The diploma thesis deals with the area of quality of further education. It focuses in detail on the concepts of quality of further education, standardized quality management systems at international level (ISO 9000, EFQM Model Excellence) and specific systems used abroad (Swiss model eduQua and German model LQW). The work focuses on specific concepts and proposals of quality education systems developed and implemented in the Czech Republic. The output of the thesis is an analysis of selected concepts (National Qualification System, Project Concept, Quality in Further Professional Education), critical assessment of their form (methods, methodology) and reflection of their implementation into practice and impacts on quality in further education. The thesis links the theoretical knowledge with the practice of solution of system quality assurance in further education. Key words: quality, further education, quality in further education, quality systems, ISO 9000, EFQM Excelence Model

The diploma thesis deals with the area of quality of further education. It focuses in detail on the concepts of quality of further education, standardized quality management systems at international level (ISO 9000, EFQM Model Excellence) and specific systems used abroad (Swiss model eduQua and German model LQW). The work focuses on specific concepts and proposals of quality education systems developed and implemented in the Czech Republic. The output of the thesis is an analysis of selected concepts (National Qualification System, Project Concept, Quality in Further Professional Education), critical assessment of their form (methods, methodology) and reflection of their implementation into practice and impacts on quality in further education. The thesis links the theoretical knowledge with the practice and on their basis it presents its own proposal of possibilities of solution of system quality assurance in further education. Key words: quality, further education, quality in further education, quality systems, ISO 9000, EFQM Excelence Model

This thesis reports an insider case study conducted by an active participant in the setting which is the UHI Millennium Institute. UHI is a federal, collegial partnership of 13 academic partner colleges. This partnership is made up of Further Education Colleges and smaller and specialised institutions. The case study focuses on one programme team, the BA Social Sciences team and at its role in the implementation of the institutional learning and teaching policy and its related strategies. The case study uses literature on policy implementation and of Further/Higher Education links. It makes use of social practice theory and the notion of the teaching and learning regime to analyse the cultural characteristics of the team and a typolgy of responses to change, to review the response of the team to policy objectives. In doing so the case study is a response to calls for more 'close-up' research at the meso-level of analysis. The study reviews the response of the team over a 10-year trajectory from the initial validation of the programme to 2009. The study takes an interpretive, participant-obervation based approach to examine the cultural characteristics and response of the programme team. The methods used to gather data include examination of comprehensive documentation relating to the programme over this time frame and semi-structured interviews with team members. The findings are that the cultural character of the team is dominated by its origins in Further Education and by the social relationships involved in a team which spans three colleges and deals with three sets of college managers and UHI. The response of the team to institutional policy is to embrace its objectives but also to reconstruct policy in ways possible within constraints. The team can make certain choices but is also constrained by policy from 'the top'. The study discusses implications for the notion of the teaching and learning regime and for the typology of responses used and proposes ways in which these might be modified. Proposals for further research in this field are made, particularly involving the implications for policy making of the relationship between college management and UHI.

Selbstgesteuertes Lernen – Das Konzept wird in Forschung und Politik häufig gefordert, in der Praxis wird es jedoch bisher nur sehr vereinzelt umgesetzt, und es existiert bisher kein einheitliches Verständnis, was darunter zu verstehen ist. Welche Bedeutung hat also das selbstgesteuerte Lernen für die Praxis der beruflichen Weiterbildung? Unter welchen Bedingungen kann es realisiert werden? Und was ist für seine Verankerung in der Praxis notwendig? Die vorliegende Broschüre adressiert diese Fragen auf Grundlage von Erfahrungen im vom Bundesministerium für Bildung und Forschung (BMBF) geförderten Projekt „Weiterbildung selbstorganisiert!“. Sie bündelt einen kurzen theoretischen Abriss mit dem Erfahrungsbericht der VHS Dreiländereck über die Erprobung von Methoden selbstgesteuerten Lernens (SGL) in einigen Kursen und die im Projekt entwickelten Handlungsempfehlungen für Institutionen der beruflichen Weiterbildung.:05 Präambel 06 Definition 08 Gründe für selbstgesteuertes Lernen 10 Methodenkoffer für selbstgesteuertes Lernen 13 Erfahrungsbericht der VHS Dreiländereck zur Erprobung des selbstgesteuerten Lernens 47 Handlungsempfehlungen für die Verbreitung von Lernangeboten mit hohen Selbststeuerungsanteilen in Weiterbildungsinstitutionen 69 Autoreninformationen 71 Projektinformationen

Title: Further education of teachers teaching physical education at elementary and high schools in the Czech Republic Objectives: One of the aims of this diploma thesis was to analyse the current offer of accredited educational events DVPP (further education of educational workers) in the field of physical education. We were interested in data concerning the form and focus of events, hourly subsidy, number of expected participants, and participation fee. Another aim of this thesis was to find out what attitude teachers of physical education have in relation to their further continuous education. Among other things, we were interested in how often they participate in this education and what forms of educational events they find most suitable regarding the subject of physical education. Methods: In the first phase, the data obtained from the databases of granted accreditations in the DVPP system managed by the Ministry of Education, Youth and Sports, were analysed. The data in the next part were obtained using an own questionnaire survey, which elementary and high school teachers of physical education have participated in. A total of 700 schools were addressed (25 elementary schools and 25 high schools from all regions of the Czech Republic). Results: Most accredited educational events were focused...

