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.

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

1 Ausgangspunkt und Zielstellungen des Projektes Q2P Von 2008 bis 2013 stellt das sächsische Staatsministerium für Wissenschaft und Kunst ein Budget von 27 Mio. Euro für die „Entwicklung von Konzepten, Auf- und Ausbau von Strukturen und Netzwerken postgradualer Bildung, insbesondere unter Nutzung neuer Medien“ ([1] S.6) aus den Mitteln des Europäischen Sozialfonds (ESF) zur Verfügung. Damit sollen digitale Medien zum immanenten Bestandteil von akademischen Weiterbildungsangeboten in Sachsen werden. Gegenwärtig laufen 14 Weiterbildungsprojekte in diesem Vorhabenbereich. Sechs weitere Projekte haben ihre Förderdauer bereits überschritten (Stand: August 2012). Die entwickelten Weiterbildungsangebote unterscheiden sich hinsichtlich Struktur und Methoden und reichen von einzelnen Onlinemodulen bis hin zu Masterstudiengängen. Innerhalb der laufenden und abgelaufenen Projekte (n=20) wurden in vier Projekten weiterbildende Masterstudiengänge entwickelt, in elf Projekten Weiterbildungskurse und in 5 Projekten digitale Bildungsmodule (Lernsoftware). Hinsichtlich der Bildungsinhalte wird ein breites Themenspektrum bearbeitet, von wirtschaftlichen über naturwissenschaftliche bis hin zu technischen Fragestellungen.

This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.

The aim of the thesis is to explore and describe adult education as an integral part of lifelong learning in relation to the development stages of human life. Particular emphasis is placed on the 3rd stage of life, the senior age. The defined area is solved with a wider historical, geographical and demographic context. The author also deals with the analysis of the global and especially European demographic development with a special focus on the Czech Republic, Austria and Germany. Especially the current changes in the age structure of the population and the consequences of this development on the educational system. In the end, recommendations and suggestions are formulated on how to respond to ongoing demographic changes and how to prepare for an aging society from the point of view of education.

Denna studie behandlar lärares användning av IKT i olika ämnen av deras undervisning från förskoleklass till år tre. Genom intervjuer har data samlats in och sedan tematiskt analyserats. Studien fokuseras på i vilket syfte IKT används i undervisningen och vilka faktorer som anses påverka implementeringen av IKT i undervisningen. Vidare jämförs resultatet med tidigare forskning inom området. I studien framkommer att lärare generellt upplever en osäkerhet kring IKT. Det finns även ett behov av bättre struktur och stöd gällande fortbildning kring IKT. Vidare visar resultatet att ramarna för hur lärare arbetar i olika ämnen med IKT är relativt fasta, där många lärare använder IKT på liknande sätt inom specifika ämnen. Studien uppmärksammar också problem gällande likvärdigheten i utbildningen för eleverna med avseende på IKT. Avslutningsvis lyfts några förslag till hur en fortsatt forskning skulle kunna te sig gällande lärares användning av samt fortbildning kring IKT. / This study addresses teachers' use of ICT in different subjects of their teaching from pre-school class to year three. Through interviews, data has been collected and then thematically analyzed. The study focuses on the purpose of ICT in teaching and what factors are considered to affect the implementation of ICT in teaching. Furthermore, the result is compared to the results of previous research in the field. The study shows that teachers generally experience uncertainty concerning ICT. There is also a need for better structure and support for teachers’ continuing education on ICT. Furthermore, the results show that the framework for how teachers work in different subjects with ICT is relatively fixed, where many teachers use ICT in a similar manner in specific subjects. The study also addresses issues regarding the educational equity for students with regard to ICT. Lastly, some suggestions for further research concerning teachers’ further education and use of ICT are highlighted.

