ВКР (магистерская диссертация) состоит из введения, трех глав, заключения, библиографического списка, включающего 64 наименования, 4 приложений. Работа включает 19 таблиц и 7 рисунков. Общий объем ВКР (магистерской диссертации) – 99 страниц. Цель исследования – обоснование возможности и целесообразности адаптированного применения технологий проектного командообразования в сфере образования, как социальном институте и разработка комплекса практических рекомендаций по формированию проектных команд для исследуемой организации. Научная новизна исследования состоит в применении методологического подхода К. Уилбера «Мышление в 4 квадратах» применительно к проблематике командообразования в рамках образовательных организаций дополнительного профессионального образования. В работе показана адаптация технократических механизмов и технологий командообразования применительно к образовательной сфере и возможность их применения в других социальных сферах. Практическая значимость исследования заключается в применении комплекса разработанных рекомендаций в проектной деятельности учреждений дополнительного профессионального образования. Эффективность социальных по своей сути рекомендаций, связанных с применением социальной технологии командообразования, носит опосредованный, косвенный и прогностический характер и показана через последовательную цепочку факторов, позволяющих оценить эффективность социальной технологии через осязаемые и измеряемые критерии. / Master's thesis) consists of an introduction, three chapters, a conclusion, a bibliographic list, including 64 titles, 4 appendices. The work includes 19 tables and 7 figures. The total volume of the WRC (master's thesis) is 99 pages. The purpose of the study is to substantiate the possibility and expediency of the adapted application of project team building technologies in the field of education as a social institution and the development of a set of practical recommendations for the formation of project teams for the organization under study. The scientific novelty of the study lies in the application of the methodological approach of K. Wilber "Thinking in 4 squares" in relation to the problem of team building within educational institutions of additional professional education. The work shows the adaptation of technocratic mechanisms and team building technologies in relation to the educational sphere and the possibility of their application in other social spheres. The practical significance of the study lies in the application of a set of developed recommendations in the design activities of institutions of additional professional education. The effectiveness of inherently social recommendations associated with the use of social technology of team building is of an indirect, indirect and predictive nature and is shown through a consistent chain of factors that allow evaluating the effectiveness of social technology through tangible and measurable criteria.

本研究旨在探討學前教育機構園所長轉型領導、專業發展與幼兒教育品質之現況及其關係，並據以提出結論與建議，期能提供教育行政機關和學前教育機構園所長運用轉型領導以獲得專業成長與提升幼兒教育品質。本研究採取文獻分析、問卷調查法進行研究。首先，蒐集相關文獻作為研究主題的理論基礎，據以擬定研究架構，進而編製「園所長轉型領導、專業發展與幼兒教育品質」問卷作為研究工具。 本研究之問卷調查對象為台灣地區幼托園所主管（包括：公立幼稚園、私立幼稚園、公立托兒所、私立托兒所），抽樣調查直轄市、省轄市、縣轄市及鄉鎮地區園所長1000 位，取得有效樣本630 份，調查結果以平均數、標準差、t 考驗、單因子變異數分析、階層迴歸分析及路徑關係模式等統計方法，進行資料處理分析，獲得以下結論： 一、學前教育機構園所長轉型領導各層面中，以「尊重信任」表現較佳，其餘依序為「建立願景」、「魅力影響」、「個別關懷」、「智識啟發」、「激發鼓舞」。 二、學前教育機構園所長專業發展各層面中，以「具備幼教專業知能」表現較佳，其餘依序為「滿足個人專業動機」、「永續生涯成長」。 三、學前教育機構幼兒教育品質各層面中，以「課程與教學」表現較佳，其餘依序為「設施與安全」、「園務與行政」。 四、學前教育機構主管因不同的人口及環境變項在園所長「轉型領導」上有差異。 五、學前教育機構主管因不同的人口及環境變項在園所長「專業發展」上有差異。 六、學前教育機構主管因不同的人口及環境變項在「幼兒教育品質」上有差異。 七、學前教育機構主管轉型領導能有效預測園所長的「專業發展」。 八、學前教育機構主管轉型領導能有效預測園所的「幼兒教育品質」。 九、學前教育機構主管運用轉型領導與提升園所「幼兒教育品質」之行為，可以促進園所長本身之「專業發展」；而提升園所的「幼兒教育品質」則有賴於園所長「轉型領導」行為之建立。 根據結論，提出以下建議，提供台灣主管幼兒教育行政機關和學前教育機構，在園所長轉型領導、專業發展以及提升幼兒教育品質之參考： 一、園所長應運用轉型領導以促進專業成長。 二、持續的進修以提昇擔任園長的領導能力。 三、永續生涯規劃並建立良好的人際關係。 四、建立專業組織以推動自我及外部的認同。 五、學前教育機構應重視幼兒教育品質。 六、教育行政機關需要適度的介入。 七、建構實施幼兒教育品質的整體配套措施。 八、建立迅速、正確與客觀的品質資訊回饋機制。 九、擴大幼兒教育研究的領域。 十、城、鄉園所和公私立園所幼兒教育資源應力求均等。 根據研究過程，本研究結果提出以下對未來後續研究之建議： 一、加強質性研究方法進行研究。 二、修訂研究量表。 三、進行長期縱貫性的研究。 / The purpose of this study is to explore on the current condition and its correlation with preschool institution principal’s transformational leadership, professional development and quality of child education. The correlations are explored and concluded to propose sound recommendations to education and administrative institutions and preschool educational institution principals as the guiding tools for institution transformation that could further enhance professionalism and quality of child education. This study conducts explorations via the adoption of scientific literature analysis and questionnaire surveys. The study firstly collects related literatures and uses it as the theoretical basis of the study subject. Accordingly to this theoretical basis, structure of the study is drafted to produce questionnaire, topic with ‘Principal’s Transformational Leadership, Professional Development and Quality of Child Education,’ as instruments of the study. Targets of the questionnaire are preschool kindergarten managers (public or private kindergarten and public or private childcare center) in Taiwan. 1000 samples of kindergarten or childcare center principals are randomly selected from municipality, provincially managed cities, counties and townships. 630 samples are found valid. Result of the evaluations, after being statistically analyzed by mean, standard deviation, t-test, one-way analysis of variance, hierarchical regression analysis and path relationship model, yields following conclusions: A. In the aspects of preschool educational institution principals’ transformational leadership, ‘respect and trust’ outranks the rest and is followed by the order of ‘aspiration establishment’, ‘charisma impact’, ‘thoughtfulness’, ‘intelligent enlightenment’ and ‘inspirational encouragement.’ B. In the aspects of preschool educational institution principals’ professional developments, ‘possession of professional knowledge about child education’ outranks the rest and is followed by the order of ‘personal professional motive satisfaction’ and ‘persistent lifetime growth.’ C. In the aspects of preschool educational institution’s quality of child education, ‘program and education’ outranks the rest and is followed by the order of ‘facility and security’ and ‘routine affairs and administration.’ D. As population and environment may vary, preschool educational institution managers’ transformational leadership may differ accordingly. E. As population and environment may vary, preschool educational institution managers’ professional development may differ accordingly. F. As population and environment may vary, preschool educational institution managers’ quality of child education may differ accordingly. G. Preschool educational institution managers’ transformational leadership can efficiently predict school principal’s professional development. H. Preschool educational institution managers’ transformational leadership can efficiently predict a school’s quality of child education. I. Preschool educational institution managers’ exercise of transformational leadership skill and efforts of enhancing quality of child education can promote school principal’s personal professional development. On a similar note, the enhancement of a schools’ quality of child education relies on the building of the principal’s transformational leadership. Accordingly to the statements concluded, following recommendations are provided to Taiwanese Child Education Administrative and Supervision Institution and Preschool Educational Institution as the references for kindergarten principals’ transformational leadership, professional development and enhancement of child education quality: A. Kindergarten principal should apply transformational leadership to enhance one’s professional growth. B. Persistent educational pursuits to build up kindergarten principals’ leadership skills. C. Perpetual lifetime plan and establish sound interpersonal relationship. D. Establish professional organization to promote oneself and acquire external recognition. E. preschool educational institution should highly value the quality of child education. F. Education and Administrative Institution must intervene when needed. G. Build up and implement a complete integral measure to ensure quality of child education. H. Establish rapid, accurate and objective quality and it compliment return mechanism. I. Expand the territory of child education studies. J. child education resources should be equality allocated among municipal or township kindergarten and public or private childcare centers. According to course of the study, result proposes following recommendations to future study pursuits: A. Strengthen methods of qualitative research. B. Modify measurement scale of the study. C. Conduct long-term longitudinal study.

