Spelling suggestions: "subject:"education.student anda teaching (figher)"" "subject:"education.student anda teaching (eigher)""
21 |
Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of StellenboschNoble, Nicole C. 12 1900 (has links)
Thesis (PhD (Education)--University of Stellenbosch, 2005. / 334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures. / Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR). / ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI). / AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).
|
22 |
A curriculum framework for consumer learning at a higher education institutionCrafford, S. 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2006. / Bibliography / ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design.
To determine the need for consumer learning at the Cape Peninsula University of Technology – the “bounded context” of the study – a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semi-structured interviews with learning facilitators (lecturers) at the institution.
The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning.
The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated.
The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the “readiness climate” from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa.
Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om ‘n kurrikulumraamwerk vir verbruikersleer aan ‘n hoëronderwysinstelling te ontwikkel. ‘n Gevallestudie-benadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek.
Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie – die konteks van die studie – te bepaal, is ‘n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook ‘n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit ‘n self-geadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling.
Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer.
Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets.
Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie ‘n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die “gereedheidsklimaat” daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en dié van die Hoëronderwys-Kwalifikasieraamwerk in Suid-Afrika.
Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as ‘n riglyn dien vir die beplanning en implementering van ‘n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
|
23 |
A curriculum framework for continuing professional development in culinary studiesJooste, Susina M. 12 1900 (has links)
Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2007. / Culinary studies is a relatively young and unfamiliar field of study which engages the
application of life and natural sciences, business and technology in a food-specific
environment. The growth in the demand for training, re-training and continuing professional
development in the culinary arts can be attributed to factors such as enhanced culinary
programmes at high school level, an increased level of education and expectation about food
in general, growth in culinary tourism and highly polished food magazines or other
publications. The celebrity status of high-profile chefs and a stronger economy that enables
more people to explore fine dining and gourmet food can be added to the list of factors that
influence the interest in culinary arts as a profession.
The number of qualified culinary professionals has increased over the last 10 years in South
Africa, providing a large corps of people with a good understanding of this field of study and
a need for continuing professional development opportunities. This study was a response to
the challenges of the demand for continuing professional development opportunities from
this growing body of culinary professionals.
The demand for continuing professional development opportunities in culinary studies is
becoming more complex and challenging for both learner and teacher. Although institutions
that provide training in hospitality are also in the business of culinary education, their
perspectives and focus are quite diverse. Culinary education can therefore be improved
through a deeper understanding of the curriculum development process combined with the
expectations of both the industry and the individual.
A fundamental shortcoming in the field of culinary education is often that persons with
limited expertise in the field of curriculum studies bear the primary responsibility for
addressing curriculum challenges. The development of curricula for professional
development in culinary studies subsequently happens at the expense of understanding the
curriculum. The primary aim therefore of this study was to identify and propose a curriculum
framework for continuing professional development in culinary arts. This framework might
contribute to providing a curriculum foundation, credibility to the broad hospitality industry and specifically to culinary studies, as well as to the securing of some uniformity of standards
over the spectrum of culinary qualifications.
A scientifically validated situational analysis was executed by means of focus group
discussions, personal interviews, curriculum comparisons and an electronic mail
questionnaire survey, which mainly generated qualitative data. These techniques were used
in triangulation as research instruments to investigate the needs for continuing professional
development in culinary arts and the availability of curricula to address these needs.
The greatest challenges in culinary studies were reflected in the complexity and multidisciplinary
nature of this relatively undefined industry and field of study. The intricate
relation, interaction, collaboration and contexts between secondary schools, various culinary
training institutions, industry and culinary professionals were investigated. The data
generated confirmed the need for training and development opportunities to improve the
professional status of culinary professionals in South Africa
The promotion of a change in direction for culinary studies development in South Africa
could ensure future growth as a discipline cognitively and professionally, in line with
international standards, procedures and practices. The range of challenges and changes facing
the industry varies from social issues to the educational issues of qualifications and credible
accreditations, which are addressed in the proposed curriculum framework.
The lack of more empirical research in this field of study is an indication that both students
and professionals should be encouraged to do the relevant research and that higher education
institutions should provide the opportunities and structures for such research.
