic University of America. / Bibliography: p. 106-116.

Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

Establishing proficient practices for technology teaching and learning is an immense challenge, especially since technology is a new subject that was added as one of the new learning areas within the South African education curriculum. This happened when the South African education system was reviewed after the 1994 democratic elections and OBE was chosen as not only the hub, but the underpinning philosophy of education. As part of the challenges that followed implementing a new subject, when technology was first implemented, there were no qualified teachers to teach it, and there were no official academic programmes to train those who were inevitably selected to teach it. After a while, the government found out that all was not well with the national curriculum technology and that in many schools, it was not as well taught as other subjects. From ever since, institutions of higher learning and service providers across the country made efforts to develop programmes and offer formal training in technology education. This study intended to carefully examine how technology academic programmes are conceptualised, planned, and implemented; and how that contributes to efficient training and development of student-teachers in technology education. This it did by purposefully sampling the University of Pretoria (UP) and performing a case study on its technology education pre-service programme. The investigation necessitated the concept: "the essential features of an effective and comprehensive technology education programme", which the researcher believes are inescapable because they forms the core, effect and success of technology programmes' design features; and they have a propensity to guide educational practice to enhanced performances and yield. From literature, the essential features are centred on programme design, content, teaching methods, programme coordination, staffing, student assessment policies and practices and the context of study. The investigation at UP started with programme conceptualisation and planning, which the researcher performed by interviewing the developers, designers and the lecturing staff. She then performed document analysis on the study guides and university general programme to investigate programme content; and she did lecture observations to explore teaching methods. The results of the study indicated that UP technology education pre-service programme is conceptualised and planned based on problem-based learning, project-driven approach and standard-based design. The lecturing staff applies learner-centred, activity-based, and outcome-based approaches that provide student teachers with opportunities to engage in authentic, real-life problems. The programme content consists of modules that are made up of study units that engage various technology concepts and knowledge base. They have good resources and specialised venues for technology teaching and learning. UP-D&T is balanced and auspicious; students and lecturers are enthusiastic and positive about the activities of this programme. However there exist a few hiccups, which are resembled in the level at which certain essential features are engaged within UP-D&T. The designers and lecturing staff might want to conduct some impact studies of this programme, as well as evaluations of practice on student-teachers presently training and those who were trained under this programme in the past. The study reflected in-depth descriptions of how technology education programmes can be comprehensively designed; by providing a window, patterns, essential features and rubrics for enhanced planning, practice and implementation. Discussions thereof might serve to mobilise, critique and further the discourse on effective pre-service teacher education. / Dissertation (MEd (Science and Technology Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

"Human rights education (hereinafter HRE) squarely fits into the promotional mandate or obligation [of the African Commission on Human and Peoples' Rights]. The Commission is implementing its promotional mandate by disseminating copies of the Charter [African Charter on Human and Peoples' Rights] and sensitising governments about their responisiblities to citizens. There are also ongoing thematic human rights conferences, workshops and ad hoc training programmes throughout the continent. In addition, human rights are taught in some states over the continent as a subject by itself, especially in law faculties of universities, or as a component of interdisciplinary courses. But still, observers and specialists, notably teachers of higher education, who have a certain amount of experience in HRE, admit that there exists no African system of HRE stricto sensu. Many African states do not also have HRE programmes proper. This paper stresses the importance of HRE to avoid violations of human rights and pleads for practical steps by African states to carry out their obligations with respect to promotion of human rights. It also suggests the effective usage of the African Commission's mandate of examination of states reports for monitoring and co-ordination of HRE activities. It will do these by laying down a framework for planning, implementaiton and co-ordination of HRE programmes. ... Chapter one provides background to the study, identifies the problems to be tackled, summarises the relevant literature and introduces the objectives, hypotheses, methodology and scope of the study. Chapter two defines human rights and HRE. It also lists the goals of HRE and discusses the importance of the same. Moreover, it identifies normative foundations for HRE. Chapter three discusses the elements of efficient programmes for HRE. It identifies factors of effectiveness of HRE programmes from its design to its implementation. Chapter four deals with the role of state and non-state actors in HRE and suggests ways of building partnership samong the actors and co-ordination of efforts by the African Commission. Chapter five concludes the paper and provides [a] list of recommendations for effective HRE in Africa." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

This study employed convergent parallel mixed methods design to examine the transformative effect of education programmes as perceived by ex-offenders within the South African Department of Correctional Services (DCS). The DCS delivers education programmes to incarcerated people in compliance with Section 29 (1) of the Constitution of the Republic of South Africa. The theoretical framework which underpins this study is the Good Lives Model (GLM) of offender rehabilitation.This research was influenced by John Dewey’s Pragmatic Paradigm. Inquiry was conducted in two Regions; Gauteng and KwaZulu Natal. A convergent parallel mixed methods approach was adopted throughout this study. In-depth interviews and questionnaires were utilized as data collection instruments in the research field. Pilot testing of a questionnaire form was conducted to five (5) exoffenders with demographic characteristics similar to the research sample. A total of fifty-two (52) ex-offenders who attended education programmes in the DCS; forty (40) questionnaires and twelve (12) in-depth interviews) were involved in this study. Both data types; quantitative and qualitative were collected concurrently or parallel and given equal status during data collection (Molina-Azorin & Cameron, 2010, Small, 2011, Creswell, 2013, Creswell & Plano Clark, 2007). Analysis of questionnaires and in-depth interviews data were performed independently. Data integration was performed at design, methods, results and discussion levels (Fetters & Freshwater, 2015, Ivankova, 2015). The main research findings demonstrate that education programmes promote offender transformation, reduce recidivism rate, improve quality of life, improve literacy levels and a criminal record is a barrier to ex-offenders’ employment in communities. Based on the research findings, this study concludes that education programmes enhance offender transformation, reduce recidivism rate, improve quality of life, improve literacy levels and ex-offenders struggle to secure employment opportunities in communities due to a criminal record. This study recommends further research on the transformative effect of education programmes in other Regions, the DCS should prioritize implementation of technical, vocational and entrepreneurial education programmes and a policy which facilitates ex-offenders’ employment to reduce recidivism rate should be developed. Finally, this study proposes a Student Transformation Model for guiding implementation of education programmes within the South African Department of Correctional Services. / Thesis (PhD)--University of Pretoria, 2017. / Humanities Education / PhD / Unrestricted

The aim of the pilot study is to measure changes of attitudes over a period of six months. It is claimed that parents new to a school have only hearsay as a basis for their opinions about the school's functioning and that this is often detrimental to the school. It is hypothesized that these opinions will change and reflect positive attitudes towards the school in relation to the amount of contact experienced. The recording of the survey begins by referring to the paucity of research material on the subject; it continues by describing the method of collecting data on initial opinions by means of interviews, questionnaires and a statements of opinions check sheet; it then analyses changes of opinion by comparing the data of the later August statements of opinions return with the earlier February one; and finally suggests reasons for change by analysing correlations of parental contact and increased positive attitude. The paper concludes with recommendations for further studies and parent education programmes.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.