Šiandien yra būtina lanksti švietimo įstaigų darbo sistema, todėl šiame darbe buvo aiškinamasi, kokia šiuo metu yra tėvų nuomonė apie įvairias šių įstaigų teikiamas ikimokyklinio ugdymo paslaugas vaikams. Tyrimo tikslas. Išanalizuoti ikimokyklinio ugdymo paslaugų šeimoms ir vaikams, kurie lanko ir nelanko ikimokyklinio ugdymo įstaigas, paslaugų įvairovę. Tyrimo uždaviniai: išsiaiškinti ikimokyklinio ugdymo ir su juo susijusių paslaugų įvairovę vaikams, kurie lanko įstaigas ir kurie nelanko, vėliau šias abi paslaugų kryptis palyginti. Buvo numatyta hipotezė, kad ikimokyklinio ugdymo paslaugų įvairovė skiriasi kiekybės požiūriu ir netenkina pakitusių visuomenės poreikių. Tiriamųjų imtis: 1190 respondentų. Iš kurių - 898 tėvai, kurių vaikai lanko ikimokyklinio ugdymo įstaigas ir 292 tėvai, kurių vaikai nelanko šių įstaigų. Tėvai buvo pasirinkti iš įvairių Lietuvos miestų ir rajonų. Nustatyti tyrimo faktai leidžia teigti, kad tyrimo hipotezė pasitvirtino- daugiau paslaugų yra teikiama vaikams, kurie lanko ikimokyklines ugdymo įstaigas .Tiems, kurie jų nelanko- paslaugų įvairovė yra žymiai menkesnė, todėl turėtų būti geriau apgalvota ir kryptingiau organizuojama. Raktažodžiai: vaikų priežiūros paslaugos, šeimos politika, paslaugos šeimoms ir vaikams, ikimokyklinio ugdymo įstaigas lankantys ir nelankantys vaikai, paslaugų įvairovė. / Nowadays it is essential to have an adapting system of educational institutions, therefore in this thesis analysis have been conducted about parents’ opinion of various services which pre-school educational institutions provide. Goal of this investigation: To analyze the variety of pre-school educational institutions and services for children that attends or absent them and their families. Aim of this investigation: To determine the variety of pre-school educational institutions for children who attend or absent these institutions and the services that are provided by them and compare these two branches. A hypothesis state, that pre-school educational institution’s services does not meet the changed society’s demands, nor there are sufficient of them. Poll respondents are: 1190 parents, from which 898 people whose children attend pre-school educational institutions and 292 parents’ children that do not attend them. Parents have been chosen from different Lithuania’s cities and areas. Poll shows that hypothesis of this investigation can be confirmed. More services are provided for children who attend these institutions, compared to children that do not. In this case system ought to be carefully rethought and organized more efficiently. Key-words: children attending services, family policy, services provided for families and children, pre-school educational institution attend or absent children, variety of services.

