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Students' preference for online versus face-to-face academic advising based on individual learning stylesUnknown Date (has links)
The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising. / Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style. / by Jess Everet Tuck. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
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A qualitative study of school-related factors leading to school failure and dropouts in Hong Kong and the implications for school restructuring.January 1998 (has links)
by Lam Tak Shing John. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 138-150). / Abstract also in Chinese. / ACKNOWLEDGEMENTS --- p.i / TABLE OF CONTENT --- p.ii / LIST OF TABLES --- p.vi / FIGURES --- p.vii / Abstract --- p.viii / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / The Hong Kong Education Context and Dropout Situation --- p.7 / Statement of the Problem --- p.13 / Purpose of this Study --- p.14 / Significance of the Study --- p.15 / Research Questions --- p.16 / Limitations of the Study --- p.16 / Chapter II. --- REVIEW OF LITERATURE / Introduction --- p.18 / Relevant theories / The Epidemilogical Concept of Students at Risk --- p.19 / Social Constructivist Model of Students at Risk --- p.20 / Alienation Theory and Finn's Participation-identification Model --- p.23 / Wehlage's Dropout Prevention Theory: School Membership and Educational Engagement --- p.27 / An Adapted and Integrated Explanatory Model of School Failure and Dropping Out --- p.30 / Chapter III. --- RESEARCH METHODOLOGY / Introduction --- p.33 / The Research Paradigms --- p.34 / Phenomenological Approach --- p.36 / Symbolic Interactionism --- p.36 / Subjects and sampling --- p.37 / Context of Study --- p.41 / Research Design and Method --- p.42 / Multiple-case-study method --- p.43 / Unit of analysis --- p.44 / Analytic Induction Method --- p.46 / Data Collection / Data collection methods --- p.50 / Focus Group Interview --- p.51 / Individual Interviews --- p.52 / Participant Observation --- p.52 / Analysis of physical artifacts --- p.55 / Data Analysis --- p.56 / Coding strategies --- p.57 / Enumeration --- p.57 / Typological analysis --- p.58 / Analytic induction --- p.59 / Triangulation and trustworthiness --- p.61 / Chapter IV. --- RESEARCH FINDINGS / Introduction --- p.64 / Research findings from various data collection methods --- p.65 / Participant Observation Findings --- p.65 / Focus Group Interview Findings --- p.69 / Non-participant Observation Findings --- p.69 / Interview Findings --- p.70 / Three Typical Cases --- p.75 / The Emergent Patterns/ Themes --- p.80 / Some Interim Conclusions --- p.88 / Categorization of perceptions --- p.92 / Summary of the Findings and their relations to the Research Questions --- p.95 / Propositions --- p.96 / Chapter V. --- DISCUSSIONS AND IMPLICATIONS / Introduction --- p.99 / School restructuring --- p.99 / School restructuring for at-risk students --- p.100 / Recommendations for Hong Kong school restructuring --- p.103 / Accommodation --- p.104 / Academic engagement --- p.108 / School social engagement and school organization --- p.111 / Teacher culture --- p.116 / Implications for teacher education and action research --- p.120 / "Other implication: A 'second Chance"" re-entry mechanism" --- p.121 / Conclusion --- p.123 / APPENDIX I Interview Guide --- p.126 / APPENDIX II Focus Group Interview Guide --- p.127 / APPENDIX III Case profiles of the subjects --- p.130 / References --- p.138
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The government-religious group relations in Hong Kong: a case study of the education reform. / 香港政府與宗教團體之間的關係: 以教育改革為個案研究 / Xianggang zheng fu yu zong jiao tuan ti zhi jian de guan xi: yi jiao yu gai ge wei ge an yan jiuJanuary 2010 (has links)