Published Aticle / This article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.

The quality of education in especially the Further Education and Training phase (FET) is recognised as one of the most significant challenges facing the South African government. Low teacher morale, lack of parental involvement, learners' ignorance in taking responsibility for their own learning and other educational problems are all identified as contributing factors. This study was undertaken to investigate how critical thinking skills can contribute to promoting quality teaching and learning in secondary schools with specific reference to the FET phase. The study also sought to make recommendations that will assist teachers to integrate critical thinking skills into the teaching and learning experiences in the FET phase. The nature of quality teaching and learning, the nature of critical thinking skills and the correlation between the concepts to improve the quality of education were researched by means of a literature study. A quantitative research design followed, using questionnaires as research instrument. From the research conducted it was found that learners in the FET phase do not take responsibility for their learning and therefore many of these learners still do not perceive learning as important. However, effective learning could take place if learners are confident, independent, active participants and explore a variety of learning strategies. Teachers, on the other hand, should adopt particular forms of behaviour to foster certain types of learning. The ability to teach critical thinking skills to learners poses a great challenge as many teachers are not trained to do so. This has a great influence on the exposure of an integrated constructivist method of teaching and learning and therefore inflicts on the delivery of quality teaching and learning in the FET phase of secondary schools in South Africa. / MEd, North-West University, Vaal Triangle Campus, 2011

The present era in South Africa is one that is marked by substantial change due to unparalleled advancement in the field of technology, globalisation and competitive markets. These changes have placed new demands on the education sector in South Africa, especially further education. In 2000/1 South Africa's Further Education and Training (FET) sector has been rejuvenated through a process of transformation when 152 former Technical Colleges and Colleges of Education merged to form 50 multi-campus FET Colleges. The rationale behind this merging process is to curb the serious skills shortage which is threatening economic growth in this country through offering vocational education and training; and to raise quality in the education sector. This re-engineering process in education is founded on principles of equity, human rights, democracy and sustainable development. Change, however, is also about people and their ideas, fears, capacity and ability to stand and work together towards a more prosperous future for all. Transformation or change such as with mergers is dependent on employees' total commitment towards realising the organisation's objectives. High levels of organisational commitment tend to encourage loyalty, higher levels of productiveness and general job satisfaction. For change initiatives to be successful though, communication across all hierarchical levels is of the utmost importance. Management is expected to provide employees with just treatment, provide acceptable working conditions, clearly communicate what is regarded as a fair day's work, and give feedback on how well the employee is doing. Employees, in return, are expected to clearly show a good attitude, follow directions and be loyal towards x the organisation. The psychological contract is utilised to investigate the scope of change in an employment relationship. The psychological contract is a contract setting out mutual expectations between employer and employee - a contract that forms the backbone of any new relationship such as with a merger. The researcher makes use of the psychological contract (by utilising the Tilburgse Psychologisch Contract Vragenlijst (TPC)) to explain employer obligations; violation of employer obligations; employee obligations; relational/transactional contract values; commitment; intention to leave; and change perceptions. Should either employment party not fulfill its contractual terms in any way, the psychological contract will be breached or violated and the employee might attempt to balance the situation by reducing his or her job efforts, badmouthing the organisation, resorting to absenteeism or even petty theft. The worst case scenario in this destructive process is that the employee might leave the organisation. The purpose of this research study is to determine the effect (if any) that the mergers might have had on the psychological- and employment contracts in the four FET Colleges that have remained in the Free State Province. A cross-sectional survey design was used to reach the objective of this research and an English translation of the aforementioned questionnaire (TPC) was randomly distributed amongst the total population of 375 employees at the Free State FET Colleges involved in this study. A response rate of 53% (n = 200) was achieved. Results from other authors who have used the TPC Questionnaire in their research offer support for the validity and reliability of the scales used. The statistical analysis was carried out with the SPSS program (SPSS, 2006), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, t-tests, analysis of variance, correlation coefficients and multiple regression analysis. XI In Article 1 the researcher focused on the effect of mergers with regard to the influence of communication on the psychological contract as a possible factor affecting the intention to qUit. A multiple regression analysis (with intention to quit as dependent variable; and employer obligations, employee obligations, and communication as independent variables) was performed and 22.2% of the variance in intention to quit is predicted by communication and employee obligations (F = 28.07, p< 0.01). A practically significant correlation coefficient (p < 0.01) of a medium effect (r > 0.30) exists between communication and relational/transactional values and between communication and intention to quit. In Article 2 the effect of mergers, workplace changes and the violation of employer obligations on the psychological contract were evaluated, with special reference to job satisfaction and organisational commitment. In the above article a practically significant correlation coefficient (p < 0.01) of a medium effect (r> 0.30) was found between • change and job satisfaction; • job satisfaction and: commitment, employer obligations, employer violations; • commitment and: employer obligations, employer violations; and • employee obligations and: employer obligations, employer violations. A multiple regression analysis (with job satisfaction as dependent variable; and employer violation, organisational commitment, and change as independent variables) was performed and 29.9% of the variance in job satisfaction is predicted by employer violations, change and commitment (F = 27.668, p< 0.01). Recommendations for the organisation as well as for future research were made. / Thesis (M.A. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2008.

