This study examines the use of a digital Critical Incident Questionnaire (CIQ), which was originally developed by Professor Stephen Brookfield, to extract perspectives of students on the lecture/lesson they had just conducted. Three FE colleges in the UK took part in the study and utilised a blog for students to post their comments. Students conducting media production courses at level three and four were the focus groups that submitted approaching two thousand CIQ responses over two academic years. The aim of utilising the CIQ was for a course tutor to receive additional perspectives on their practice and instant on-event feedback, resulting in identifying whether the learners mimicked the course tutor’s perspective. The findings indicate that the other perspectives gathered from the CIQ provided the course tutor with a greater understanding of their practice and assisted them in becoming more critically reflective. Additionally, some CIQ comments were different from the assumptions of the course tutor, which allowed them to adapt the delivery of the programme. Furthermore, utilising the data from the CIQ has identified that some of the comments students provide to the course tutor in-class do not mimic the comments of the CIQ. Moreover, comments received through the CIQ identify that there are also managerial implications, such as the usefulness and reliability of teaching observations, student induction and exit questionnaires. Utilising a blog format allowed students to submit their responses on a variety of digital devices, but some problems remained similar to Brookfield’s carbon paper-based system. There appears to be a definite place for using the CIQ in FE educational practice, and many best practice recommendations are constructed.

Thesis (M.ED.) --University of Limpopo, 2008 / Language prejudice is of two types: positive and negative. Negative prejudice is image effacing. It is characterized by negative evaluation of one’s own language or speech patterns and a preference for someone else’s. An example of this kind of self- -denigration is the case of David Christiaan, the Nama Chief in Namibia, who, in response to the Dutch missionaries’ attempt to open schools that would conduct their teaching using Nama as a medium of instruction, is reported to have shouted, “Only Dutch, Dutch only! I despise myself and I want to hide in the bush when I am talking my Hottentot language” (Vedder, 1981: 275 as quoted in Ohly, 1992:65. In Ambrose, et al (eds.) undated: 15).

In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.

This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.

This study attempts to trace the locus of responsibility for the decision making associated with policy determination in the Australian Capital Territory further education system. Generally the study is restricted to the decade of the Seventies, during which period the administrative organisation of the system moved from the large, centralised New South Wales State technical education system to a small, regional system with local control. In chronological sequence this field study considers the content and effect of a number of reports, files and papers generated during this period under study, and shows the nature of influences on the emergence and structure of the A.C.T. further education system. In particular, the shift of responsibility for policy determination, and executive management of the system, is followed through as a function of the recommendations contained in the various documents considered. By tracing the movement of executive responsibility through the early years of operation of the A.C.T. further education system it is possible to detect the focus of power and influence within and imposed upon the system, and to consider the decision-making strategies adopted in the determination of policy. From these it is possible to extrapolate and assess, to some extent, the stage of evolution which has been reached and possible directions in which "natural selection" factors may influence further developments. This field study should provide a first step, at least, toward the association and amalgamation of many documents which have (or should have) significantly influenced the nature of the present A.C.T. further education system. The study concludes with some discussion of current issues and suggestions for further (related) research.

The study proposes to clarify what are the general training and further education needs of personnel who intend to enter a career in the Catering, Restaurant and Liquor Sales sectors of the Tourism and Hospitality Industry, and those who are already employed in one of the sectors. The study also proposes: 1. to identify the immediate training needs to meet the specific current requirements of the Industry in the ACT and surrounding districts; 2. to ascertain the perceived future requirements to allow for the provision of relevant training and further education facilities to meet the challenge of tomorrow. It is also hoped that the results of the needs analysis will assist curriculum planners in the formulation of accurate educational objectives to assist the construction of valid programmes of study leading to employment into the Industry.

