Unsere Gesellschaftsstrukturen befinden sich im Umbruch. Durch den Wandel von der Industrie- zur Dienstleistungsgesellschaft kommt der Information in Wirtschaft, Wissenschaft und Gesellschaft eine zentrale Bedeutung zu. Man spricht daher auch von der Informationsgesellschaft. Für den effizienten und kompetenten Umgang mit Informationen sind neue Kenntnisse und Fähigkeiten erforderlich. Bibliotheken spielen dabei eine herausragende Rolle, denn sie verfügen über das Sachwissen in der Handhabung mit der großen Anzahl von Informationen. Aus diesem Grunde sind sie besonders geeignet die benötigten Kenntnisse weiterzugeben. Die Informationsgesellschaft fordert von jedem Einzelnen Techniken und Fähigkeiten zur Berufs- und Alltagsbewältigung, die der Begriff Informationskompetenz zusammenfasst. Benutzerschulungen bzw. Veranstaltungen zur Vermittlung von Informationskompetenz nehmen im Dienstleistungsangebot der deutschen Bibliotheken zunehmend einen wichtigen Platz ein. Die Intention dieser Arbeit ist, Anregungen für die Auseinandersetzung mit dem Thema der Vermittlung von Informationskompetenz zu geben und anhand des konkreten Bezuges auf die Sächsische Landesbibliothek – Staats- und Universitätsbibliothek Dresden (SLUB Dresden) die zu berücksichtigenden Faktoren und Bedingungen zur Planung und Umsetzung einer informationsdidaktischen Schulungsveranstaltung für den ingenieurwissenschaftlichen Bereich darzulegen. Der ingenieurwissenschaftliche, speziell der elektrotechnische Bereich wurde als Beispiel gewählt, da nur wenige Kontakte zwischen der SLUB Dresden und der Fakultät Elektrotechnik und Informationstechnik (Fakultät ET) sowie deren Lehrenden existieren und bestehende Schulungsveranstaltungen zur ingenieurwissenschaftlichen Fachinformation kaum besucht werden. Um dies zu ändern, wird ein neues, attraktives Schulungsangebot und Anregungen für dessen Realisierung geschaffen. Nähere Betrachtung erfährt zuvor die aktuelle Ausgangslage der SLUB Dresden hinsichtlich spezifischer Rahmenbedingungen für Schulungen, allgemeiner Schulungsaktivitäten und des Informationsangebotes für den ingenieurwissenschaftlichen Bereich. Um den Kenntnisstand sowie die Erwartungen der Studierenden im Hinblick auf Informationskompetenz aufzuzeigen, wurde eine schriftliche Befragung der Studierenden und der Hochschullehrenden an der Fakultät ET durchgeführt. Aufbauend auf den Ergebnissen werden Schlussfolgerungen für zukünftige Schulungsangebote der SLUB Dresden dargestellt. Hieran schließt die Erläuterung der didaktisch-methodischen Grundlagen von Schulungskonzepten im Allgemeinen. Darauf bauen die Planung und die Umsetzungsvorschläge einer konkreten Schulungsveranstaltung für angehende Ingenieure, speziell der Fachrichtung Elektrotechnik, auf. Die Veranstaltung zur Vermittlung von Informationskompetenz für angehende Ingenieure entspricht in den pädagogisch-didaktischen Grundlagen und in den zu beachtenden Rahmenbedingungen auch den anderen Nutzergruppen der SLUB Dresden, deshalb wird dabei nicht explizit auf den ingenieurwissenschaftlichen Bereich eingegangen. Tatsächlichen Bezug auf die Studierenden der Ingenieurwissenschaften nimmt die Arbeit in den Kapiteln der Ausgangslage der SLUB Dresden, der Befragung der Fakultät ET sowie bei der Planung einer informationsdidaktischen Schulungsveranstaltung.

Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.

