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The research aims (i) to evaluate possible differences in the practical application of knowledge and skills learning concepts employed by selected further- and higher education institutions in the Western Cape; (ii) to evaluate the Western Cape tourism industry’s awareness of the differences in tourism educational programmes and qualifications offered by the relevant institutions. The research methodology for the project has, via a literature search and empirical survey, evaluated the extent of differences in practical application that exist among tourism educational programmes offered by further- and higher education institutions respectively, in the Western Cape. It seeks to establish the possible impact these differences could impose on knowledge levels of graduates and on their employability. In the literature search, inter alia, relevant sources were consulted. A number of applicable normative criteria were extracted from the literature, followed by an empirical survey in which randomly selected tourism professionals practicing in the Western Cape were approached to complete questionnaires. The responses to the empirical survey were codified on a computer data-base and were statistically analysed with the assistance of a registered statistician. The findings and interpretations of the statistical analyses were presented as tables and charts and were individually explained. A number of recommendations have been made, followed by relevant, concluding remarks.

Naicker, Nisha. student no: 8900519E. MMed thesis, Public Health Medicine, 2006. / EXECUTIVE SUMMARY Introduction Soul City is a non-governmental organisation that runs a HIV/AIDS Adult Education Training Programme. The training involves fourteen partner organisations. The training programme uses the Soul City HIV/AIDS materials to train master trainers, who then train others (community trainees) to use the materials (A cascade model of training). Objectives of the study The study evaluated whether the training programme has met its objectives, the effectiveness of the training cascade model and the impact of the training. Methodology Study design: The study was divided into 2 sub – studies. The respondents were randomly and proportionately selected per province. Questionnaires were developed and the participants were interviewed telephonically or face to face. Study Period: July- August 2004. Study population: 1. Partner organisations managers and master trainers. Sample size of 30. 2. Community trainees. Sample size of 265. Results Master trainers: Impact of the training on the organisations and individuals was positive, since it strengthened the organisations and improved knowledge and attitudes of participants.A few, mainly administrative problems were experienced by the partner organisations, however these problems were subsequently dealt with. Community Trainees: A large number of community trainees are being trained and they are training others in the community. The majority of the training took place in urban areas. Reaching rural areas was a challenge. 83% of participants had a very good knowledge and understanding of HIV/AIDS related issues. Participants scored highly on assessment of their behaviour as well. The majority of trainees had positive views of the training. Conclusion The study showed that the training programme had met its objectives and the cascade training model used was effective. Thus the training process was effective in training individuals and contributing to positive changes in the partner organisations and on an individual level.

This thesis analyzes the educational function of art museums, how education in art museums evolved and how an art museum can conduct an educational mission. The concept of the material collections as the educative origin of art museums will be discussed alongside the history of collections in Europe. In addition to the concept of collection, the importance of educational programmes of art museums will be highlighted. Having derived a general notion of the educational function of art museums, the thesis will seek to answer questions such as how museology evolved in Turkey and whether the turkish museology has an educational concern. In accordance with these questions two turkish contemporary art museums will be investigated as case studies.