Cheung, Hin Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 206-216). / Abstracts in English and Chinese; appendix 2 in English and Chinese. / Abstract --- p.i / Abstract in Chinese (摘要) --- p.ii / List of Figures and Tables --- p.vii / Abbreviations Glossary --- p.ix / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- "Research Background, Significance and Question" --- p.4 / Chapter 1.3 --- Research Structure --- p.10 / Chapter 1.3.1 --- Research Subject and Time Period --- p.10 / Chapter 1.3.2 --- Research Objectives --- p.11 / Chapter 1.3.3 --- Hypotheses --- p.12 / Chapter 1.3.4 --- Research Methodology --- p.14 / Chapter 1.3.5 --- Limits of the Research --- p.16 / Chapter 1.4 --- Thesis Structure --- p.17 / Chapter Chapter 2 --- Literature Review: Theoretical Discussion --- p.24 / Chapter 2.1 --- Introduction --- p.24 / Chapter 2.2 --- The Concept of Religion and Politics --- p.24 / Chapter 2.3 --- Church-State Relations --- p.30 / Chapter 2.3.1 --- Role of Church --- p.30 / Chapter 2.3.2 --- The Models of Church-State Relations --- p.32 / Chapter 2.3.3 --- Types of interaction between Church and State --- p.39 / Chapter 2.4 --- Education: A Battlefield between Church and State --- p.42 / Chapter 2.5 --- Political Bargaining & Decision --- p.44 / Chapter 2.6 --- Conclusion --- p.46 / Chapter Chapter 3 --- "Church-State Relations in Hong Kong: Three governments, Four religions, Different relations" --- p.49 / Chapter 3.1 --- Introduction --- p.49 / Chapter 3.2 --- Church-State relations in the colonial age --- p.49 / Chapter 3.2.1 --- Catholicism and Protestant Christianity --- p.51 / Chapter 3.2.2 --- Buddhism and Taoism --- p.55 / Chapter 3.3 --- Church-State Relations in the transition period and after the return of sovereignty --- p.59 / Chapter 3.3.1 --- HKSAR Government & Four Religious Bodies --- p.60 / Chapter 3.3.2 --- Chinese Government & Four Religious Bodies --- p.69 / Chapter 3.4 --- Inter-religion Relations --- p.79 / Chapter 3.5 --- Conclusion --- p.81 / Chapter Chapter 4 --- "Religion, Education and School Management Reform" --- p.84 / Chapter 4.1 --- Introduction --- p.84 / Chapter 4.2 --- Religion and Education in Hong Kong --- p.84 / Chapter 4.2.1 --- Roman Catholicism --- p.88 / Chapter 4.2.2 --- Protestant Christianity --- p.91 / Chapter 4.2.3 --- Buddhism --- p.94 / Chapter 4.2.4 --- Taoism --- p.96 / Chapter 4.3 --- Schools in Hong Kong: Types & Management in the Past and Present …… --- p.98 / Chapter 4.4 --- "School Management Reform: reason, process and consequence" --- p.103 / Chapter 4.4.1 --- School-based Management: History and Development --- p.105 / Chapter 4.4.2 --- The Impact of School Management Reform --- p.108 / Chapter 4.5 --- Different Responses of Different Religious Organizations --- p.119 / Chapter 4.6 --- Conclusion --- p.132 / Chapter Chapter 5 --- Finding: Reasons for Different Responses and Relations --- p.142 / Chapter 5.1 --- Introduction --- p.142 / Chapter 5.2 --- The SAR Government's Dependence on Education Service Provision --- p.142 / Chapter 5.3 --- Social influence of Religious Organizations --- p.148 / Chapter 5.4 --- Relations with the Chinese Government --- p.161 / Chapter 5.5 --- Three factors and Religious Group --- p.170 / Chapter 5.6 --- Factors for Further Consideration --- p.172 / Chapter 5.7 --- Conclusion --- p.182 / Chapter Chapter 6 --- Conclusion --- p.191 / Chapter 6.1 --- Introduction --- p.191 / Chapter 6.2 --- Review of Major findings --- p.191 / Chapter 6.3 --- Further discussion of the research findings --- p.195 / Chapter 6.3.1 --- China and Church-State relations in Hong Kong --- p.195 / Chapter 6.3.2 --- Functional Interaction and Church-State Relations --- p.197 / Chapter 6.3.3 --- Conflict of Ideology and Church-State Relations --- p.199 / Chapter 6.4 --- Suggested Topics for Further Study --- p.202 / Chapter 6.5 --- Conclusion --- p.203 / Bibliography --- p.206 / Appendix --- p.217
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The workplace and reality under educational reform: how teachers navigate through the sea of change.January 2009 (has links)
Ho, Ching Wai. / Thesis submitted in: October 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 171-179). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171 / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171
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School micropolitics in the context of reforms for educational decentralization and accountability in Mainland China. / CUHK electronic theses & dissertations collectionJanuary 2011 (has links)
Wang, Xueju. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 255-269). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes in Chinese.