Made available in DSpace on 2016-04-27T16:33:32Z (GMT). No. of bitstreams: 1 Rosinei Dias Gevezier Turbiani Machado.pdf: 1089449 bytes, checksum: 7b1bdcecb380064971c25003bd1f4c40 (MD5) Previous issue date: 2008-02-25 / Secretaria da Educação do Estado de São Paulo / In the present research, of historical nature, it was intended to study the secondary school teaching at the Secondary State School of Jaú, in the state of São Paulo, between the years of 1946 to 1961, considering the climax of the secondary school teaching expansion. Based on the references of analyses about educational institutions, and going over the memory field, this paper aims at the comprehension of how the secondary school teaching was organized in this institution, in a historical period marked by the apparent contradiction between the nature of the elite leaders makers of this teaching degree and the expansion process of the secondary school, and the comprehension of how the memory of a high-quality school was built. To talk about this theme, the school documents, periodicals and pictures were analyzed, besides registers of interviews with persons who took part in the history of the institution / Na presente pesquisa, de natureza histórica, pretendeu-se estudar o ensino secundário no Ginásio Estadual de Jaú, interior do estado de São Paulo, entre os anos de 1946 a 1961, considerado o auge da expansão do ensino secundário. Com base nos referenciais de análise sobre instituições escolares e movimentando-se também no campo da memória, este trabalho visa a compreender como se organizou o ensino secundário nessa instituição, em um período histórico marcado pela aparente contradição entre a natureza de formador das elites condutoras desse grau de ensino e o processo de expansão da escola secundária, e compreender como se construiu a memória de uma escola de qualidade . Para discutir esse tema foram analisados os documentos da escola, periódicos e fotografias, além dos registros de entrevistas com pessoas que fizeram parte da história da instituição

This research was conducted from the perspective of a positive human behaviour paradigm in the context of human resource management. It investigated the interrelationships between work stress, work engagement and service delivery of academics in a changing distance-learning environment in Zimbabwe, for which there is a paucity of research. A descriptive, cross-sectional survey design was applied to a sample of 83 academics at the largest distance-learning university, against the background of their ever-changing roles. A sample of 101 students was also included, so that the students provided balanced data for analysis regarding their perception of service delivery by academics. Confirmatory and exploratory analysis revealed a four-construct measurement model for work stress, a three-construct measurement model for work engagement and a four-construct measurement model for service delivery. Correlational analysis and structural equation modelling revealed some significant relationships between these constructs. Tests for significant differences among different groups of academics and students based on socio-demographic variables were revealed and showed some interesting differences among these variables. The t-test did not reveal significant differences in service delivery perceptions between the academics and the students on the dimensions of responsiveness and assurance. The study makes a valuable contribution to the organisational behaviour literature in terms of how work stress and work engagement influence academics’ service delivery in a distance-learning university. On a theoretical level, the study did well to expand on available literature on the constructs of work stress, work engagement and service delivery provided by higher education distance-learning universities. The statistical techniques that were utilised expanded previous empirical studies by studying the interrelationship dynamics andoverall relationship dynamics between work stress, work engagement and service delivery provided by distance-learning universities. On a practical level, this study should bring new knowledge to managers at distance- learning universities by improving their understanding of how academics are affected by increasing, new job demands, which in turn increase their workload. Distance- learning universities thus should adapt their people management practices accordingly. Provision of adequate resources at both individual and organisational levels should be prioritised in order to minimise work stress and improve work engagement, and subsequently service delivery. / Hierdie navorsing is vanuit die perspektief van ’n positiewe menslike-gedragsparadigma in