|
24 |
O professor colaborador iniciante do ensino superior: um estudo no estado do ParanáSilva, Eduardo Alberto da 20 June 2018 (has links)
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-08T11:25:36Z
No. of bitstreams: 1
Eduardo Alberto da Silva.pdf: 821990 bytes, checksum: a1e5ed65863a649de4b457c0be0a4823 (MD5) / Made available in DSpace on 2018-08-08T11:25:36Z (GMT). No. of bitstreams: 1
Eduardo Alberto da Silva.pdf: 821990 bytes, checksum: a1e5ed65863a649de4b457c0be0a4823 (MD5)
Previous issue date: 2018-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The general objective of this qualitative research was to analyze the working conditions of beginning collaborative professors of public universities in Paraná
State at their early careers and the possible implications in the construction of
their professionality and professionalization. Thus, the thesis defended is that
working conditions can affect the construction of both professionality and
professionalization of those professors. The theoretical basis of the research
was based on authors who debate the condition and precariousness of teaching
work; professionality and professionalization; the challenges of the work of those
beginning professors in higher education. The methodological trajectory
consisted of a survey on the number of temporary beginning professors at all
the seven state universities in Paraná. As for the data collection procedure, we
chose semi-structured interviews, whose results were analyzed by means of
Prose Analysis and in light of the theoretical framework that backed those
debates. The subjects of the research were four beginning collaborative
professors of two higher education institutions in Paraná State, chosen by the
criterion of time of implantation and operation of those institutions: one more
recent and another one selected for being one of the oldest public universities
in that State. The axis of analysis were as follows: a) working conditions of
professors; b) convergent approaches to professionality; c) convergent
approaches to professionalization; d) perception of oneself as a beginning
higher education teacher;
e) reflexes of the interview on the interviewees themselves. The results of the
study allowed us to consider that the precariousness of the teaching work is
manifested, among other factors, in the increase of temporary contracts in
public universities in Paraná; in the condition denied to those teachers
regarding the possibility of authorship in research projects as well as in
participation in training courses; in the constant participation in contests due
to validity periods and the consequent alternation of institutions and college
subjects. It became increasingly evident that professors consider their
permanence as collaborative professors as a provisional situation, reason
why it is inferred that they do not have a greater critical reflection on that
problem. Thus, the initial hypothesis is that working conditions can affect the
professionality and professionalization of professors, especially considering
the obscure purposes of the policies directed to the teaching career and
having direct effects on the downtrodden professional trajectories of
professors governed by temporary contracts / O objetivo geral desta pesquisa, cuja abordagem foi qualitativa, consistiu em analisar a condição de
trabalho do professor colaborador iniciante de universidades públicas do estado do Paraná e as
possíveis implicações na constituição de sua profissionalidade e da sua profissionalização. Assim, a
tese aqui defendida é que a condição de trabalho pode afetar a constituição da profissionalidade e a
profissionalização do professor. A ênfase em nosso estudo é dada ao professor colaborador iniciante
do ensino superior, em instituições públicas do estado do Paraná. A fundamentação teórica da
pesquisa encontra-se firmada em autores que discutem a condição do trabalho docente; a precarização
do trabalho docente; a profissionalidade; a profissionalização, o professor iniciante no ensino superior
e a situação do professor colaborador nas universidades públicas paranaenses. A metodologia adotada
partiu de um levantamento inicial do número de professores temporários iniciantes na carreira junto a
sete universidades estaduais paranaenses. Quanto aos procedimentos de coleta de dados, optou-se
pela realização de entrevistas seguindo um roteiro semiestruturado, cujos resultados foram analisados
pela análise de prosa, proposta por André (1983), e à luz do referencial teórico que sustenta as
discussões. A amostra desta pesquisa constou, assim, de quatro professores colaboradores iniciantes
de duas instituições de ensino superior do estado do Paraná O principal critério utilizado para a seleção
dos professores entrevistados foi a data de implantação das instituições, tendo sido selecionada duas,
uma mais recente e outra selecionada por ser uma das mais antigas universidades públicas
paranaenses. Considerou-se que a abordagem com professores iniciantes contratados como
colaboradores em uma universidade mais antiga e em uma mais recente poderia ser importante para
a compreensão do objeto em questão. Após a transcrição, leitura e análise das respostas obtidas nas
entrevistas, procuramos fragmentos de falas relevantes para a análise que pretendíamos realizar, com
ênfase para os assuntos trazidos por eles nas entrevistas, que se aproximavam ou se distanciavam da
tese aqui defendida, acerca das condições de trabalho docente do professor colaborador do ensino
superior do estado do Paraná. Como resultado das reflexões trazidas pela leitura dos resultados das
entrevistas, elegemos os seguintes eixos de análise: a) condições de trabalho docente; b) abordagens
convergentes para a profissionalidade; c) abordagens convergentes para a profissionalização; d)
percepção de si mesmo como professor iniciante do ensino superior; e) reflexos da pesquisa para os
entrevistados. A análise de prosa foi realizada a partir de cada um dos eixos, buscando sempre o
respaldo do embasamento de autores provenientes de nossa pesquisa teórica, em especial dos
estudos correlatos. Os resultados de nosso estudo levam-nos a considerar que a precarização do
trabalho docente manifesta-se, dentre outros fatores, no aumento de contratos temporários em
universidades públicas paranaenses, na condição diferenciada desses docentes com relação a
possibilidade de pesquisas e participação em cursos de formação, na troca de instituições e disciplinas
