<p>There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996 / 1997 / Luescher and Symes, 2003 / Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007 / De Klerk, 2006 / Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988 / Conners, McCown &amp / Roskos-Ewoldsen, 1998 / Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students&rsquo / mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm.</p>

<p>There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996 / 1997 / Luescher and Symes, 2003 / Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007 / De Klerk, 2006 / Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988 / Conners, McCown &amp / Roskos-Ewoldsen, 1998 / Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students&rsquo / mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm.</p>

Philosophiae Doctor - PhD / There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996; 1997; Luescher and Symes, 2003; Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007; De Klerk, 2006; Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988; Conners, McCown & Roskos-Ewoldsen, 1998; Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students' mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm. / South Africa

The thesis focuses on the topic of benefits and limitations of various HMI user assessment methods. In the theoretical part of the thesis there is introduced the HMI theory, summarized HMI user assessment methods, presented knowledge about their utilization and the available tools are mapped. The goal of the practical part is testing of selected HMI user assessment methods related to the requirements of the commercial automotive sector. The result of practical part is a comparison of the strengths and weaknesses of individual approaches and their specifics. The diploma thesis was prepared in accordance with the valid internal regulations of the Charles University and other methodological guidelines and normative documents. Keywords: user experience, UX, usability, user interface, UI, HMI, human-machine interface, automotive, usability evaluation, user assessment, user testing, usability testing

The topic of this diploma thesis is the assessment of economic efficiency and risks of a public project. The theoretical part deals with the life stages of buildings, the characteristics of public projects and risks associated with the realization of the construction. The subject of the analytical part is an economic assessment of efficiency and risks in the specific selected public project.

Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The aim of this theoretical-empirical thesis was to examine the principles of cooperative teaching while working on business letters within the lessons of Commercial-legal Correspondence at secondary school. The main objective of the research was to compare student's results - students' marking in two groups of students following the different types of educational methods: cooperation and non-cooperation. The students in both groups were acquainted with given criteria of assessment and final analysis of their work. Powered by TCPDF (www.tcpdf.org)

Στη παρούσα εργασία περιλαμβάνονται 4 ενότητες. Στην πρώτη ενότητα εισάγεται το θεωρητικό υπόβαθρο του προβλήματος που εξετάζεται, η περιγραφή του πίνακα εισροών-εκροών κατά Leontief, η μεθοδολογία της μήτρας των τεχνολογικών συντελεστών και της αντίστροφης μήτρας του Leontif. Στην δεύτερη ενότητα γίνεται μια εισαγωγή στους κλάδους κλειδιά και στους δείκτες οριζόντιων και κάθετων διασυνδέσεων. Επίσης παρουσιάζονται οι δείκτες chenery-watanabe, rasmussen, cuello et al (a) και cuello et al (b) και επιχειρείται μία αξιολόγηση-κριτική τους. Στην τρίτη ενότητα εξηγείται η διαδικασία συλλογής των δεδομένων και η συγκρότηση του πίνακα εισροών-εκροών(OECD). Επίσης παρουσιάζεται η ανάλυση των δεδομένων για τους δείκτες chenery-watanabe, rasmussen, cuello et al (a) και cuello et al (b) καθώς και η μεταξύ τους σύγκριση ως προς τους κλάδους κλειδιά. Τέλος, στην τέταρτη ενότητα παρουσιάζονται και αξιολογούνται τα συμπεράσματα της εργασίας. Οι δείκτες είναι ο λόγος του μέσου πολλαπλασιαστή της γραμμής (οριζόντιες διασυνδέσεις)-στήλης (κάθετες διασυνδέσεις) προς τον μέσο πολλαπλασιαστή του πίνακα. Ως κλάδοι-κλειδιά ορίζονται αυτοί όπου οι δείκτες των οριζόντιων και κάθετων διασυνδέων έχουν τιμές πάνω από την μονάδα. Ως κλάδοι κλειδιά με βάση την ανάλυση δεδομένων των μη σταθμισμένων δεικτών ορίζονται οι κλάδοι 7, 8, 9, 13, 18 και οι κλάδοι 11 (chenery-watanabe) και 15(rasmussen) ενώ με βάση την ανάλυση σταθμισμένων δεικτών είναι οι κλάδοι 1, 4, 5, 9, 30, 31, 32, 39, 44, 46 και 45 (cuello et al (a))και 13, 38 (cuello et al (b)).Στην συνέχεια γίνεται μία σύγκριση στα αποτελέσματα μεταξυ των σταθμισμένων και μη σταθμισμένων δεικτών στους κλάδους κλειδια με βάση ομοιότητες και διαφορές στις οριζόντιες και κάθετες διασυνδέσεις τους και εξάγονται συμπεράσματα. / The present paper includes 4 parts.The first part includes the theoritical background of the problem to be examined, the description of the input-output table by Leontief, the methodology of the technical coefficients matrix and the inverse Leontief matrix. In the second part is presented an introduction to the Key sectors and into the indices of forward and backward linkages. Moreover the Chenery-Watanabe, Rasmussen, Cuello et al (a) and Cuello et al (b) are presented and their evaluation and assessment is attempted. In the third part the procedure of the data collection is explained as well as the creation of the imput-output matrix (OECD). The analysis of the data coming from the indices chenery-watanabe, rasmussen, cuello et al (a) and cuello et al (b)is illustrated as well as their among comparison concerning the Key sectors. Finally in the fourth part the conclusions of the project are presented. The indices are a ratio of the average multiplier of the row(forward linkages)-colums (backward linkages) divided to the average multiplier of the table. The Key sectors are those whose indices which refer to the forward and backward linkages have result over the unit. As key sectors according to chenery-watanabe and rasmussen are the sectors 7, 8, 9, 13, 18 and the sector 11 (chenery-watanabe) and 15 (rasmussen)while according to the cuello at al (a) and cuello et al (b) are the sectors 1, 4, 5, 9, 30, 31, 32, 39, 44, 46 and 45 (cuello et al (a) and 13, 38 (cuello et al (b)). A comparison concerning the results among the indices, specially for key sectors is attempted, according to simmilarities and differances of the forward and backward linkages.

The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)