Syftet med studien är att få en ökad förståelse för hur skolkuratorer tänker kring användningen av metoder i det skolkurativa arbetet. Utifrån studiens syfte ville jag ta reda på vilka metoder använder de intervjuade skolkuratorerna i sitt arbete, hur de ser på kunskapskällor vid val av metod samt hur de ser på behovet av fortbildning kring metoder. Studien har en kvalitativ ansats som bygger på fem intervjuer med fyra skolkuratorer i grundskolan och en skolkurator på en gymnasieskola från tre städer i Sverige. Huvudresultaten i studien visar att skolkuratorer använder olika typer av metoder som används med syfte att driva deras skolkurativa arbete framåt, dessa är; samtalsmetoder såsom MI, behandlande metoder såsom KBT och olika metodprogram såsom ABC som används vid konflikthantering. Dock framgår det även att man som skolkurator har ett tankesätt som gör att man tillämpar dessa metoder på ett oreflekterat sätt genom att man går på magkänsla, blandar metoder samt provar sig fram utan att ha koll på metodernas effekter. Resultatet av studien visar även att man tycker att forskning som kunskapskälla vid val av metod är viktig och man uppger att man arbetar i en evidensbaserad praktik som enligt dem är eftersträvansvärt men enligt deras berättelser framgår det inte i praktiken. Dels beror det på bristen av reflektion över metoders effekter samt att man väljer att inte ta sig tid till fortbildning kring metoder, vilket en evidensbaserad praktik kräver då man ska ha en medvetenhet kring vilka metoder man använder och vilka effekter de har. Detta tankesätt kan utgöra en risk för utvecklingen hos den berörde eleven. Slutligen visar resultatet av studien att arbetsgivare inte uppmuntrar till fortbildning kring metoder såsom skolkuratorerna önskar, men samtidigt uppger skolkuratorerna att det handlar om en prioriteringsfråga där man tänker att eleven går före behovet av kunskap kring de metoder som man använder i det skolkurativa arbetet. / The aim of the study is to gain an increased understanding of how school counselors think about the use of methods in the school-based work. Based on the purpose of the study, I wanted to find out what methods the interviewed school counselors use in their work, how they look at sources of knowledge in the choice of methods and how they look at the need for further training on methods. The study has a qualitative approach based on five interviews with four school counselors in elementary school and a school counselor at a secondary school from three cities in Sweden. The main results of the study show that school counselors use different types of methods used to drive their school-based work forward, these are; Call methods such as MI, treatment methods such as KBT and various methodologies such as ABC used in conflict management. However, it is also apparent that, as a school counselor, you have a mindset that allows you to apply these methods in an unexplored way by feeling in the mood, mixing methods and trying out without looking at the effects of the methods. The result of the study also shows that research as a source of knowledge in choosing a method is important and it is stated that one works in evidence-based practice which, according to them, is desirable, but according to their stories, it does not appear in practice. This is partly because of the lack of reflection on the effects of methods, and that one chooses not to take time for further training on methods, which an evidence-based practice requires when you have an awareness of the methods used and the effects they have. This approach may pose a risk to the development of the pupil concerned. Finally, the results of the study show that employers do not encourage further education on methods that the school counselors had desired, but at the same time, the school counselors state that it is a priority issue, thinking that the student goes before the need for knowledge about the methods used in school-based work.

1 ABSTRACT This thesis deals with the educational management of the teaching staff supervising the state graduation exams. The theoretical part explains the concept of educational management and focuses in detail on the managerial function of organization. It describes the current form of the state graduation exams, related legislation and institutions involved. The thesis explains the staffing of graduation exams and individual training programs for teachers, and clarifies the role of further education of teachers. The aim of the work is to optimize the organization surrounding the education of teachers supervising the state graduation exams in Prague and Central Bohemia. The data in the presented research were collected via a survey among participants of the education related to the state graduation exams in Prague and Central Bohemia in the school year of 2015/2016 and interviews with lecturers of relevant training programs. KEYWORDS Management, education management, organization, optimization, education, teaching staff, further education of teachers, state graduation exam.

This master's thesis deals with a preparation of a qualification training for social workers that work with a client in crisis. It examines what are the requirements for the social worker and his range of further training. It also focuses on a social worker custody to a client who found himself in a crisis situation. It solves whether, and how the social workers are prepared to these difficult situations. Theoretical knowledge, as a type of client, koncept and types of crisis situations and attitudes and competences of a social worker to the solution of the crisis, are used in practical part of this master's thesis, which is made up of case reports with subsequent analysis. In conclusion the importance of the knowledge and skills of social workers are documented by questionnaire. Using the comparative method, I would like to highlight the developments in this field during the last five years. For comparison is outlined the care for a human in crisis in Switzerland and Bulgaria. The goal of my thesis is to make this field more approachable not only to social workers who encounter people in crisis in the course of their work, but also to all people who may find them- selves in crisis.