The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

Bakgrund: Inom intensivvård är Lungprotektiv Ventilatorbehandling (LPV) en viktig behandlingsmetod för att undvika uppkomst av allvarliga lungkomplikationer. LPV kräver att intensivvårdssjuksköterskor aktivt deltar i vården, vilket förutsätter att kunskap och förståelse kring behandlingen finns. Syfte: Var att undersöka hur intensivvårdssjuksköterskor, på en intensivvårdsavdelning, bedömer sin kunskap och förståelse kring LPV för att kunna delta i ventilatorbehandlingen. Metod: Kvantitativ tvärsnittsstudie i form av en enkätundersökning. Resultat: Det föreligger ej något signifikant samband mellan antal års erfarenhet av intensivvård och intensivvårdsjuksköterskors uppskattade kunskap och förståelse kring LPV. Respondenterna uppskattar sin kunskap och förståelse kring LPV som hög, 68 % anser att verksamhetens utbildning varit bra eller mycket bra, 90 % anser att vidare behov av utbildning finns. Diskussion: Trots bra utbildning kring LPV och hög uppskattad kunskap finns vidare behov av utbildning, vilket talar för en personal som är medvetna om LPV:s syfte och att ständig fortbildning krävs. Då det inte föreligger något statistiskt samband, överrensstämmer resultatet från analysen inte helt med Benner’s teori om hur sjuksköterskors kunskap utvecklas. Konklusion: Intensivvårdssjuksköterskor på en intensivvårdsavdelning i södra Sverige anser att de har tillräcklig kunskap och förståelse kring LPV för att delta i ventilatorbehandlingen. Ett samband mellan antal års erfarenhet av intensivvård och uppskattad kunskap och förståelse kring LPV kunde inte påvisas i studien. / Bakground: To avoid lungcomplications, the Lungprotective Ventilationtreatment(LPV) is of great importance in the intensive care unit. LPV requires participation of theICU nurses, which in turn requires knowledge and understanding of the treatment. Aim:The aim of this study was to identify how ICU nurses, on ICU, assesses theirknowledge and understanding of LPV to participate in the treatment. Method: Aquantitative cross-sectional study in the form of a questionnare. Results: There is nosignificant correlation between years of experience in intensive care and selfestimatedknowledge and understanding of LPV. The respondents estimated their knowledge andunderstanding of LPV as high, 68 % consider previously given education about LPV asgood or very good, and 90 % consider additional internal education are necessary.Discussion: Despite good education about LPV and high estimated knowledge andunderstanding of LPV there remains a need for additional education. This demonstratethat ICU nurses are aware of LPV and it’s purpose, and that continuous education aboutLPV is necessary. The non existing correlation between years of experience in intensivecare and estimated knowledge and understanding of LPV can not fully be applied onBenner’s theory about how nurses knowledge develop. Conclusion: Nurses in a ICU insouthern Sweden consider themselves to have sufficient knowledge and understandingof LPV to participate in the treatment. A correlation between years of experience inintensive care and estimated knowledge and understanding of LPV could not beestablished in this study.

Šiuolaikiniai techologijų pasiekimai pakeitė verslo pasaulį. Tokia kaita įtakoja bendrąją politiką, įpareigodama UAB darbuotojų poreikį mokytis visą gyvenimą ir įteisinti kaip vieną iš pagrindinių prioritetų. Mokymas tampa jau nebe epizodine patirtimi, o nuolatine gyvenimo dalimi. Vadinasi, mokymosi galimybės turi būti prieinamos visiems visais gyvenimo tarpsniais ir bet kurioje aplinkoje. Suaugusiųjų mokymui ypač svarbus kompetencijomis grįstas mokymas, suteikiantis žinių ir gebėjimų, kurias UAB darbuotojai galėtų taikyti praktiškai. O praktiškai taikyti žinias yra svarbu ir aktualu dabartinėje kintančioje visuomenėje. Tuo tarpu mokymasis darbo vietoje yra ypač svarbus. Todėl mokyti UAB darbuotojus ir kelti jų profesinę kvalifikacija, tai pačių įmonių interesai ir poreikiai. Tai sąlygoja susidariusios priežastys, kaip mokslo ir technikos pažanga, reikalaujanti naujų specialistų, nuolatinė darbo pobūdžio kaita. UAB darbuotojų reikiamų kompetencijų neturėjimas sunkina bei mažina galimybes sėkmingai veikti darbo rinkoje. Vadinasi, UAB darbuotojų mokymasis ir kvalifikacijos kėlimas bendrovei naudingas, kadangi didina lankstumą ir skatina motyvacijos augimą. / Modern techniques achievements changed the business world. This change affects the general policy, imposing the JSC employees need for lifelong learning and the validation of one of the main priorities. At the same time, lifelong learning is not only government institutions, educational institutions, and the JSC's concerns and the willingness of workers to remain competitive in the labor market. Training is no longer episodic experience, and a permanent part of life. Thus, learning opportunities must be available to all in all life, and in any environment. Adult education is particularly important skills-based training, knowledge and skills to JSC employees to apply in practice. A practical application of knowledge is important and relevant to the current changing society. While the job training is crucial. Therefore, the training of workers and JSC to raise their professional qualifications, the same corporate interests and needs. JSC staff in addressing the professional qualification of the problem of the use of the private company, as well as external qualification of the potential of the system. Determines the competitiveness of the company's key factors, the tools, staff skills and qualifications, abilities and qualifications of managers. However, there is a major problem, the JSC, employers are not convinced that the training of workers will benefit, taking into account the economic levels of today.