die konteks van menslikehulpbronbestuur uitgevoer. Dit het die onderlinge verhoudings tussen werkstres, werksbetrokkenheid en dienslewering van akademici in ’n veranderende afstandsleeromgewing in Zimbabwe, waaroor daar ’n gebrek aan navorsing is, ondersoek. ’n Beskrywende, deursnee-ondersoekontwerp is op ’n steekproef van 83 akademici by die grootste afstandsleeruniversiteit, teen die agtergrond van hulle voortdurend veranderende rolle, gedoen. ’n Steekproef van 101 studente is ook ingesluit sodat die studente gebalanseerde data vir ontleding rakende hulle persepsie van dienslewering deur die akademici kon verskaf. Bevestigende en verkenningsontleding het ’n vierkonstruk-metingsmodel vir werkstres, ’n driekonstruk-metingsmodel vir werksbetrokkenheid en ’n vierkonstruk-metingsmodel vir dienslewering aangetoon. Korrrelasie-ontleding en strukturele vergelykingsmodellering het betekenisvolle verhoudings tussen hierdie konstrukte uitgewys. Toetse vir beduidende verskille tussen die verskillende groepe akademici en studente, gegrond op sosio-demografiese veranderlikes, het interessante verskille tussen hierdie veranderlikes aangetoon. Die t-toets het nie beduidende verskille ten opsigte van diensleweringspersepsies tussen die akademici en die studente oor die dimensies van gevoeligheid en gerusstelling aangetoon nie. Die studie het ’n waardevolle bydra gelewer tot die literatuur oor organisatoriese gedrag en oor hoe werkstres en werksbetrokkenheid akademici se dienslewering by ’n afstandsleeruniversiteit kan beïnvloed. Op ’n teoretiese vlak het die studie ’n goeie viii bydra gelewer tot die beskikbare literatuur wat betref die konsepte van werkstres, werksbetrokkenheid en dienslewering wat deur hoëronderwys-afstandsleeruniversiteite verskaf word. Die statistiese tegnieke wat gebruik is, het voortgebou op vorige empiriese studies deur die onderlingeverhoudingsdinamika en algehele verhoudingsdinamika tussen werkstres, werksbetrokkenheid en dienslewering wat deur afstandsleeruniversiteite verskaf word, te bestudeer. Op ’n praktiese vlak behoort hierdie studie nuwe kennis verskaf aan bestuurders by afstandsleeruniversiteite deur hulle begrip te verbeter van hoe akademici deur toenemende, nuwe eise by die werk, wat op hulle beurt hul werkslading verhoog, beïnvloed word. Afstandsleeruniversiteite moet dus hulle mensebestuurspraktyke ooreenkomstig aanpas. Om voorsiening te maak vir voldoende hulpbronne op individuele sowel as organisatoriese vlakke, moet prioriteit daaraan gegee word om werkstres te verminder en werksbetrokkendheid, en uiteindelik dienslewering, te verbeter. / Lolu cwaningo lwenziwa ngokohlelo lomqondo wokuziphatha kahle komuntu, lokhu kwenzeka ngaphansi kohlelo lwezokuphathwa kwabasebenzi. Ucwaningo luye lwaphenya izinhlelo zobudlelwano obuphakathi kwengcindezi yomsebenzi, ukusebenza ngokuzikhandla kanye nokuhlinzeka ngemisebenzi yezifundiswa mayelana nesimo esiguqukayo sohlelo lokufunda ukude eZimbabwe, naphezu kokwentuleka kocwaningo. Idizayini yesaveyi echazayo naleyo yohlobo lwe-cross-sectionalzasetshenziswa kusampuli yezifundiswa ezingama-83 yezifundiswa enyuvesi enkulu yohlelo lokufunda ukude, phakathi kwezindima zenyuvesi ezihlala ziguquka njalo. Kuye kwafakwa isampuli yabafundi aba 101, ukuze abafundi banikeza uhlaziyo lwedatha elingene mayelana nomqondo wezokuhlinzeka ngezinsiza wezifundiswa. Izinhlelo zokuhlaziya eziqinisekisayo kanye nalezo ezihlolayo ziye zaveza imodeli elinganisayo yokwakha embaxa-zinne, okuyimodeli yokuhlinzeka ngezinsiza. Izinhlelo zokuhlaziya, phecelezi (correlation analysis) kanye nohlelo lokumodeli, phecelezi, (i-structural equation) ziye zaveza ubudlelwano obusemqoka obuphakathi kwalezi zakhiwo. Kuye kwavezwa izinhlelo zokuhlola ezahlukahlukene hlangana namaqembu ahlukahlukene ezifundiswa nabafundi, lokhu kususelwe phezu kwezimpawu zedemogilafi yezenhlalakahle yabantu, kanti lokhu kukhombise umehluko ohehayo hlangana nalezo zimpawu. Uhlelo lokuhlola, phecelezi i( t-test) aluzange luveze izimpawu ezehlukile ezimayelana nemiqondo yokuhlinzekwa ngezinsiza phakathi kwezifundiswa kanye nabafundi mayelana nemikhakha yendlela yokuphendula kanye nokuqinisekisa. Ucwaningo lwenze umsebenzi omkhulu omuhle mayelana nombhalo wokuziphatha kwenhlangano, mayelana nokuthi ingcindezi yomsebenzi kanye nokusebenza ngokuzikhandla kunomthintela muni phezu kokuhlinzeka ngomsebenzi kuzifundiswa enyuvesi yohlelo lokufunda ukude. Ngokwesigaba esiphathekayo, lolu cwaningo kufanele lulethe ulwazi olusha kubaphathi emanyuvesi ohlelo lokufunda ukude ngokuthuthukisa ulwazi lwabo mayelana nokuthi izifundiswa zithinteka kanjani ngokwengeza, izidingo ezintsha zomsebenzi, eziphinde zingeze umthwalo womsebenzi. Wazo. Ngalokho-ke, amanyuvesi ohlelo lokufunda ukude, kufanele ajwayele izingqubo zawo zokuphathwa kwabantu ngendlela efanele. Ukuhlinzekwa ngemithombo eyanele ezigabeni ezimbili, somuntu ngamunye nesigaba senhlangano kufanele kuqalwe ngakho ukuze kuncishiswe ingcindezi yomsebenzi kanye nokuthuthukisa indlela yokusebenza ngokuzikhandla, kanye nangokuhlinzeka ngezinsiza. / Business Management / D. Com. (Business Management)

