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Recognition of prior learning practices within the public further education and training college sectorPrinsloo, Nigel January 2009 (has links)
Magister Educationis - MEd / 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. / South Africa
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Hodnocení rekvalifikačního kurzu "Účetnictví a daňová evidence" z hlediska uplatnění absolventa v podnikové praxi / Evaluation of the Retraining Course "Accounting and Tax Evidence" Based on the Graduate Employability within Business EnvironmentKolečářová, Andrea January 2017 (has links)
At the current level of society development, we can talk about the so-called knowledgebased society, which is the result of higher connectivity between people. The development of the knowledgebased society is conditional upon lifelong learning of its members. The master thesis deals with a retraining course as a possibility of further education. Its aim is to evaluate the form of management of the chosen accounting course and to assess the graduate´s chance to participate successfully in the labor market.
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Critical perspectives on modern languages in Scottish further education 2000-2002Doughty, Hannelore January 2005 (has links)
The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.
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Ďalšie vzdelávanie pedagogických pracovníkov na vybranej strednej škole / The further education of pedagogical employees at selected high schoolKenderešová, Martina January 2016 (has links)
The thesis deals with the further education of pedagogical employees at selected hight school. The work is divided into theoretical and empirical part. At the beginning of the first chapter are explained the basic terms. The next section is focused on legal framework that deal with further education. At the end of the theoretical part are presented some of the studies, which have already been conducted and which have investigated the opportunities of teacher´s further education and trends in that field in Czech republic and all over the world. The empirical part concentrates on the research and describes its implementation and the results and conclusions, which are derived from the research.
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Asistent pedagoga na I. stupni ZŠ / Teacher Assistant in Primary schoolKřehlová, Jana January 2019 (has links)
The Master's thesis deals with the issue of cooperation between a teacher and a teaching assistant. In the introduction to the theoretical part, the thesis deals with the concept of integration, inclusion and inclusive education. Furthermore, it also includes the current legislation establishing the function of a teaching assistant, qualification and personality requirements of the teaching assistant and the resulting risks of the teaching assistant's function at primary schools. All this information related to the topic of teaching assistants at lower primary schools is the basis for the research part of the paper, which is done through a qualitative research. The research is carried out at one selected primary school in Prague. The empirical part of the thesis maps examples of good practice, forms of co-operation between the teacher and the teaching assistant, a system of support at the selected school using materials provided by the school, and also focuses on mapping out the difficulties resulting from the co-operation of the teaching assistant and the teacher. The source materials for the research part were processed by means of questionnaires with open questions, a semi-structured interview with the headmaster and also by common observation and observation directly in the lessons of specific...
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Mangas in Bibliotheken: Bibliothekare aus Mitteldeutschland und Hessen trafen sich zur Fortbildung in ChemnitzHelbig, Ute 02 June 2008 (has links)
Insgesamt 50 Bibliothekare aus Sachsen, Sachsen- Anhalt, Thüringen und Hessen trafen sich am 1. und 2. April diesen Jahres, um ihre Gedanken und Erfahrungen zur Arbeit in Kinder- und Jugendbibliotheken auszutauschen. Diese regelmäßig stattfindende Fortbildung kann inzwischen auf eine vierzehnjährige gute Tradition zurückblicken. Veranstalter war in diesem Jahr die Sächsische Landesfachstelle für Bibliotheken in Kooperation mit der Stadtbibliothek Chemnitz. Der Tagungsort, das Kulturkaufhaus DAStietz mit Stadtbibliothek, Volkshochschule, Naturkundemuseum und Neuer Sächsischer Galerie bot dabei einen besonderen Anziehungspunkt für die Teilnehmer.
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A qualitative exploration of autism and transition into further and higher educationSimmons, Amy L. January 2019 (has links)
In this thesis, I explore 42 autistic individuals’ transitions into further and higher
education (FHE) in England, drawing on personal experience as well as
interview data. I was diagnosed with Asperger’s Syndrome in 1998 at the age
of 13. At the age of 15, my mother introduced the topic to me, and autism soon
became the foundation of my socio-political identity. The discussion is divided
into three themes; stigma and perception management strategies, formal and
informal support networks and the interplay of autism with institutional factors.
I draw upon Tringo’s (1970) work on the hierarchy of impairment and
Goffman’s (1963) work on stigma. Tringo’s (1970) hierarchy of impairment led
me to my intra-communal hierarchy of impairment (perpetuated by autistic
individuals against autistic individuals) and Goffman’s (1963) work on stigma
led me to my four degrees of openness; autistic individuals can be
indiscriminately open, or indiscriminately reticent, but openness if relevant,
and openness if necessary, are more common strategies. UPIAS’ (1976) work
on the social model of disability laid the foundation for my socio-political
identity and this thesis. I argue autism has been largely absent from the
political arena. I outline how there are four ideals; the ideals of self-regulation,
normalcy, ability and independence. Eager to conform to these ideals, eager
to self-present as ‘independent’, ‘self-regulating’, ‘normal’ or ‘capable’, some autistic students are reluctant to request support and accommodations, complicating the transition to FHE.
