Magister Educationis - MEd / Learners in mainstream schools have diverse learning needs and experience a variety of learning barriers. Many of the learners struggle to read and write, and are therefore in need of assistance to enhance their academic performance. In addition, schools and teachers tend to assess leaners predominantly through writing methods and prefer text-based approaches in the form of writing over numerous other forms of assessment methods prescribed in the National Policy Pertaining to the Programme and Promotion Requirements (NPPR) (DBE: 2012). However, there are other ways through which learners can be assessed. This study explored the use of scribes as an alternative method to assist learners with learning barriers. The study examined the challenges relating to alternative methods of assessment within the inclusive education paradigm which seeks to accommodate different learning needs in South African schools. The study investigated factors that influence the implementation of alternative assessment to assist learners with diverse learning barriers. This study was conducted within the framework of a qualitative case study research methodology. Data collection methods included the use of questionnaires, document analysis and semi-structured interviews with teachers in Cape Town at a primary school (which constituted the case). The research eek answers to the following research question to understand why the phenomena exist; What factors influence the use of alternative assessment methods such as the use of scribes? The research also aimed to understand teachers‟ views and perceptions regarding the implementation and processes of alternative assessment methods.

在對於公務人員素質與行為的檢視標準大為提高、政府改造聲浪四起的時代，組織學習的需求迅速在公部門中蔓延，學習型組織的思維日益亦在政府組織中持續發酵，「人力資本」的培養與累積，日益受到重視。 行政院人事行政局訂定「行政院及所屬各機關公務人員終身學習護照核發及認證作業要點」，為了鼓勵公務人員主動、創新的精神，鼓勵公務人員的終身學習，充分開發公務人力資源，以因應未來強調知識與技術不斷更新發展的新世紀，提升國家行政績效及服務品質，更開始推動「公務人員終身學習計畫」，希望能利用「學習護照」登錄時數的方式，落實這樣的公務人員終身學習理念。此機制因而成為公務人員參與學習的重要推手。目前，行政院人事行政局訂定每人每年最低學習時數、數位學習時數及業務相關學習時數，並指出參加學習時數之多寡，將作為公務人員年終考績及升遷的評分參考。 本研究以公務人員的終身學習機制為核心，利用深度訪談的方法蒐集資料，探討我國公務人員在進行終身學習活動時，所面臨阻礙其學習的因素，獲得機構阻礙、意向阻礙、情境阻礙與組織阻礙四個面向的結果，並針對其中的各組礙因素，以深度訪談的方式，尋求可採行的解決策略。最後，本研究提出對公務人員終身學習的八項建議，期能以本研究提供制度修改時之參考，讓其在未來持續推行時能更符合實際施行所需，發揮更大成效。