Nieuwenhuis (2007) defines Education Development Centres (EDCs) as teacher support centres consisting of activities and services that support the school curriculum and contribute to the teacher content knowledge and skills development. In addition, Johnson and Maclean (2008) suggested that an ideal EDC programme should be built on the foundation of an information infrastructure that includes materials, equipment and facilities, and direct services to teachers. However, EDC activities and services are shaped and influenced by multiple factors contributing to the teacher classroom practices. Attention to the EDC programme is further given to areas like: the organisational support to effect changes in teacher practices; the type of activities and services; learning through technology; and teacher perception towards the EDC activities and service. Looking more closely at the way EDCs function and noting the benefits of keeping EDCs as teacher support centres, this study explored the EDC activities and services guided by the following sub-questions:  What professional development activities and services do EDCs provide;  What is the rationale behind the development of EDC activities and services;  What is the quality of EDC activities and services in relation to the professional development of teachers;  What are the teachers’ perceptions of EDC activities and services? The main objective of the study was to establish the extent to which activities and services in Mpumalanga EDCs relate to teacher classroom practices. A sample of 16 teachers responded to the questionnaire designed specifically for teachers while two subject advisors who facilitated activities at the EDCs and two EDC managers were interviewed. Currently the approach to professional development programmes tends to be fragmented. Hence, this study sought to improve the quality of EDC activities and services by alerting programme designers and advising against such a practice. Furthermore, the intention was to provide feedback to programme designers and encourage the promotion of collegial planning in structuring such offerings. The qualitative study approach followed, used the interview schedule as a primary source to collect data to gather as much evidence as possible and was backed by the teacher questionnaire, field notes and personal journal. The basic logic model guided the planning for the evaluation process in identifying elements to be evaluated and indicated relationship between the components: the input (resources that go into the EDC programme); output (activities the EDC programme undertakes to offer); and the outcome (teacher behavioural changes and benefits that resulted because of the activities conducted). This study focused mainly on the implementation processes to yield intended results. The study identified various factors as significant to deliver quality activities and services to enhance teacher knowledge and develop skills: creation of realistic centre vision, develop quality activities to integrate content knowledge and pedagogical skills, promote teacher collaboration and active participation; and designing coherent activities aligned to the schools improvement strategies to meet teachers’ need. Workshops were facilitated in a reform approach allowing active participation of teachers, for example, simulations in computer lessons and science experiments. However, the inadequate resources and EDC financial constraints limited the quality of activities and services. Nonetheless, EDC activities and service possessed the quality to enhance teacher knowledge and skills, if they are designed to incorporate the research based key features (Haslam, 2008). Furthermore, the study noted that EDCs play a critical role in shaping the activities and services by designing reform activities, creating pedagogical space for teachers to come together and providing teaching and learning material including technological tools, like Internet, to advance with curriculum changes and spare teachers’ time and cost for travelling to meeting venues. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Science, Mathematics and Technology Education / MEd / Unrestricted

The primary goal of the this thesis is to create standardized tool to determine the level of competency in Chemistry (i.e. knowledge, abilities, and skills) among secondary school students, formulated in the form of "expected outcomes" in the Framework Education Programme for Secondary General Education (RVP G, 2007) and then use this tool to determine the success of students in secondary schools in teaching the tests expected outcomes of chemistry in the academic year 2014/2015. The creation of this research tool and determine the success of students after a few years of starting curricular reform allows for use in future years to monitor the development of education in chemistry by general educational programs. The study first conducted analyses of these expected outcomes from the perspective of Bloom's Taxonomy of Educational Objectives (Amer, 2006; Anderson et al., 2001; Hudecová, 2004; Krathwohl, 2002; Krietzer et al., 1994). By examining the School Education Programmes of secondary schools participating in the study, a curriculum was identified that is overlooked or not clearly defined by RVP G (2007), whose inclusion in education falls within the competence of each school. Requirements were also compared for outputs of chemistry education for secondary school students in the Czech Republic...