constantes, entre outras, o que pode conduzir a lacunas na construção da profissionalidade docente e
na profissionalização desse docente. Evidenciamos em nossa análise a transitoriedade da condição de
professores colaboradores, diante da preocupação em se tornar efetivo, manifestada por todos os
entrevistados. Deste modo, observamos de maneira recorrente que os docentes consideram sua
permanência como professores colaboradores como uma situação provisória, razão pela qual inferimos
não haver, por parte deles, uma reflexão maior sobre esta problemática. Assim, retomamos nossa tese
inicial, em que pressupomos que a condição de trabalho pode afetar a profissionalidade e a
profissionalização do professor. Julgamos ter elementos suficientes para confirmar esta ideia,
sobretudo quando percebemos que a condição de trabalho docente se constrói, em grande parte, a
partir da ideia de mudança e o professor iniciante precisa se firmar, na profissão, sobre fios tênues que
vão se tecendo sobre as inconstantes demandas de sua profissão. Conforme já anunciamos, isto pode
interferir na constituição da profissionalidade docente, sobretudo se considerarmos os obscuros
propósitos das políticas voltadas à carreira docente, assim como as etapas da caminhada profissional
dos professores regidos pelos contratos temporários
|
25 |
Education as Sustainability : an Action Research Study of the Burns Model of Sustainability PedagogyBurns, Heather L. 01 June 2009 (has links)
Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the Bums model of sustainability pedagogy in university courses taught by the researcher. This model is comprised of five key dimensions: (1 )Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design. The Burns model of sustainability pedagogy seeks to: (1) increase learners' systemic understanding of complex sustainability issues (Content); (2) provide learners with opportunities to think critically about dominant paradigms, practices and power relationships and consider complex ecological and social issues from diverse perspectives (Perspectives); (3) enhance learners' civic responsibility and intentions to work toward sustainability through active participation and experience (Process); (4) increase learners' understanding of and connection with the geographical place and the community in which they live (Context); and (5) utilize an ecological course design to create transformative learning (Design). This pedagogical model reflects education as sustainability, a transformative learning process through which learners' values and perspectives change so that they are able to embrace sustainability and take action for change.
Findings revealed that through the use of sustainability themes, students came to understand sustainability Content concretely, personally, and multidimensionally. Students understood multiple Perspectives and power relationships through experiential learning, through relationships with one another, by hopeful examples, and by learning to think critically. Due to a participatory and experiential learning Process, students expressed intentions to buy locally and to act directly for sustainable change. Through a focus on Context, students experienced stronger connections to their local community. A self-reflective teaching process and relational learning was important to the Design of a transformational learning process. The results show that the Burns model of sustainability pedagogy can be adapted to university courses in various disciplines.
This study contributes to the field of sustainability education by providing an example ofan effective model for teaching sustainability at the university level. In order to prepare diverse learners for leadership roles in a sustainable world, attention must be focused on integrating transformative sustainability pedagogy throughout postsecondary education.
|
26 |
Learning to Adapt: Online Social Science Instruction in Higher EducationSmith, Patrick Steven 19 July 2013 (has links)
Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.
|
27 |
Experiences of student peer helpers in an open distance learning institutionMabizela, Sfiso Emmanuel 02 1900 (has links)
Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))
|
28 |
Evaluation of curriculum design and delivery : a case for Zimbabwe Staff CollegeKashora, Phoebe 01 1900 (has links)
The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed.
The major finding revealed that a lack of recognition of the adult education programme by
superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be
attributable to the absence of any national lifelong learning policy, ZSC policy framework,
institutional structural conditions, and non–participatory curriculum development process and
also to other associated barriers. The non-existence of the national and local policies on adult
education was found to be negatively affecting not only participation but also the quality of the
content provision because a lifelong learning policy framework is supposed to be informing
design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the
country and adult education programmes at ZCS are to be removed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
29 |
Experiences of student peer helpers in an open distance learning institutionMabizela, Sfiso Emmanuel 02 1900 (has links)
Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))
|
30 |
Evaluation of curriculum design and delivery : a case for Zimbabwe Staff CollegeKashora, Phoebe 01 1900 (has links)
The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed.
The major finding revealed that a lack of recognition of the adult education programme by
superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be
attributable to the absence of any national lifelong learning policy, ZSC policy framework,
institutional structural conditions, and non–participatory curriculum development process and
also to other associated barriers. The non-existence of the national and local policies on adult
education was found to be negatively affecting not only participation but also the quality of the
content provision because a lifelong learning policy framework is supposed to be informing
design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the
country and adult education programmes at ZCS are to be removed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
Page generated in 0.1389 seconds