Temos aktualumas ir problema. Paauglystės amžiuje vyksta savęs ieškojimas ir mąstymo vystymasis, o tai turi įtakos vaizduotės raidai. Mokiniai pradeda kritiškai vertinti savo piešinius, nes jų nebetenkina vaikiškos schemos, jie savo kūryba veržiasi prie natūralistinės. Kadangi nepavyksta to įgyvendinti – pasireiškia nenoras piešti. Praradus susidomėjimą kūryba, menu ir dailės dalyku, svarbu stengtis paauglius sudominti ir motyvuoti paįvairinant dailės pamokas edukacinėmis programomis, organizuojamomis kultūros įstaigose (muziejuose/dailės galerijose). Kadangi paauglystės amžius yra laikomas vienu sudėtingiausių ir pilną krizių, šios temos nagrinėjimas ypač aktualus būtent šiame amžiuje. Be to stokojama tyrimų, nagrinėjančių edukacinių programų, kaip mokymosi motyvacijos veiksnio įtaka paaugliams, nes tai pakankamai naujas dalykas. Tyrimo tikslas – atskleisti edukacinių programų, kaip dailės mokymosi motyvacijos paauglystėje veiksnio, reikšmę. Tyrimo objektas – edukacinės programos – dailės mokymosi motyvacijos veiksnys. Tyrimo uždaviniai: 1) apžvelgti mokslinėje, pedagoginėje, psichologinėje ir metodinėje literatūroje mokymosi motyvacijos ir motyvo sąvokas, klasifikaciją, mokymosi motyvacijos veiksnius ir teorijas; 2) apžvelgti mokslinėje, pedagoginėje, psichologinėje ir metodinėje literatūroje paauglystės amžiaus tarpsnio ypatumus; 3) aptarti edukacinių programų ypatumus; 4) remiantis 5-10 kl. mokinių apklausa, edukatorių ir dailės mokytojų interviu nustatyti edukacinių... [toliau žr. visą tekstą] / The investigated problem and importance of the work: the self-identifying and the development of thinking are processes affecting the evolution of imagination in the adolescence. Scholars are not satisfied with childish schemes; therefore, they begin to criticize their drawings and go straightforward to the naturalistic oeuvre. The failures to accomplish their drawings cause the reluctance to draw. It is highly essential to introduce educational programmes in cultural houses (e.g., museums and/or art galleries) when adolescents start loosing their interest in creative arts. The analysis of aforementioned problem is critical in adolescence, since this age is founded to be most complex and full of crisis. Unfortunately, as it is a recent concern, there are few researches on educational programmes examining their effect on enhancing motivation of scholars in learning fine arts. The goal of research is to reveal the importance of educational programmes as a factor enhancing the motivation of learning fine arts in adolescence. The objects of research are educational programmes as the factor motivating learning of fine arts. The tasks of research: 1) to review the concepts, classification, factors and theories of motive and learning motivation in scientific, educational, psychological and methodological literature; 2) to survey the peculiarities of adolescence in aforementioned literature; 3) to discuss the characteristics of educational programmes; 4) to measure the effect of... [to full text]

This study investigates how youth in Uganda experience televised HIV and AIDS educational programmes. Television is the medium that can be used to address the resurgence of HIV and AIDS in Uganda. The factors responsible for the resurgence include prevention fatigue and the saturation of HIV and AIDS messages in the media. The audio-visual component of television makes it possible to convey HIV and AIDS messages innovatively through education-entertainment. Despite its potential, television has not played a leading role in conveying HIV-related knowledge, skills, and attitudes to urban youths. The study required looking at the televised HIV and AIDS educational programmes from the perspective of young people. In line with the interpretivist and social constructivist framework, the primary source of information about the programmes is the experiences of young people who are the target audience. A qualitative research approach was used in the study and an instrumental case design in particular was employed in data collection. Data were collected through focus group discussions, personal interviews, document analyses and participant observations. Findings have revealed that young people can learn about HIV and AIDS from both educational programmes and television soaps. While they undergo sexual socialisation through television soaps, they have the capacity to distinguish between fiction, fantasy and reality. However, they dislike the didactic and authoritarian approaches that are used in the educational programmes. An important finding is that communication gaps characterise televised HIV and AIDS educational programmes. Some of the prevention messages and the values propagated by television HIV and AIDS education are detached from the experiences and world views of the youths. This could be attributed to insufficient knowledge on the part of HIV and AIDS educators regarding the way in which youth experience televised HIV and AIDS programmes. / Thesis (PhD)--University of Pretoria, 2010. / Early Childhood Education / unrestricted

This diploma work includes the analysis of 30 school educational programmes. The school programmes were chosen by chance in basic schools of Central Bohemian Region. The study finds out how the health support is realised in school educational programmes. The results of the work show how the subject matter of Health education is realised in school educational programmes and how i tis included in separate school forms. It also uses the real informatik and knowledge of teachers and deals with the topic of social - pathological problems.

The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The thesis on the theme "Reading literacy of primary school children: educational programmes influence" is focused on reading literacy, its development and influence of the educational programmes. First chapter is devoted to theoretical analysis of reading literacy. Next chapter discusses about resources and options of reading literacy development and also about the role of parents, libraries and schools in this process. Third chapter deals with the topic of alternative education and methods of teaching reading. Fourth chapter describes the research of the educational programmes influence on reading literacy. Final chapter is focused on cooperation of library and schools in the town of Kladno, analyzes the shortcomings and brings in the possibilities of development.