The purpose of this study was to understand what knowledge and skills retired educators have and how these skills can be harnessed and utilised to benefit career development programmes in Botswana. The Tri-KCC conceptual model of career development was deductively and inductively developed from an interplay of the economics of knowledge management, the epistemology of constructivism, career psychology and gerontology. A mixed methods-sequential explanatory was used in this study, following assumptions of pragmatism. The participants of the study were retired educators in Botswana, with a convenience sample located in Gaborone. The participants had retired between 2000 and 2012. One hundred and eight participants (108), out of a sample of 200 responded to a survey questionnaire. Sixteen (16) participants from the survey formed focus group discussions of 5, 5 and 6 participants each. The participants were purposively selected through respondent directed and snowball techniques. The quantitative aspect of the study was conducted first, followed by the qualitative aspect. The quantitative phase helped to explore the concept of harnessing experiential knowledge of the retired educators. The survey questionnaire highlighted the following soft skills of retired educators: self-awareness and others-awareness, leadership, mentoring and counselling. The quantitative stage informed the qualitative stage during which the focus groups took place. Thus the qualitative phase had more weighting in the study. Quantitative data was analysed descriptively and inferentially, while thematic analysis was used for qualitative data. Results confirmed that retired educators have acquired a great wealth of knowledge and skills and that the success of being an educator is linked to both professional and personal identities. In addition, experiences that were meaningful to the retired educators were those where self-discovery boosted their self-esteem. Botswana is losing skilled resources to the early retirement age. In view of the findings, the Tri-KCC conceptual model was constructed to incorporate knowledge capture and management to guide practice. Career construction theory, through narratives of retired educators, was proposed to guide the practice of career development. Based on the results, it appears that an improved career development theory and practice that utilises retired professionals may not only benefit Botswana but other countries as well. / Thesis (PhD)--University of Pretoria, 2014. / tm2015 / Educational Psychology / PhD / Unrestricted

Background: Lack of trained staff is the most important issue during the pandemics. In addition, nurses need adequate training sessions to act efficiently. Literature show that nurses in various parts of the world were not prepared for Covid-19 pandemic even those who had experienced other pandemics before. Pandemic management strategies like continuous training and education for health care staff can be a success factor. Nurses also need soft skills like interpersonal skills, stress management and problem solving to care for patients in an emergency like pandemic. All health care staff need to receive latest information about the new disease, and they need to have enough knowledge bout infectious diseases, personal protective equipment and infection control. Considering previous research, it is crucial to recognize knowledge and skills needed for care in a pandemic situation especially based on the perceptions of nurses who have experience of working in a pandemic. Aim: This study aimed to identify knowledge and skills that nurses with experience of working with hospitalized Covid-19 patients in Sweden perceive as crucial to be prepared for a pandemic. Method: Individual in-depth interviews were used to collect data from 7 nurses who had the experience of working with hospitalized covid-19 patients and qualitative content analysis was used to analyze the data. Result: Data analysis led to three categories that revealed manifest content of data which represents nursing knowledge and skills that were perceived crucial by nurses with experience of working with covid-19 patients: (1) Knowledge and skills empowering nurses to lower the pressure on themselves, (2) Knowledge and skills empowering nurses to support others, and (3) Knowledge and skills needed for a safe nursing care Conclusion: Considering the huge effect of the covid-19 pandemic on the health care system and the possibility of pandemics in the future because of climate change, it is crucial to increase the preparedness for these emergencies. This preparedness can be achieved by continuous training and education about pandemics, infectious diseases, and the crucial knowledge and skills needed in confronting them.

The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has been a subject of discussion since the late 10970s when Cardenas and Cardenas (1977) studied the achievement among minority students and their White peers. The conversation continued through authors such as Takei and Shouse (2008), Hays (2011), Ladson-Billings (2006), Dee (2003, 2005), and Brown (2006). To answer these research questions, a hierarchical multiple regression analysis was conducted on the data collected. Although the study verified the achievement gap between minority students and White students, the study indicated no consistent pattern corroborating that minority students were more successful when taught by teachers of the same ethnicity. In many cases, students learned better with teachers of a different ethnicity. Black students were successful with Hispanic or White teachers, Hispanic students were successful with Black or White teachers, and White students were successful with Black or Hispanic teachers. The TAKS assessment scores were the only data used to support this analysis.