In the Western world, and specifically in New Zealand, a major impetus for retraining has arisen quite recently and gone largely unnoticed. The new social phenomenon, retraining in the sense of education for occupational change, is examined in this study. Alongside the three traditionally recognised groups of adult learners: those learning for leisure; second chance learners who have been previously educationally disadvantaged; and upskillers who seek to enhance their existing credentials through further tertiary education; is a fourth; the reskillers, those who are seeking education for occupational change. Women are shown to be pioneers in leading social change in this area of retraining. The key questions investigated in this thesis concern the existence of this new phenomenon in New Zealand; whether it is national or worldwide; and whether its origins are local or international. Whether there are distinctive characteristics to the manifestation of this phenomenon in New Zealand is investigated by examining current policy and practice. Additional questions concern whether there are feature of New Zealand employment or education which make upskilling and reskilling more or less likely in this country; the significance of women being the first to take up education for occupational change and what can be learnt from comparison with other countries specifically the Netherlands and England. Education takes place within a set of intersecting socio-political contexts. In the modern world these are simultaneously international, national, local and institutional. They impact on participants in a course of study yet are not often manifest to the individual. 'Learning for life’ is a significant area of both international and national socio-political concern, manifesting itself in a significant set of public discourses and in social phenomena which, as in this case of education for occupational change, are little researched or understood. The historical evolution of public policy relating to adult learners, internationally, and in New Zealand, is documented, with a particular focus on the period from the 1960s onwards. The major theoretical and ideological constructs are outlined and critiqued particularly with reference to public policy in New Zealand. Analysis shows an inexorable shift over time away from knowledge and skills attained through praxis, to knowledge and skills attained through formal institutionalised learning. At the same time as this change was taking place, participation rates in first secondary, and then tertiary, education rose. Concurrently more and more women entered tertiary education in order to make their way into an increasingly credentialised workforce. It is suggested that, credentials are used for screening purposes in addition to providing individuals with knowledge and skills needed for the occupations they enter. Case studies are used to illustrate and document these changes. Policies relating to learning for life are examined with reference to three different countries: New Zealand, England and the Netherlands. Provision of tertiary education for adults is investigated, and then illustrated through the coverage provided by institutions in three cities, Christchurch, Leicester and Utrecht. These studies show that different countries are subject to international geo-political and ideological forces but respond to them in locally and historically determined ways. The case study/qualitative analysis of the Christchurch Polytechnic’s Next Step Centre for Women and the New Outlook for Women courses illustrates the ways in which the twists and turns of public policy in New Zealand over thirty years have affected women wishing to seek education for occupational change. A quantitative study of mature students and their motivations for returning to study at the Christchurch Polytechnic allows for the impact of public policy and institutional provision on a group of mature individuals to be assessed. The study concludes that education for occupational change appears to be more advanced in New Zealand than in the European countries chosen for comparison. This may result more from individual initiative and the conditions which promote this, than from state policy direction or institutional provision. Policy consequences are proposed on the basis of these findings.