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Další vzdělávání pedagogických pracovníků středních škol ve Středočeském kraji / Further education of secondary school pedagogic workers in the Central Bohemia regionVančura, Daniel January 2019 (has links)
The present thesis focuses on further education of pedagogical personnel at high schools in Central Bohemia Region. The aim of this thesis is to explore, whether the teaching staff continue with their education. The thesis is divided into two parts - theoretical and practical part. The theoretical part is split into two chapters which offer definitions of key words and explain the basic terms closely related to further education of pedagogical personnel. The following chapter describes the implementation of further education of pedagogical personnel, educational methods and tools. The theoretical part also deals with gaining financial sources for further education. The practical part of the thesis is split into two chapters employing the method of questionnaire survey which was sent to the teaching staff in the Central Bohemia Region. This method was used to explore the motivation of pedagogical personnel to continue their education, and to monitor the conditions for their education. In the conclusion, the thesis adverts to several recommendations arising from the questionnaire survey.
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The support needs of life orientation teachers in the Further Education and Training BandStrydom, Verena Zita 03 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can
potentially evolve into serious barriers to learning and development. Life Orientation is
a critical subject offered by the Further Education and Training (FET) band as it aims to
prevent the development of such problems. Furthermore, the role played by the teacher
in successfully and meaningfully presenting Life Orientation is a pivotal one. This study
therefore aimed at understanding the support needs of Life Orientation teachers in the
FET band in order to gain insight into the challenges experienced and what
recommendations can be made to improve support to teachers, and consequently,
learners. The theoretical framework on which this study was based was positive
psychology as its emphasis on the fostering of positive individual traits, emotions and
institutions is an appropriate and constructive way of understanding teachers’ support
needs within their school communities.
This study’s research methodology can be described as basic qualitative research which
is embedded within an interpretive paradigm. Purposive sampling was used to select
three schools and their Life Orientation departments as research participants. Three
methods of data collection were employed, namely written reflective notes and semistructured
focus group- and individual interviews. Furthermore, qualitative content
analysis was used to analyse the data.
The research findings indicated that Life Orientation teachers in the FET band
experience a range of support needs across the various levels within the school
community. Teachers experience a tension between the expectations of the Department
of Education, the needs of the learners, and their own expectations with regards to the
facilitation of a community of care within the Life Orientation classroom. Support
therefore needs to be aimed at increasing teachers’ competencies and providing
opportunities to collaborate with other teachers to develop positive individual traits and
foster positive emotions. Furthermore, school communities need to become aware of
their attitudes and perceptions towards the subject so as to initiate processes which can
lead to the promotion and development of positive, supportive institutions. A critical
step in doing so is to consider policies regarding the appointment of Life Orientation
teachers and ensure that qualified, specialist teachers who believe in the value of the
subject are employed in these posts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings
wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel.
Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband
(VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die
rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van
Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die
ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te
verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word
vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese
raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van
positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n
toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders
binne hulle skoolgemeenskappe te verstaan.
Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese
kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef
is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te
identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe
notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is
kwalitatiewe inhoudsanalise gebruik om die data te analiseer.
Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO
band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van
die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die
Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met
betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer.
Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te
verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele
kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe
meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in
plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n
Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot
die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde,
gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel
word.
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'n Karakterbouprogram vir verdere onderwys en opleidingskolleges / Fazel Ebrihiam FreeksFreeks, Fazel Ebrihiam January 2007 (has links)
Value and character education possess the inherent building blocks for the preservation
of a healthy society. It is the art of life that keeps the environment friendly, free and safe
allowing earth's inhabitants to play, to live and to work in peace.
Value and character education possess values that remove evil from society and
institutions such as schools, colleges, universities, etc.
One of the primary aims of value and character education is to allow learners to
experience life at its' fullest.
The main purpose of this study is the development of an effective character building
program for a specific further education and training college.
It is obvious from the available literature that society is experiencing a crisis regarding
values, character and morality.
The decline of human and societal values portrayed in the media has compelled the
current government to initiate a value educational program in schools. The values of
the government however, are focused on nation building, democracy and human rights
with the purpose of overcoming the inequalities and injustices of the apartheid system.
However, the inhabitants of South Africa seek more than aspects based on democracy,
nation building and human rights. They seek values that promote moral behaviour,
values of work ethics and values that are aimed at developing their full potential.
Value and character education could probably ensure the provision of a successful life
and future for today's youth.
The researcher has therefore investigated and analysed the precise meanings of the
following terms: values, norms, principles, standards, ethics, character education,
values education. Various character educational programs that succeeded in oversees
countries were also studied.
Focus was also given to educational guidelines including principles, outcomes and
promising practices that the lecturer could use in the classroom to stimulate the
students and to promote character education.
To determine what the present value orientation of the students are, a questionnaire
was compiled for further education and training colleges in the North-West Province. To
ascertain the opinions and contributions of values education and character education,
semi-structured interviews were held with the student council, the head of the support
services and an official of the student support services.
The overall aim of the study is: To create a character-building program for further
education and training colleges after establishing the value orientation of the students.
This empirical research has pointed out specific problem areas and has shown that it is
not only essential but also urgent to implement a value and character educational
program for further education and training colleges. Guidelines for such a program
have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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