The purpose of this research is to investigate whether or not adult education acts as an agent for social change in Lesotho, especially in communities of the urban and rural poor. The importance and value of adult education as an agent for social change are highlighted. The study has employed a descriptive approach with case studies, involving samples from chiefs, the Ministry of Education and three prominent institutions: the Lesotho Distance Teaching Centre, the Lesotho Association of Non-Formal Education and the Institute of Extra Mural Studies. The samples of these constituencies totalled one hundred and forty-three. The study has used interviews, questionnaires and observations for collection of data. The researcher observed and judged the natural environment under which facilitation education occurred. Occurrences of all instances under observation were recorded and analysed. The study revealed that even though there is no government policy regarding adult education in Lesotho, the role played by adult education is important as an agent for social change. Adult education has proven its importance and value as a means of providing solutions to pressing issues and problems of the disadvantaged groups. Adult education has a wide range of achievements through which social change is visible and measurable. On the other hand, there is an equally strong opposing side that argues that adult education, as a provision of education in general, does not bring social change in Lesotho; instead, it perpetuates social inequalities that exist. Adult education, according to practices which conform to consensus and conflict paradigm principles, is used as an instrument to promote and strengthen the status quo of social inequalities in Lesotho. However, the researcher believes, through the findings of this study, that educating the urban and rural poor is a reasonable move because these groups constitute a large number of the human resource in Lesotho. With this human resource, if well developed, it is hoped that all other resources can be mobilised for the good of the nation. Lastly, the researcher believes that follow-up studies are needed in order to assess impact of adult education in Lesotho and recommends further research concerning adult education programmes and other pressing issues that are not included in this study. / Educational Studies / D.Ed. (Didactics)

This thesis investigates the reclamation of mires (fens and bogs) in Sweden with a focus on the early modern period. Today, the mires are valued natural habitats and their cultivation is controversial. International research describes wetland reclamation and the related knowledge transfer between European countries already from the 12th century. In Sweden, despite some early records of reclamation of mires in the 17th century, has earlier research focused on reclamation during the 19th and 20th centuries. The aim of the thesis is to study the landscape, actors and driving forces behind the early reclamation (before 1800). Understanding the early reclamation can provide a new perspective on current views on wetlands. It is also an interesting example of how the landscape is changed constantly by people with different goals through history. The subject is studied through a multimethod approach using sources such as historical maps, diaries, 17th- and 18th-century literature and place names. The main conclusions of the study are that reclamation of mires is seen already in 17th-century maps, with local wider distribution during the 18th century. The crown and scientists expressed a growing interest in reclamation of the mires from the early 18th century. Links to Europe, in particular Holland, can be seen within this discourse. In both literature and the experimentation that took place, the Swedish migrant group, the Dalecarlians, played a key role. They shared with the early Dutch groups the practical knowledge needed in major reclamation projects. Furthermore, this study shows that a number of actors assumed at various times the role of mobile innovation spreaders. Dutch farmers and experts, labour migrants, landlords and scientists all acted to spread knowledge of mire reclamation. Ample resources, networking and geographical mobility appear to have been prerequisites for all actors, from peasants to landlords, but they had different underlying motives for the practice.

The thesis aims at establishing what teachers of programme specific subjects state is the foundation for their assessment at the Hotel and Restaurant Programme (HR-programme). The theoretical framework of the thesis is based on social constructionism. The respondents were practising teachers of programme specific subjects at HR-programme. The empirical data based on interviews and video interviews was analyzed with: types of knowledge, key qualifications, specific vocational knowledge and skill and levels of expertise. Seven key qualifications have been discerned: independence, planning skills, problem solving skills, co-operation, customer contact, communication and power of initiative. These can be divided in three dimensions: personal, cognitive, and social/interactive. For the student, the most important to focus on for getting a higher grade is independence. Five categories of programme specific subjects have been identified: understanding the vocational area, skills in working techniques and methods, hygiene and handling work tools, as well the ability to see the whole and to act simultaneously. Differences in qualifications between levels of expertise can be identified in skills, speed and comprehensive thinking which appear to be valued more by the respondents. Key qualifications include all types of knowledge, theoretical knowledge, practical mastery and appropriate action but also a keen mind for reflection over ones actions. Appropriate action in general is assessed on the level of overall focus, the highest level of expertise, and theoretical knowledge the lowest level of expertise. There’s concordance between respondents on assessment of knowledge and skills. Students have to have a great part of specific vocational knowledge and skills to achieve the degree of Pass. The respondents’ descriptions and appraisements of what is assessed reflect their vocational culture where experience has a master role which could be the main reason why an inexperienced student cannot achieve higher grade levels.