Masters of Commerce / Local governments worldwide are invariably faced with challenges of human capacity constraints, corruption, lack of operating transparency and accountability, dysfunctional ward committees, poor public participation, non-compliance with legislation and by-laws, poor prioritisation of community needs, unaligned budget processes, unauthorised and wasteful expenditure, tensions between politicians and administrators, as well as weak financial viability. A strong legal framework, clearly defining authority and accountability, backed by relevant skills development training, are necessary foundations for service delivery; however, without the appropriate training, staff performance could remain inadequate. Various countries have reached varying levels of local government effectiveness; however, all too often municipalities do not have the adequate skills required, to deliver the services needed, to ensure community development. Despite being well structured, South Africa’s institutional arrangements are often deeply flawed, while local government still needs to transform from passive service provider to proactive facilitator. Skills development legislation forms part of government policies to enable transformation; however, many local municipalities are burdened by poor service delivery, corrupt staff, and no accountability. Therefore, there is a desperate need to explore the best way of addressing local government challenges and skills shortcomings of their human resources. In this current study, the researcher conducted a case study to explore varying aspects of local government skills development, particularly the implementation of a training programme in a rural municipality. Data collection was conducted with key informants, as well as trainees, through in-depth, individual, semi-structured interviews. Thematic analysis was used to analyse the data, present the findings relevant to the strategies, as well as make recommendations on the required enhancements, for improved implementation of local government skills development initiatives.

No description available.

For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country. Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD. Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals. In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)

Este trabalho, fruto de uma iniciativa de mestrado profissional, combinou pesquisa científica com arte literária, especialmente com o romance Ensaio Sobre a Cegueira, de José Saramago. O objetivo desta pesquisa: elaborar um ensaio baseado em um processo de argumentação para pensar a minha formação em saúde a partir de diferentes experiências. Para desenvolvê-lo, uso o seguinte argumento: as minhas experiências no Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) são um diferencial na minha formação em Educação Física. Para demonstrar a validade desse argumento, levantei premissas e discorri sobre elas a fim de concluir esse processo de argumentação. São elas: (1) diversificação do cenário de ensino-aprendizagem; (2) aproximação de estudantes com o ambiente de trabalho; (3) vivência interprofissional com vistas ao exercício da integralidade; (4) abertura para outros modos de pensar o corpo na formação em Educação Física. A propósito das experiências dos participantes da pesquisa, foi feito um encontro no qual conduzi duas atividades: narrativas individuais escritas e roda de conversa nos moldes de um grupo focal. Como resultado, apresento experiências de integração ensino-serviço de estudantes de Educação Física na atenção primária/atenção básica em saúde a partir do PET-Saúde no Projeto da USP-Capital, versão de 2010-2012. A partir delas, destacamos que houve mudanças nos modos de pensar e de operar as práticas de saúde, além de transformar o profissional a ponto de ele se interessar e defender o SUS como espaço de trabalho. É interessante enfatizar que as experiências produziram o que denomino gestos, movimentos que poderão inspirar ou instigar estudantes e profissionais da saúde na reflexão a respeito da formação. / This work results of a professional master\'s initiative and combined scientific research with literary art, especially the novel Blindness, by José Saramago. The objective of this research: developing a essay based on a argumentation process to think about my health trainig from different experiences. To develop it, using the following argument: my experiences in the Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) are an difference in my Physical Education training. To demonstrate the validity of this argument, I raised premises and I discussed about them in order to complete this process of argument. They are: (1) diversification of service-learning scenario; (2) students approach with the work environment; (3) interprofessional experience with a view to the exercise of integrality; (4) openness to other ways of thinking the body in Physical Education training. The purpose of the experiences of research participants, was made a meeting with two activities: written individual narratives and conversation circle like a focus group. As a result, presents experiences of service-learning of Physical Education students in primary care / primary health care from the PET-Saúde Project in the USP-Capital, version 2010-2012. From these, we point out that there have been changes in ways of thinking and operating health practices, beyond transform the professional at way of make him interested in defends the SUS as workspace. It is interesting to emphasize that the experiences have produced what I call gestures, movements that may inspire or instigate students and health professionals in reflection about the training.