The diploma thesis is aimed at further education as one of the possible means of combating the burnout syndrome of pedagogues. It is divided into two main parts, theoretical and practical. These sections are then subdivided into chapters and subchapters. In the theoretical part of the thesis I focus on teachers as an overall concept, more specifically on the personality traits of teachers, their key competences, the position of teachers in the Czech Republic, the development of their professional career, their education and the possibilities for further education. We also define what supervisors are, what types and forms we know, we will also look at supervision processes and their competencies. We will also discuss what the social environment is in school. In the second part of the theoretical part, we also look at the burnout syndrome, its theoretical definition, the symptoms associated with it, its manifestations and its consequences, we will also mention the risk factors for its formation and give us some possibilities of preventing the burnout syndrome. The practical part includes research that I did at selected schools in Chrudim. The main aim of this diploma thesis is to compare the incidence of burnout assumptions in schools with different approaches to education.

Made available in DSpace on 2016-04-28T20:56:23Z (GMT). No. of bitstreams: 1 Marcos Eduardo Ferreira Marinho.pdf: 461820 bytes, checksum: 06acd3f835abed956d9cea84d22dfc9b (MD5) Previous issue date: 2011-05-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study was conducted with educators who work in a nationwide program that this paper we call PSE / PCE (Educational Partner Program / Programme Completion of Education). Aimed at understanding the meanings that are unveiled to social educators, on the participation of families with students in a program of continuing education. For this, two meetings were reflective with a team of seven educators who work in the PCE / PSE of a municipality in the state of Sao Paulo. The meetings were semi-directed, performed in the workplace, and was based on the speech of the participants, which were recorded and transcribed. The narratives of the seven participants were organized into constellations and analysis showed the presence in the discourse of educators from a belief in what Lahire (2004) calls the "myth of parental failure", giving it a context of complex and diverse family structures of poor families are not understood by educators. Communication with families is seen as being prescriptive and "awareness" about the right ways to organize and care for children and better division of tasks with the educators / Este estudo foi realizado junto a educadores sociais que atuam num programa de âmbito nacional que neste trabalho chamamos de PSE/PCE (Programa Sócio Educativo/Programa de Complementação Educacional). Teve como objetivo compreender os sentidos que se desvelam para educadores sociais, sobre a participação de familiares de educandos de um programa de educação complementar. Para isto, foram realizados dois encontros reflexivos, com uma equipe composta de sete educadores sociais que atuam no PCE/PSE de um município do interior do Estado de São Paulo. Os encontros foram semidirigidos, realizados no próprio local de trabalho, e basearam-se nas falas dos participantes, que foram gravadas e transcritas. As narrativas dos sete participantes foram organizadas em constelações e a análise mostrou a presença, no discurso dos educadores, de uma crença no que Lahire (2004) chama de mito da omissão parental , se dando num contexto de arranjos familiares complexos e diversificados de famílias pobres que não são compreendidos pelos educadores. A comunicação com as famílias é vista como sendo de caráter prescritivo e de conscientização , sobre as formas corretas de se organizar e cuidar dos filhos e melhor divisão das tarefas com os educadores

