This research study is a concept analysis of the Critical Cross-Field Outcomes (CCFOs). Legislation and related documentation such as SAQA Bulletins, respective Acts, and position papers of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF) describe the CCFOs as one of the transformational tools utilised by the SAQA to ensure access, portability and lifelong learning. CCFOs express the intended results of education and training and underpin all learning processes, thus enhancing the learning process and contributing to the full development of an individual. CCFOs are generic and cross-curricular, they are not restricted to any specific learning context, but inform the formulation of specific outcomes in the individual areas of learning for all learners at all levels on the NQF. CCFOs should direct education, training and development practices, as well as the design and implementation of learning programmes. Learning materials should also be designed and utilised accordingly. Critical Cross-Field Outcomes are also referred to as soft competencies, personal competencies, thinking competencies and life competencies, which are the abilities that people need to be active, responsible and successful members of society. They provide the means to build a career and make the person more effective in executing a job. CCFOs should be developed during learning processes so that learners are able to deploy them when achieving work-related outcomes. Knowledge is of little value if it cannot be utilised in new situations or in a form very different from that in which it was originally encountered. Although knowledge is a necessary requirement in education, training and development, it is not sufficient for becoming an expert. What is needed is some evidence that the learners can do something with their knowledge, which implies that they can apply what they know to new situations and problems. The CCFOs are tools that the learner or facilitator can utilise to access knowledge and to develop new knowledge of purposeful objectives. The outcome of this research is a categorisation of underpinning competencies related to the CCFO statements that facilitators, proposers of qualifications, service providers and Education and Training Quality Assurance (ETQA) Managers can use to incorporate the CCFOs in the education, training and development initiatives. These competencies also serve as the starting point for the outcomes-based principle of designing back. These competencies can also be utilized as a benchmark for conducting competencies audits on the CCFOs. Selected competencies are to be implemented at all levels of the NQF in all the fields as identified by SAQA. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

The master thesis deals with Drama-Based Science Teaching. The theoretical part of the work deals with the literature research on the topic. It presents basic information about dramatization methods, sets straight the record on some common misconceptions and categorizes dramatization methods. Furthermore the fundamental role of plays and simulations in the learning is discussed. Research also provides evidence that dramatization methods can be and should be included in science teaching. They are suitable e.g. for the implementation of key competencies and teaching of Cross-Curricular Subjects as defined by The Framework Educational Programme (for Secondary General Education). Finally, specific examples of dramatization methods are shown, and the benefits and pitfalls of these methods are discussed. Practical part describes a dramatization teaching material created by the author. The topic is alcohols with a focus on pupils' understanding the formation of methanol and ethanol and the difference between these two. This material was tested on the sample of about 150 high school pupils in Prague. There is also author's solution as well as several pupils' worksheets included. The impact of the activity on the pupils' knowledge was measured and evaluated. The shortcomings of the original version were...

This Master's thesis discusses the Problem - based learning as one of the constructive teaching concept methods, it's position in the system of teaching methods and the possible uses in primary school regard to the key competencies of solving the problems. This theme is very actual because of the influence in the real life. The objectives of the Master's thesis is to define the basic concept of the Problem-based learning (problem, problematic situations, types of the problematic tasks and the way of their solving), key competencies and appropriate organizational forms of the teaching. The objective of the practical level is to define the principles of the effective use of this method in teaching, to verify the possibilities of uses of the Problem-based learning and focus on the way of fulfilling of the key competencies of solving the problems using various organizational forms of teaching. The thesis contains the empirical and theoretical part. The empirical part comes from the analysis and the comparation of the study of the vocational literature. This part focuses on the research as the method of achieving the goals. The research uses two basic methods; the method of the observation of the pupils during their work and method of the collection and analysis of the outcome of the pupils work. The...

TITLE: Impact of the trade days project on the key competencies of Kunratice Elemetary School graduates AUTHOR: Tom Tychtl DEPARTMENT: Department for research and development of education SUPERVISOR: PhDr. Veronika Laufková Ph.D. ABSTRACT: This thesis deals with the project called "Trade days", which is implemented at the Kunratice Elementary School, especially its impact on the development of key competences od school graduates with an overlap onto their future life. The work is based on theoretical findings on key competences, constructivist concept of teaching, organisational forms of teaching and project-based learning, which are then used in the practical part. In the practical part, the thesis aims present the functioning of the project and, based on a combination of qualitative and quantitative research, to present the results of the impact of the "Trade days" project on the development of key competencies and the overlap of this development into the future life of school graduates. KEYWORDS: key competencies, project-based learning, secondary school, qualitative research, graduates