A análise do distanciamento entre as orientações teóricas das instâncias decisórias (ID) sobre a inclusão da abordagem dos aspectos da História e Filosofia da Ciência no Ensino de Ciências Naturais (HFCECN) constitui o nosso objetivo de investigação, cujo problema foi identificar as ID e saber em que elas se distanciavam entre si em relação à HFCECN. Para tal, delimitamos o estudo de caso único qualitativo, tendo o Brasil como unidade caso sob o aspecto da HFCECN, cujas múltiplas unidades de análise foram as ID. Para coleta e análise de dados utilizamos a entrevista semiestruturada com especialistas, a análise de conteúdo e a análise documental. Da investigação resultou a identificação de quatro ID em relação à HFCECN, das quais três foram analisadas e identificamos que elas apresentam desconexão/discrepância metodológica e epistemológica de perspectivas diferentes, portanto, a convergência entre as ID está longe de ocorrer na realidade material do sistema educacional, o que pode inviabilizar a efetiva HFCECN. Os regulamentos oficiais apontam para a contextualização externa (sociocultural) e as pesquisas parecem assumir a HFC como conteúdo no ensino de ciências naturais, porém, dos 72 trabalhos de pesquisa analisados, 34 apontam para contextualização interna; 16, criticidade; 9, motivação; 8, contextualização externa. Na formação docente, a maioria das disciplinas aponta para contextualização interna (7); as percepções dos docentes formadores apontam para instrumentação didática e criticidade e uma abordagem da HFC enquanto perspectiva de reflexão crítica. As três ID constituem seus próprios cenários ontológico, político e decisório, formam uma constelação bicondicional com rupturas de sequência comunicativa e tomada de decisões. A realidade escolar não tem sido considerada enquanto instância decisória e nem consultada o suficiente para tomada de decisões e prescrições das três ID. Finalmente, apresentamos algumas reflexões e perspectivas propositivas sobre o tema. / Our research goal is to analyze the detachment of the theoretical orientations from the decision-making institutions (DMIs) with regards to the inclusion of aspects of the approach of History and Philosophy of Science in the Teaching of Natural Sciences (HPSTNS), in order to identify the decision-making institutions and learn where they distanced themselves from each other regarding HPSTNS. Thus, a single qualitative case was delimited, using Brazil as a study unit under the HPSTNS aspect and the DMIs as multiple analyses units. To collect and examine the data, semi-structured interviews with experts, content and documentation analysis were used. The outcome of the research was the identification of four decision makers related to HPSTNS, of which three were analyzed. We concluded that they exhibit methodological and epistemological disconnection/discrepancy with different perspectives, therefore, the convergence between the DMIs is far from occurring in the educational systems actual material, rendering unfeasible the effective HPSTNS. The official rules point to an external contextualization (social-cultural) and the research appears to assume the HPS as the natural science teaching content. However from the 72 research papers analyzed: 34 showed internal contextualization; 16, criticisms; 9, motivations; and 8, external contextualization. In teacher education, most of the courses point to the internal context (7), the teachers perceptions indicate didactic instrumentation, and criticism is an HPS approach as a perspective of critical reflection. The three DMIs constitute their own ontological, political and decision-making scenario, they form a bi-conditional constellation with communicative sequence and decision making disruptions. The school reality has not been considered as a Decision-Making Institution nor sufficiently consulted for the recommendations of decisions and directives of those three (DMIs). Finally, we offer some reflections and proactive perspectives on the subject.