Landbased Studies Foundation and Bachelor degrees (FD and BSc) are generally taught in specialist FE landbased colleges, with teachers typically teaching both FE (Ofqual RQF Levels 0–3) and HE (Ofqual RQF Levels 4–6). Such teachers are designated in the literature as being HE in FE (Higher Education in Further Education) or CBHE (College Based Higher Education) teachers. Using a single case study landbased college, this study adopts a qualitative, naturalistic methodology using intensive interviewing and classroom observations of six Animal, Equine and Veterinary Nursing Studies HE in FE teachers. Characterised as an under-represented group within UK education research, these teachers teach both HE and FE within a small, UK landbased college. The study examines the nature of HE teacher pedagogic practice enactments, and factors which enable and constrain them within an FE college environment. Conceived within a interpretivist socio-constructivist framework, this study is influenced by the anti-dualist social philosophy of Practice Theory (PT) whereby people, places and material objects all contribute to how practice is enacted. Rather than considering material artefacts to be merely background objects and a college being simply an inert container where teaching takes place, a sensitivity to Practice Theory considers the FE context, material aspects and teacher pedagogic practices as a whole, rather than from one or other side of the structure versus agency divide. Within this study a particular variant of Practice Theory, Practice Architectures (PA) (Kemmis and Grootenboer, 2008), has been used to sensitise the study. The study adopts a Constructivist Grounded Theory (CGT) approach as a means of exploring a neglected and under-theorised area of Post-Compulsory education. The CGT methodology influenced and guided the research design and interpretive data iv analysis. Using purposive sampling of teacher participants, theoretical sampling, and the iterative cycles of constant comparison associated with Grounded Theory (GT), the data was used to construct four key categories. From these categories three main theoretical themes were identified from the data; Surveillance and Control, Teacher Identity and Agency, and Pedagogic Risk Aversion. The interpretive analysis suggests that HE pedagogic practice enactments are influenced and constrained by the college as a site, by its management, and by the wider neoliberal landscape of surveillance and auditing, as well as by the teachers themselves, the HE students, and material, non-human physical spaces and artefacts. The resultant HE pedagogic practice enactments are risk averse, tending towards instrumentalism and teacher-centeredness. The final CGT theoretically accounts for the HE practice enactments of the HE in FE teachers at the college and is discussed in relation to HE in FE literature, and to a number of pertinent theories within and beyond education. The CGT contributes to an enhanced understanding of HE teacher pedagogic practice enactments, and has potential for generalisability beyond the specific college. The original contributions to knowledge consists of: devising a novel methodology whereby PT/PA and CGT are articulated; adding to the body of literature for HE in FE pedagogy; and adding to the pauce corpus of literature for landbased education.

Thesis (M. Ed. (Educational Studies)) -- University of Limpopo, 2013 / This research was based on the challenges faced by lecturers in the implementation of the National Certificate Vocational (NCV) curriculum at Mopani South East FET College. The common idea was that the new NCV curriculum in South Africa was going to keep abreast of changes with the population. However, the implementation of the NCV curriculum was not as effective as expected. This was demonstrated by the fact that in 2007, numerous students in NCV Level 2, did not manage to progress to the next level. The through-put rate was low in almost all the programmes. Therefore, the researcher was led to believe that lecturers were finding it difficult to implement the new NCV curriculum. In order to explore challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET, the researcher discussed different perspectives of and the rationale for curriculum change and implementation in different parts of the world including South Africa. The curriculum changes and implementation were discussed considering some of the countries, such as Romania, China, Qatar, Saudi Arabia, United States of America (USA), Malawi, Mozambique and South Africa. Scholars have proven that for effective curriculum implementation, there are a number of ideas, which cannot be undermined, especially when there are curriculum changes. It referred to issues, such as the availability of curriculum plans, proper curriculum implementation management and leadership and continuous development of all the implementers. The aim of the study was to explore the challenges faced by lecturers in the implementation of the NCV curriculum at Mopani South East FET College. There were three objectives to this study, Firstly, to establish obstacles, which hindered the implementation of the NCV curriculum, secondly, explore what the causes for these obstacles were, and thirdly, describe the extent, to which these obstacles affected the implementation of NCV curriculum. The challenges faced by lecturers in the implementation of the NCV at Mopani South East FET College were investigated in order to achieve the stated objectives. The findings of this study provided conclusions and implications to NCV curriculum lecturers as well as policy makers; and added a body of knowledge in curriculum implementation. v A qualitative research method was used for the purpose of this study. Interviews and document analyses were used in order to gather information. The findings from this research project focused on four themes a) physical resources; b) student matters; c) staff matters and d) management matters. After considering the findings and results from the interviews and documents analyses, the researcher was convinced that further research could be undertaken in line with the relevant lecturer qualifications, academic and staff development for the FET sector, articulation of the NCV curriculum by businesses, monitoring and evaluation of the NCV curriculum implementation by campus, college management, as well as relevant provincial and national officials. In conclusion, the researcher believes that this study would play a very significant role to assist lecturers teaching or lecturing the NCV programmes, additionally, add to the body of knowledge in curriculum implementation and be of use to policy makers. Eventually, it will assist in bringing the desired expectations by Mopani South East FET College and the Department of Higher Education and Training (DoHET) to fruition.

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

The aim of this study is to describe the recontextualisation of the official pedagogical field, in the form of the National Curriculum Statement (NCS), in the Further Education and Training (FET) band. The study's focus concentrates specifically on the in-service training programme devised by the KZN FET Directorate for teachers of Grade 10's in 2005, beginning with the creation of the FET curriculum statements at national level and tracking the dissemination of this information to provincial level, then through regional and district level and into the schools. The researcher was able to analyse the documents created at national level, observe and/or interview role-players at each level of the continuum: national, provincial, regional, district and school (including parents of school-going teenagers). This evidence, supplemented with video-recordings and posters produced at five different venues was selectively described using Berasteinian terminology and his theoretical framework of the pedagogic device. Research findings in answer to the questions posed, viz. to what extent the social transformation process was understood by the role-players in the process (concentrating on English Home and First Additional Language teachers), indicate that in some cases the official pedagogical field is carried over with minimal change, and in others it is evident that careful monitoring and retraining may be the only means to concretise the intended change in thinking in the minds of South Africa's teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.