No description available.

AFRIKAANS : Die navorsing is uitgevoer ten einde die aard en benutting van Personeelondersteuning- en Loopbaansentrum (POLS) se dienste aan die AID-personeel van die hoofkampus van UP, te verken en waar primêr gebruik gemaak was van ‘n kwantitatiewe navorsingsbenadering. Met die aanvang van die navorsingsprosedure was ‘n uitgebreide literatuurstudie oor verwante konsepte van WHPs en die universiteit as werkplek onderneem, gevolg deur empiriese navorsing deur die benutting van twee self-geadministreerde posvraelyste. Die eerste vraelys was aan geselekteerde AID-toesighouers en die tweede vraelys aan AID-werknemers ook geselekteer volgens die proporsioneel-gestratifiseerde steekproeftrekking, versprei. Daar was derhalwe deur middel van evaluerende navorsing ondersoek ingestel na werknemers en toesighouers se behoeftes en verwagtinge van die bestaande dienste, die mate van tevredenheid wat ervaar was en of hul deur die huidige dienste bereik word. Die behoefte aan ‘n volwaardige en gestruktureerde WHP vir UP was ook bepaal. Die studie het ‘n uitgebreide teoretiese deurskouing van die literatuur oor WHPs in die algemeen voorsien en aspekte soos die universiteit as werkplek, met spesifieke klem op die AID as werkplek, ondersoek en beskryf. Indien die literatuurstudie oor WHP in ag geneem word, blyk dit duidelik dat die dienste soos deur POLS gelewer, nie aan die standaarde en riglyne soos deur EAPA-SA gestel, voldoen nie. POLS voldoen op hierdie stadium ook nie aan ‘n tipiese WHP of Bedryfsmaatskaplike werk program nie, vanweë die lewering van beperkte dienste. Die literatuur het ook lig gewerp op die feit dat die WHP ten doel het om die organisasie se visie en missie te ondersteun. Die werksopset, organisasie dinamika en personeel diversiteit binne die Universiteit van Pretoria het dan ook aangedui dat die universiteit ‘n unieke werkgewer is en ook gebonde is tot die onderskrywing van verskeie wetgewing soos van toepassing op alle ander werkgewers. Die AID se missie, organisasiestruktuur, strategiese bestuur, fasiliteite en menslike hulpbronne dui daarop dat die AID nie van enige ander organisasie met betrekking tot werknemer en werkgewer verwagtinge verskil nie. Die literatuurstudie het aangedui dat die kern van WHPs gesetel is in ‘n doelgerigte en gestruktureerde program met die uitsluitlike doel om die werknemer se algehele maatskaplike funksionering te bevorder. Die empiriese navorsing het getoon dat POLS, as die Universiteit van Pretoria se hulpverleningsdiens, nie ten volle in die doel kon slaag nie. Die situasie kan grootliks toegeskryf word aan onkunde met betrekking tot POLS en gepaardgaande dienslewering asook die leemte aan doeltreffende bemarking deur POLS. Daar word derhalwe aanbeveel dat die Universiteit van Pretoria sterk oorweging skenk aan die ontwikkeling en implementering van ‘n volwaardige gestruktureerde werknemerhulpprogram, geskoei op die voorskrifte en beleid van EAPA-SA. ENGLISH : The research was performed to explore the nature and utilization of the Employee Assistance- and Career Centre's (EACC) services to the Academic Information Service (AIS) personnel on the main Campus of the University of Pretoria, and where a quantitative research approach was primarily used. With the commencement of the research procedure an extensive literature study about related concepts of EAP's and the University as a work place was undertaken, followed by empirical research through the usage of two self administered post questionnaires. The first questionnaire was sent to selected AIS-supervisors and the second questionnaire to the AIS-employees, also selected according to proportional stratified sampling procedure. An investigation was therefore done, through research evaluation, whether the employees and supervisors' needs and expectations of existing services, the extent of satisfaction experienced have been met and whether they are reached by the present services. The need for a full-fledged and structured EAP for UP was also determined. The study provided an extensive theoretical study of the literature on EAPs in general and surveyed and described aspects such as the university as work place, with specific emphasis on AIS as work place. Should the literature study on EAP be taken into account, it is evident that services provided by EACC, do not comply with standards and guidelines set by EAPA-SA. The