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The management of educational changes in primary education in TanzaniaChediel, R. W. 12 1900 (has links)
The aim of the study was to investigate the current management of educational change in Tanzania, with specific reference to the Primary Educational Development Plan (PEDP) and relate it to the roles of different stakeholders in education reform in order to determine factors that underlie its success or failure. The problem was investigated by means of a literature survey and an empirical inquiry. The literature survey revealed that educational change management is a social phenomenon whose process is considered overlapping. Implementation of educational change requires knowledge and understanding of the change objectives and the roles necessary to sustain the change. This process requires a shared vision among the educational stakeholders. A qualitative inquiry using in-depth individual and focus group interviews was conducted to explore the experiences of people affected by the implementation of the PEDP in Tanzania. The sample was purposefully chosen and reflected a number of stakeholders on various levels. The empirical study revealed factors outside the country that influence the management of educational change. These include a change in global focus and donors’ influence. The implementation of educational change in Tanzania has also depended largely on an understanding of directives and guidelines provided by the headquarters. The achievements that have been made are mainly quantitative and unlikely to be sustained. A lack of motivation among teachers has resulted in their passive participation in the reform. The top-down management of the reform has also adversely affected the sustainability of the reform. The PEDP was intended to have grassroots participation with broad involvement of stakeholders in outcomes. However, PEDP has been top-down, removed from local context. The study concluded that the implementation of reform was done without clear direction and scope. Thus, the sustainability of the reform is uncertain. Following the findings, the study recommends a constant dialogue using interpersonal communication with stakeholders on the purposes, strategies and practical working environment of the reform. The study also recommends change agents operating at district and school levels and the provision of clear roles and functions to specific stakeholders. / Educational Studies / D. Ed. (Educational Management)
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Educational change : a support programme for educators in an inclusive school settingCampher, Elsie J 12 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present
challenges for educator support to facilitate educational change in South Africa. The
proposed link between effective educational transformation and understanding and
managing change stimulated the researcher's desire to develop an in-service education and
training programme for educators within the concept of whole school development. Such a
programme could ensure the simultaneous development of competence of the individual and
the school as an organisation.
The first phase of this study comprised the development of a particular in-service educator
support programme aimed at addressing the identified needs of a specific target group of
educators to facilitate educational transformation within an inclusive setting. The primary
focus of the study was the development of educator competencies that would help educators
cope with educational change by means of the establishment of school-based support
teams. The content was based on a comprehensive overview of the literature on individual
and institutional development as well as change. This was synthesized into four modules
(Module one: change, transition, reviewing and clarifying vision and mission; Module two:
leadership, teamwork and support; Module three; organisational change, the learning
organisation and organisational culture; Module four: application).
In the second phase an evaluation research design was used to conduct a comprehensive
evaluation of the programme in order to make judgements (from an accountability
perspective) to facilitate programme improvement (from a development perspective) and to
generate knowledge (from the perspective of academic value). The programme was
presented in ten sessions of three hours each over a period of seven months during and
after which qualitative and quantitative data was obtained and combined to ensure higher
quality data for the identification of outcomes. An interpretive version of content analysis was
applied for the identification of patterns from which subcategories, categories and a main
theme was constructed.