This PhD study explores the transitional experiences of working class students between institutions of Further Education and Higher Education within the field of post-16 sports education. It draws its empirical illustration from the interview and ethnographic data collected over an 18 month period between October 2007 and July 2009 from a group of six students who had enrolled on a vocational FDSc Foundation Degree qualification. The study is comprised of two interrelated parts: Part I of the study illustrates the conceptual and methodological considerations which have driven the exploration of the student experience. The theoretical approach for investigating these experiences is informed by the structurationist perspective of Rob Stones (Stones, 2005). Stones conceptualises the relations between agent and structure four interlinked areas: External Structures, Internal Structures, Active Agency and Outcomes. Conceptualising transitional experience in this manner offers possibilities for a more contextually sensitive, refined, developed and ultimately adequate ontology of structuration. In further developing the framework, the study draws upon the sociological understanding of Basil Bernstein and Pierre Bourdieu. The incorporation of these two distinguishable but related perspectives allows the framework to inform an understanding of the interconnections between the sanctioned practices of a context, the role of agents within a context and the power capacities that are derived from these relations (Mouzelis, 1991; Morrison, 2005). In doing so, it provides a number of lenses in understanding the practices and relations between Further and Higher Education and the consequences of this for agents who enter this transition. Part II critically reflects on the participants experiences. Drawing upon data collected at three institutions: Hope Further Education College (HFEC), Fawlty University-College (FUC) and Ivory Tower University (ITU), the study discusses and explores in depth how the relations between the participants and the external structures of the institutions begin to form three identifiable and conceptually distinguishable transitional experiences which are seen to be either Empowering, Fragmented or Failed. In reflecting upon such relations and experiences, the study suggests that discourses of opportunity surrounding vocational qualifications forwarded to these students prior to, and during their course, is rather more complex than previously illustrated and for some functions as more of a myth than empowering discourse. Rather than providing equal possibility, the relations and transitional experiences that are currently produced only afford restricted opportunities to students choosing this vocational pathway within post-16 sports education. In conclusion, the study begins to discuss the implications of the relations and experiences highlighted for present and prospective relations and practices, asking whether change is possible, creating equal possibilities, not restricted opportunity.

The 1980s saw an increase in learning support assistants (LSAs’) in colleges for further education to support post-sixteen learners with learning difficulties and disabilities (LDD). LSAs’ were appointed on an ad hoc basis with little or no experience, or relevant qualifications to deliver support in ‘inclusive’ vocational classrooms. The Workforce Development Plan in 2004 acknowledged this phenomenon and advocated that occupational standards be developed. Two years later, in October 2006, the first National Occupational Standards (NOS) for college LSAs was launched but it did not include an official training framework for their professional learning and although there are some training structures in place, this still remains the case today. Learners with LDD are, therefore, still supported by untrained LSAs’ who are not professionally equipped to deal with the particular challenges they present. Educators like myself who work alongside LSAs’ in colleges, must seek to naturalistically explore professional learning opportunities to enhance their knowledge and skills. Such professional learning opportunities should reflect the creative and dynamic contribution college LSAs’ bring to inclusive classrooms and, thereby, not only improve the quality of the support LSAs’ give but the overall integrative, ethical and non-discriminative ethos of a college. With this knowledge, I developed and implemented an Enhanced Learning Support Assistant Programme (ELSAP) for the professional learning of volunteer LSA participants with the aim of improving their knowledge and skills to deliver a more meaningful education for postsixteen learners with LDD. For the acquisition of new knowledge and skills, professional learning for LSAs’ needs to occur systemically over time and be integrated within the multilayered context of a college to allow dynamic and reciprocal influences to make transformative connections. Critically, my action research study strengthens the connection between socio-political theory and practice within the sociology of disability education on moral, ethical and human rights grounds.