EACC does not comply, at this stage, to a typical EAP or Occupational Social Work programme, because of the delivery of limited services. The literature also revealed the fact that EAPs purpose is to support the vision and mission of the organization. The work set-up, organization dynamics and personnel diversity with-in the University of Pretoria also indicated that the University is a unique employer who is also tied to the underwriting of several legislation applicable to all employers. The AIS's mission, organizational structure, strategical management, facilities and human resources, indicated that AIS do not differ from any other organization with regards to employee and employer expectations. The literature study indicated that the core of EAPs is settled in a purposeful and structured programme with the exclusive purpose to promote the employee's entire social well-being. The empirical study showed that the EACC, as employee assistance service of the University of Pretoria, could not reach the expected goals. This can be assigned to the lack of knowledge regarding EACC and their services, as well as the inefficient marketing by EACC. It is therefore recommended that the University of Pretoria should strongly consider a full-fledged Employee Assistance Programme based on the prescription and policies upheld by EAPA-SA. / Dissertation (MSD)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

Un centro educativo es una de las instituciones más importes de la sociedad, ya que este es el lugar donde las nuevas generaciones adquieren todo tipo de conocimiento que les servirá para la vida adulta. Sin embargo, la arquitectura de las Instalaciones Educativas en el Perú es la menos desarrollada, encontrándose estancada en los modelos arquitectónicos del siglo XX. El propósito de este documento es presentar las bases necesarias para diseñar una Institución Educativa de inicial, primaria y secundaria en el distrito de San Juan de Lurigancho que responda a las metodologías educativas actuales y, al mismo tiempo, responda a la normatividad correspondiente que el Ministerio de Educación busca implementar. Asimismo, se trata de demostrar la importancia de incluir equipamiento complementario de uso compartido, ya sea con fines educativos, deportivos o culturales, que integren y refuercen el vínculo del colegio con el resto de la ciudad. / A school is one of the most important institutions in society, since this is the place where the new generations acquire all kinds of knowledge that will serve them for adult life. However, the architecture of the Educational Facilities in Peru is the least developed, finding itself stagnant in the architectural models of the 20th century. The purpose of this document is to present the necessary bases to design an initial, primary and secondary Educational Institution in the district of San Juan de Lurigancho that responds to current educational methodologies and, at the same time, responds to the corresponding regulations that the Ministry of Education seeks to implement. Likewise, it is about demonstrating the importance of including complementary equipment for shared use, whether for educational, sports or cultural purposes, that integrates and strengthens the school's link with the rest of the city. / Tesis

This text deal with school choices by parents of children who are currently visiting forest kindergarden. This thesis is offering answers on questions: which aspects play a rule and influent parents choices of preprimary and primary schools for their children. The impact of this work is offer an insight and better understanding into phenomenon of growth of forest kindergarden and also prediction of the possible development of this institution in the future. This work recognize parents as policy active participants who are by their school choices reacting on broadly available offers from educational system. Content of this thesis is also distinction of three types of kindergarden which were recognised. Inside this different forest kindergarden were observed three atypic communities following different values and ways of life. The impact of this work is better understanding of what parents really want, what they ask and desire to get from the educational system and how they react when they can not meet their needs and preferences in the offers from educational system. Powered by TCPDF (www.tcpdf.org)