The programme succeeded in achieving the primary objective of facilitating the
establishment of school-based support teams: 95% of the schools that participated in the
programme established school-based support teams. It also contributed to the development
of personal and professional competency in educators that helped them cope with
educational change. Participants experienced significant positive changes in their own
thinking and perceptions regarding inclusive education, educational change, support and
teamwork. They understood why they needed to change, and developed a better
understanding of how to deal with the effects of change. From the patterns identified, the
sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the
facilitator and of transformative learning.
The research flndinqs confirmed that the problem was appropriately conceptualised and that
the design of the programme adequately addressed the needs of the participants.
Respondents reported that they were more knowledgeable and skilful, and that they had
experienced positive changes in their attitudes. These personal changes contributed to
better educational service delivery and improved schools.
This study demonstrated that educators can be given the support they need to cope with
educational change through an in-service support programme which is needs driven and
which focuses simultaneously on individual and organisational development. / AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan
opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die
voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur
van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en
-opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling.
So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die
skool as organisasie kon verseker.
Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram
vir opvoeders behels wat daarop gemik is om die geïdentifiseerde
behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om
opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van
die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om
opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde
ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor
individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een:
verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee:
leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die
leerorganisasie en organisatoriese kultuur; Module vier: aanwending).
In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering
van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende
perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om
kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien
sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na
hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van
hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van
inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë
en 'n hooftema saamgestel is.
Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van
skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program
deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook
bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders
wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het
beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende
inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die
hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is
subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering
het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die
fasiliteerder en van transformatiewe leer.
Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer
is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse
aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en
vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie
persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde
skole.
Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om
opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram
wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en
organisatoriese ontwikkeling.
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Value and belief systems in outcomes based education in a diverse school environmentRhodes, B. D. (Bernard David) 04 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a
new approach to education. The existing system of a multitude of subjects was replaced by a
curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values
which replaced a content based approach with a process-based approach. Educators thereby became
facilitators in the educational process.
With the barriers of segregation removed in the South African society the diversity of the
population created multi-cultural classrooms. Schools became the meeting place of many cultures
and belief systems. Educators who facilitated learning in schools were not always prepared for the
task of managing a multi-cultural and multi-religious school environment. This change within the
school system required that educators make a paradigm shift regarding their role as educators.
The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the
National Curriculum Statement (2002) was not without problems in South Africa. Many educators
resisted change and had negative perceptions about the implementation of Outcomes Based
Education in schools. These perceptions stemmed from inadequate training of educators for the
implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum
was also visible in the educators' inability to identify values in the curriculum.
The multi-cultural and multi-religious classroom confronted educators with values from the
different value and belief systems of learners. It is, therefore, important that educators should be
able to identify values in order to attain the outcomes of the curriculum. Previous research indicated
that educators did not play an active role in the teaching of values in schools. Neither were the
educators participating in this research able to either identify or promote the values identified in the
curriculum.
The aim of this research was to develop an instrument to assist educators in identifying values from
different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National
Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values
within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the
Western Cape during June 1999. Possible methods and approaches to values in education in general
were identified and the suggested instrument and guidelines to assist educators with the
identification of values was developed.
The relevance of this study is to assist in-service and pre-service educators In identifying and
facilitating different belief and value systems in an OBE education system. / AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel
het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige
kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op
gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n
prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword.
Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die
diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die
ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in
skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse
skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif
betreffende hulle rol as opvoeders moet maak.
Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum
(Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum
Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en
baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde
Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die
kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses ..
Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die
opvoeders se onvermoë om waardes in die kurrikulum te identifiseer.
Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se
waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word
belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die
kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die
fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing,
kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die
identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S
(1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde
waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering
van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in
onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die
identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle
benadering tot waardes in die kurrikulum.
Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die
identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings
in 'n Uitkomsgebaseerde Onderwysstelsel.
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Free and compulsory primary education in Lesotho : democratic or not?Potjiri, Elizabeth Tello 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2004 / ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education
in primary government schools of Lesotho has the potential to be thickly democratic. I
hold that the Free and Compulsory Primary Education (2000) policy is a less
democratic project because it is characterised by principles of thin democracy. My
claim is that free and compulsory primary education in Lesotho can be more
democratic if there is balance in the demand for equity of access in the FPE (2000)
project.