The research in this thesis attempts to study the ACT Institute of Technical and Further Education's marketing strategy, and it addresses a particular situation at a specific time. The research was undertaken in two studies. The first,through the use of a marketing audit, was focused on three key marketing areas within the Institute to indicate its overall marketing strategy. The second study involved a questionnaire to ascertain the effectiveness awareness of the Institute's advertising. The researcher first presents an historical review and an ordering of the historical aspects to illuminate the past and the current marketing posture of the ACT Institute of Technical and Further Education (ACTITAFE). The data are presented through four distinct historical periods from the establishment of the organisation in 1921 to 1991. Although technical and further education in the ACT has a history in excess of sixty years, data revealed that there is no clear evidence of a formal marketing strategy. The marketing audit interviews collected information from a broad but representative sample of eighteen staff members of the institution who are involved with marketing, media, career advice, publicity and similar marketing activities. The results revealed ACTITAFE has no formal marketing strategy. The attitude toward marketing and the marketplace has been ad hoc, uncoordinated, disjointed and reactive in its approach. Its principal approach is a reliance on awareness advertising. Because of the emphasis placed on advertising as the Institute's major concept for marketing, a questionnaire was distributed on advertising effectiveness and data were obtained from 252 completed responses. The results obtained from this study indicated that over the years the Institute has successfully built advertising awareness. Currently, it has no formal structured marketing strategy. The approach appears to be ad hoc, disjointed and uncoordinated. There are positive attempts to rectify this posture. However, the evidence available suggests that the journey will not be easy and the transition will not be rapid.

By using an interview survey of 30 randomly selected residents of Port Lincoln and the same number of persons from a country section of the Eyre Peninsula Community College region, an attempt has been made to ascertain profiles of participants and non-participants in adult education along with reasons for non-participation. It was assumed that lack of awareness of educational provision would be a major barrier to access and so a significant part of the study was addressed to this aspect. The town of Port Lincoln was considered separately from the rest of the Region because of the assumption that access and awareness were likely to be at a lower level amongst those persons in the more remote areas of the region. Assumptions that underpinned the proposal were: that Technical and Further Education was important, that community awareness of T.A.F.E. was therefore desirable and that barriers existed that precluded a significant section of the community participating in these activities.

<p>In the informational age of today, continuous learning is of greatest importance. The demand for this seems to be increasing, while at the same time people are under more pressure to carry out more tasks in shorter amounts of time. A way to solve the problem of finding time to learn could be to make use of the possibilities that Internet offers for learning at a distance. The purpose of this thesis is to, from a pedagogical perspective, contribute to the discussion concerning Internet based distance education for a target population consisting of professionals. We have found that some of the courses included in the two certification programs which we have investigated are suitable for Internet based distance education. Furthermore, we believe that such an educational format should be a complement, and not a substitute, for the target population.</p>

<p>The aim of this study is to examine the understanding, preschool teachers, have about their work related to energy conversion in the human body. Through individual interviews, answers have been sought to the following questions: What do the preschool teachers believe they need to know about the link between food and energy? What are the different methods preschool teachers use to workwith the area of energy conversion in the human body?</p><p>The results show that preschool teachers have knowledge in terms of food and its nutrients as an energy source for the body to cope with. However the more thorough and detailed questions become all the more uncertainty there is about the topic. Preschool teachers on their own initiative do bring up the topic with the children and begin conversations as well as ask questions, perform experiments and demonstrations. However, there is still a demand for further education in this topic among preschool teachers, as well as requests on advice and ideas on how to work with children around the body’s energy.</p><p>It is important that preschool teachers raise the subject with the children at an early age, in order to create awareness, understanding and interest in the children’s mind. With the children becoming older, also their understanding develops. This drives the importance of the preschool teachers’ performance and commitment in order to obtain meaningful work.</p><p>Keywords: knowledge, work methods, interest, further education.</p> / <p>Syftet med denna studie är att undersöka vilka uppfattningar pedagogerna i förskolan har kring sitt arbete med energiomsättningen i kroppen. Genom individuella intervjuer har svar sökts på följande frågor; Vad anser sig pedagogerna behöva kunna kring kopplingen mellan mat och energi? Vilka olika metoder använder pedagogerna sig utav för att arbeta med energiomsättningen i kroppen?</p><p>Resultatet visar på att pedagogerna har kunskap vad gäller maten och dess näringsämnen som energikälla för att kroppen ska orka med. Ju mer ingående och detaljerade frågorna blir desto mer osäkerhet finns det kring ämnet. På eget initiativ tar pedagogerna upp ämnet med barnen och inleder samtal, ställer frågor, utför experiment och demonstrationer. Dock finns önskemål kring fortbildning i ämnet hos pedagogerna, liksom önskemål kring tips och idéer på hur man kan arbeta med barnen kring kroppens energi.</p><p>Att pedagogerna tar upp ämnet med barnen redan i tidig ålder är betydelsefullt för att skapa medvetenhet och intresse. Med stigande ålder skapas även förståelse hos barnet. Pedagogernas insatser liksom engagemang och kunnande är betydelsefulla för ett givande arbete.</p><p>Nyckelord: kunskap, arbetsmetod, intresse, fortbildning.</p>