The plight faced by unemployed rural communities in South Africa and particularly the women folks of Winterveldt does not differ much from other rural areas globally in terms of poverty and the need for development. In the light of this problem, the study attempted to answer the main research question guiding it, namely, what is the role of Vocational Education and Training programmes for unemployed women in Winterveldt? Few, if any, studies in South Africa have investigated how unemployed women with little formal education engage in Vocational Education and Training programmes for purposes of employment creation, environmental awareness and cultural preservation. This thesis presents three streams of Vocational Education and Training programmes that were introduced in Winterveldt, Pretoria, namely, the embroidery, vegetable gardens and beadwork. Using a multi-focal theoretical framework consisting of empowerment, human capital, feminism, and critical pedagogy theories, the study investigates whether the programmes reduced women’s vulnerability to poverty in post-apartheid South Africa. To carry out the investigation, the study employed a multiple case study research design based on an interpretive paradigm. In addition, the researcher using individual and focus group interviews, observations and document analysis was able to acquire qualitative data. The data were collected from 17 unemployed women, seven from embroidery stream, five from vegetable garden section and five from beadwork division as well as three coordinators. All the interviewees were selected purposively because they were deemed information rich with regard to the programmes of their studies. Data were analysed manually through hand coding that led to the emergence of the research findings. The research findings were categorised into various ideas that were eventually used to form the themes to this study. The research findings revealed the followings:  That all human beings have the capacity to realise their potential in their own way;  That women with little or no formal learning, usually go unnoticed in any systematic way;  That despite being unnoticed, women have achieved success by using their own hands and available resources to create artefacts or produce crops to turn their impoverished situation around; and  That Vocational Education and Training programmes serve as a primary livelihood strategy for unemployed women who had no alternative means of employment. In conclusion, the research findings are a reminder of the true African spirit that says; Rutang bana ditaola, le se ye natšo badimong, broadly translated as teach insights into the secrets of life to the young ones; you are not to take them with you when you depart to the land of ancestors. Finally, this study proposes a partnership framework as a formation that could enhance the performance of the women participants in the area of Winterveldt. The idea is that by sharing their knowledge and expertise the unemployed women who participate in the various community-based Vocational Education and Training programmes can achieve far better results than when they work in silos. / Educational Studies / Ph. D. (Education)

For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country. Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD. Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals. In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)

Este trabalho, fruto de uma iniciativa de mestrado profissional, combinou pesquisa científica com arte literária, especialmente com o romance Ensaio Sobre a Cegueira, de José Saramago. O objetivo desta pesquisa: elaborar um ensaio baseado em um processo de argumentação para pensar a minha formação em saúde a partir de diferentes experiências. Para desenvolvê-lo, uso o seguinte argumento: as minhas experiências no Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) são um diferencial na minha formação em Educação Física. Para demonstrar a validade desse argumento, levantei premissas e discorri sobre elas a fim de concluir esse processo de argumentação. São elas: (1) diversificação do cenário de ensino-aprendizagem; (2) aproximação de estudantes com o ambiente de trabalho; (3) vivência interprofissional com vistas ao exercício da integralidade; (4) abertura para outros modos de pensar o corpo na formação em Educação Física. A propósito das experiências dos participantes da pesquisa, foi feito um encontro no qual conduzi duas atividades: narrativas individuais escritas e roda de conversa nos moldes de um grupo focal. Como resultado, apresento experiências de integração ensino-serviço de estudantes de Educação Física na atenção primária/atenção básica em saúde a partir do PET-Saúde no Projeto da USP-Capital, versão de 2010-2012. A partir delas, destacamos que houve mudanças nos modos de pensar e de operar as práticas de saúde, além de transformar o profissional a ponto de ele se interessar e defender o SUS como espaço de trabalho. É interessante enfatizar que as experiências produziram o que denomino gestos, movimentos que poderão inspirar ou instigar estudantes e profissionais da saúde na reflexão a respeito da formação. / This work results of a professional master\'s initiative and combined scientific research with literary art, especially the novel Blindness, by José Saramago. The objective of this research: developing a essay based on a argumentation process to think about my health trainig from different experiences. To develop it, using the following argument: my experiences in the Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) are an difference in my Physical Education training. To demonstrate the validity of this argument, I raised premises and I discussed about them in order to complete this process of argument. They are: (1) diversification of service-learning scenario; (2) students approach with the work environment; (3) interprofessional experience with a view to the exercise of integrality; (4) openness to other ways of thinking the body in Physical Education training. The purpose of the experiences of research participants, was made a meeting with two activities: written individual narratives and conversation circle like a focus group. As a result, presents experiences of service-learning of Physical Education students in primary care / primary health care from the PET-Saúde Project in the USP-Capital, version 2010-2012. From these, we point out that there have been changes in ways of thinking and operating health practices, beyond transform the professional at way of make him interested in defends the SUS as workspace. It is interesting to emphasize that the experiences have produced what I call gestures, movements that may inspire or instigate students and health professionals in reflection about the training.