Ikimokyklinio ugdymo ir bendrojo lavinimo mokyklų įstaigose vyksta pedagogų kaita. Geri specialistai išeina į pensiją, atsiranda poreikis priimti naujus asmenys. Dažniausiai į laisvą vietą yra priimami jauni, neseniai mokslus baigę specialistai, turintys mažai patirties. Pradėjus dirbti paaiškėja, kad neretam trūksta įgūdžių, jie nežino kaip perteikti turimas žinias. Tad pedagogų kaita yra problema, kuri reikalauja atitinkamų sprendimo priemonių. Siekiant pagrįsti problemą, naudota mokslinės literatūros analizė, parengtas tyrimo instrumentarijus – anketa, atlikta statistinė duomenų analizė, koreliacinių ryšių analizė. Tyrimo tikslas – ištirti darbuotojų kaitos valdymo ypatumus. Tikslui pasiekti iškeliami šie uždaviniai: 1. Duomenų analizė, naudojant aprašomosios statistikos procentinius dažnius; 2. Remiantis teoriniu modeliu, išanalizuoti gautus duomenis, palyginti ikimokyklinio ugdymo įstaigų ir bendrojo lavinimo mokyklų vadovų nuomonę. 3. Remiantis teoriniu modeliu, išanalizuoti duomenis apie savybes, reikalingas darbui švietimo įstaigoje ir darbo specifika, ieškant koreliacinių ryšių. Tyrime dalyvavo: Vilniaus miesto ikimokyklinio ugdymo įstaigų (lopšelių – darželių) bei bendrojo lavinimo mokyklų (progimnazijų, pagrindinių, vidurinių, gimnazijų) vadovai, jiems neesant pavaduotojai arba pavaduotojai ugdymui, turintis skirtingą vadovavimo stažą. Apibendrinant surinktus duomenys galima teigti, kad pagrindinėmis darbuotojų kaitos priežastimis yra mažas atlyginimas bei... [toliau žr. visą tekstą] / In the kindergartens and comprehensive schools staff turnover appears. Good specialists retire on a pension and thus arises the need to hire new employees. Frequently the vacancies are filled with young, just graduated after their studies and having little experience specialists. Not rarely just after start of the job appears that they are missing skills, they don’t know how to transfer their knowledge. Therefore the turnover of staff is a problem, which needs appropriate solutions. In order to substantiate the problem, the analysis of literature sources was performed, the instrument of the research was prepared – poll, statistical data analysis and analysis of correlations was conducted. Purpose of the research – to find out and explore the specificities of staff turnover management. In order to achieve the purpose, the following tasks were set: 1. Data analysis using the percentage frequencies; 2. Based on theoretical model, the analysis of the collected data, the comparison of views of the leaders (directors) of kindergartens and comprehensive schools; 3. According theoretical model, to analyze the collected data regarding employee personal features, necessary for the work in education institutions and the specificities of work,to find out the related correlations. Participates of the research - leaders (directors) or deputy directors of Vilnius city kindergartens and comprehensive schools, who have different extents of leadership experience. Summarizing the collected... [to full text]

The present study assesses the effects of reward allotment for a highly motivating game through the examination of students’ variations in response to different schedules of reinforcement. Fifty-four Chinese children from preschool to grade three participated by playing a number-matching game on Sifteo cubes. Two types of reward allotment—a 25%-chance-of-winning reinforcement schedule, and an escalating 25-75% reinforcement schedule—were examined in the number-matching game. Overall, the results proved that both reinforcement schedules effectively sustained children’s motivation in playing the game. In this experimental study I hypothesized that if the findings could be replicated in an extremely simple game that does not have the manifold array of additional motivators found in commercial successful video games, we could have a powerful motivating element to be used in educational games, given that digital games are potentially beneficial in helping students to develop 21st-century skills such as collaborative and problem-solving skills.