This diploma thesis deals with the possible applications of the dramatic method called Forum theatre in the work with children and teenagers. The theoretical part is divided in to three chapters and where the first chapter introduces Forum theatre. The second chapter describes the formation of the Theatre of the Oppressed concept, whose main technique is the examined method. The third part provides a detailed description of the method including the aims, rules a principles for the role of a Joker. The second part of the thesis examines the relationship of the method towards the educational system of the Czech Republic. Concretely it deals with the key competences, personal and social education a dramatic education. The aim of this thesis is to map the current state of the usage of the method, to determine who, whit what goals and with what susses uses the method. Than the original concept, developed by Augusto Boal for work with adults is confronted with the currently used variations of this method. Based on this analysis some principles, which might be used in the future practice are set. Key words: Forum Theatre, relationships in class, developmental psychology, theme, Joker, personal and social education, primary prevention,drama education, key competencies,

The thesis deals with the development of key competences through Scout training. It focuses on the transformation of educational program in the Junák - Association of Scouts and Guides of the Czech Republic. The thesis is divided into two parts - theoretical and practical. The first part describes the history, the mission and ideals of Scouting. It deals with the development of Scouting in Czechoslovakia (or the Czech Republic) after 1990 and also explains how Junák is perceived by the public. It was found out by studies that were done in 2003. This thesis compares the historical and current educative documents that are used to support the development of children and young people's personalities. The thesis describes the initial impulses that led to the program's modification. Also the system of competences, which is essential for the new program, is developed in the thesis. The practical part contains instructions and suggestions for effective development of skills and deals with the further education for scout leaders. The work is accompanied by attachments that contain examples of previous and modern materials and a table summarizing the development of competences.

The submitted work constitutes an elaboration of a thematic unit "Development of nature" designed for grammar schools in both expert and methodical aspect. Resulting outputs are a web presentation, two short educational films and two elaborated tutorial programmes based on E - U - R model of teaching in the theoretical framework of constructivism. For better understanding and orientation in the curriculum, the look into the past is divided into four zooms: 1) in the scale of milliards, it includes the period from the origin of the Earth until the present; 2) in the scale of millions, it brings closer the Fanerozoicum; 3) in the scale of hundreds of thousands years, it covers the Qarternary era; 4) in the scale of thousands, it corresponds to the Holocene. Elaboration of this thematic unit is tied together with the ongoing school reform. It takes into account the incorporation of Geology educational field into the Framework Education Programme for Grammar Schools and works with key competencies.

Diplomová práce se zabývá programem RWCT v souvislosti s výukou českého jazyka na 1. stupni ZŠ. Teoretická část zpracovává informace z odborné literatury. Tyto informace se týkají trendů v oblasti základního vzdělávání, konkrétněji pak trendů ve výuce českému jazyku a literatuře. Zabývá se východisky a základní charakteristikou programu RWCT a významem tohoto programu pro výuku českého jazyka na 1. stupni ZŠ. Praktická část má za úkol provázat teoretická východiska s praxí a popisuje konkrétní výuku metodami RWCT a další postupy ve výuce. Sledováné postupy analyzuje v naplňování vybraných vzdělávacích cílů. Klíčová slova - klíčové kompetence, předmět Český jazyk a literatura, model evokace - uvědomění si významu - reflexe, metody RWCT, školní vzdělávací program Anotation This thesis deals with the RWCT program in connection with teaching of Czech language for first stages of primary schools. The theoretical part covers information from specialized literature. This information applies to trends in primary education and particularly to trends in teaching of Czech language and literature. It deals with bases and characteristics of the RWCT program, and, finally, it discusses the importance of this program for teaching Czech language in first stages of primary schools. The practical part links...

This thesis focuses on the issue of using the RWCT programme as well as components of Drama in Education in Czech language and literature classes in primary schools, especially when working with artistic texts. The theoretical part depicts the new concept of education, key competencies, goals in primary education and the importance of reading literacy. It presents information about the programmes of Reading and Writing for Critical Thinking (RWCT) and Drama in Education along with their goals, contents and methods and working with artistic texts. It also defines their identical and different components. The practical part examines how to work with one text in different ways and observes how individual goals in school classes change when using different methods of RWCT and Drama in Education. It provides specific suggestions for school classes when working with texts, their processing and evaluating with regard to the methods and education goals used. Key words: General education programme for primary education, key competencies, Czech language and literature, reading literacy, RWCT, Drama in Education, working with text

The thesis deals with the use of competences and competency model as an effective tool of personnel management of the organization. Competency - based / HR / Management (CBM) is an actively used model primarily in the commercial sphere. However, in recent years, more and more government organizations have also approached this governance model. The theoretical and empirical part of the thesis deals with the issue of acquiring and using various types of competencies, compiling a competency model and their subsequent application in personnel management. The definition of basic terms and principles of competency management is based on the study of professional literature and binding documents that link the principles of competence management to the lifelong learning strategy and learning organization models. The empirical part first deals with the actual use of competencies and competency models in the conditions of public business academies in Prague and Central Bohemia. It describes the current state of use of human resources management by competency of the director of public business academies in the region. The observed state is compared with the results of the Trexima, spol. s r.o. in the commercial organizations, which was implemented in 2014. The empirical part is further focused on the...