I hold that in order to succeed in further democratising the Free and Compulsory
Primary Education (2000) programme, the whole process, but primarily the structures
of education, should be anchored within thick democratic principles. Although
primary education is regarded to have changed, this change has been illusory or
superficial (meaning that it is still essentially the same as the colonial one), as it did
not affect the structure and value systems governing the delivery of education. The
reported conflicts that have come to the fore after independence have been mostly on
matters of strategy rather than differences in terms of the values that drive the delivery
of education in Lesotho. The focus of Lesotho's education has remained on an elitist
and outwardly looking minority. This powerful minority remains geared towards the
acquisition of a Western type of education driven by Western values. Lessons and
opportunities that could have been learnt from Sotho (pre-colonial) educational
experiences and which were regarded as democratic have been lost. I contend that a
democratically driven education system has to draw its inspiration from the principles
of thick democratic education.
An effective and transformational educational system requires the commitment of
those in political leadership as well as those in charge of education. This commitment
must include a desire to implement an education system that transforms people's
worldview qualitatively to put them at the service of their nation. I hold that the value
of education in Lesotho can be successful when it is capable of producing men and
women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic,
well mannered and committed to serving their society. Education should be able to
equip each and everyone to contribute meaningfully to the development of the nation.
Finally, the teaching of thick democratic attributes must be founded on the bedrock of
a successful education system in Lesotho from the lowest classes or grades.
KEYWORDS: Free and compulsory education, democratic education, quality
education, equality in education, thick and thin democracy in Lesotho. / AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in
primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens
is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese
projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie
gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho
meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in
die Gratis Primêre Onderwys-projek (2000) bestaan.
Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in
demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering
van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te
voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie
verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds
wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed
gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer
nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad
met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die
waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in
Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat
ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse
waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe
geleer kon word en wat as demokraties beskou kon word, het
verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy
inspirasie uit die beginsels van demokratiese onderwys kan put.
'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van
diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as
diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n
behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op
kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die
mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in
staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese,
goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien.
Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op
betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die
onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n
suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade.
SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys,
kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.
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Repositioning of technical colleges within the transformation of education in South AfricaVan der Merwe, Theresia 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by
the fundamental impact of the transformation taking place within a democratising new South Africa. The
transformation of the education processes is also consistent with international trends. The drift towards
decentralisation, away from the rigid formal structures and systems of the old dispensation, and the
crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist
thinking.
This study has found that technical colleges, throughout their complex history, have admirably withstood
and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their
indispensable position in the education and training system of South Africa. In spite of the wealth of
instructional and training opportunities in the local and global market, colleges once again find
themselves at a new crossroad with the restructuring of the South African Education system as a whole.
These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist
view and include, inter alia, the following: control and management, funding, level of
programmes that ought to be offered, curriculum, composition of staff corps, instructional approach,
evaluation and admission policy. The only constant in most cases are the physical facilities and
buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of
confusion. The lack of leadership on the part of the provincial education departments and the lack of
involvement of the business sector only add to the anxiety and unanswered questions at colleges.
The researcher has found that technical college have enormous potential and a central role to fulfil in the
development of future human resources in South Africa. Policy-makers should, therefore guard against
introducing restrictive measures that would limit the focus of the colleges to the FET level. It would
hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain
the development of existing qualities. For once in the history of education in South Africa, there is an
urgent need for policy-makers and those responsible for implementing such policies to give their
undivided attention to this 'orphan', who has such a vital role to play in the economy and educational
system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly
tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie.
Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na
desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en
losser bestel, weerspieel ook die postmoderne denke.
Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul
bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en
Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en
opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad
met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem.
Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n
postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van
programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps,
onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter
die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans
binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente
en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by
kolleges.
Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul
in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat
beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van
leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless
education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte
dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in
Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en
ekonomie is, sal gee.
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