Tyrimo aktualumas. Žmogiškieji ištekliai yra pagrindinis besimokančios organizacijos resursas, tai jų kvalifikacijos tobulinimosi sistema yra neatsiejama nuo pačios institucijos, kaip besimokančios organizacijos. Kūrybinės visuomenės atėjimas, jos iššūkiai pedagogui, skatina mokytoją keistis, o tuo pačiu tai sąlygoja ir mokyklos, kaip besimokančios organizacijos kaitą, nes pastaroji turi ne tik, kad neatsilikti nuo vykstančių pokyčių visuomenėje, bet į priekį numatyti galimus. Todėl pedagogų profesinės kvalifikacijos tobulinimo kokybės tyrimai mokyklos, kaip besimokančios organizacijos tobulinimo aspektu yra aktuali ir savalaikė pedagoginė problema. Tyrimo objektas. Mokyklos, kaip besimokančios organizacijos, tobulinimo modeliavimas pedagogų profesinės kvalifikacijos tobulinimo kontekste. Tyrimo hipotezė. Tiriant pedagogų profesinės kvalifikacijos tobulinimo kokybę galima modeliuoti mokyklos, kaip besimokančios organizacijos, tobulinimą. Tyrimo tikslas. Ištirti pedagogų profesinės kvalifikacijos tobulinimo/si kokybę ir tyrimo pagrindu sumodeliuoti mokyklos, kaip besimokančios organizacijos, tobulinimo modelį Tyrimo metodai: Mokslinės literatūros analizė; Dokumentų analizė; Anketinė apklausa raštu su atviro ir uždaro tipo klausimais; Ekspertinis tyrimo metodas pagal bendrąjį BVM vertinimo modelį. Tyrimo imtis. Tyrime dalyvavo 160 Kazlų Rūdos savivaldybės pedagogų. Magistro darbą sudaro santrauka, įvadas, du skyriai, išvados ir rekomendacijos, literatūros sąrašas, 6... [toliau žr. visą tekstą] / Relevance of the research. Human resources are the main resources of a learning organization and system of their qualification improvement is an integral part of an institution itself, as learning institution. Creative society and its challenges to a teacher induces him to change as well as determines change of school, as learning institution, because the letter must not fall behind chantes of the society and has to anticipate possible changes an advance. Therefore, anglysis of professional qualification of techers from the point of view of school, as learning institution, is an actual and timely pedagogic problem. Object of the research. Modeling of improvement of school as learning institution in the context of improvement of Professional qualification of teachers. Hypothesis of the research. Analyzing quality of professional qualification improvement of teachers it is possible to create model of improvement of school as learning organization. Aim of the research. To analyze quality of professional qualification improvement of teachers and on the grounds of the analysis to create model of improvement of school as learning organization. Methods of the research: Analysis of scietific literature; Analysis of documents; Written questionaire with open and closed questions; Method of expert analysis according to general model of evaluation. Scope of the research. 160 teachers of Kazlu Ruda municipality participated in the researh. Master thesis consists of two parts, conclusions... [to full text]

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This study explored the effects of the Skills Development Act 97 of 1998 on transforming municipal management training and development. The pre-1994 education and training was premised on the policy of separate development. This policy prevented the majority of the people, mainly blacks, from receiving adequate training and development. Resultantly, training and development in South Africa have assumed significance since the adoption of a constitutional democracy, especially at the local government sphere which constitutes the coalface of service delivery. Investment in human resources training and development at management level is imperative for institutions to gain strategic and operational advantage.Analysis and interpretation of data in this study were undertaken through official document analysis, interviews and structured questionnaires. The major findings of the study indicate that according to the first objective the majority of respondents are qualified as they possess higher education qualifications due to the assistance of the municipality, with nearly half currently involved in furthering their studies. As far as the second objective is concerned, the researcher found out that the majority disagree with the statement that opportunities are created to motivate employees to use the workplace as an active learning environment to acquire new skills. Further analysis and interpretation of data show that according to the third objective the majority of respondents do not undertake crucial management courses relevant to the workplace. Final data analysis and interpretation of the fourth objective reveal that the majority of respondents are not aware of the support and financial investment in education, training and development of municipal officials, due to aspects such as lack of consultation and transparency. / Public Administration / M.Tech. (Public Management)

This study explored the effects of the Skills Development Act 97 of 1998 on transforming municipal management training and development. The pre-1994 education and training was premised on the policy of separate development. This policy prevented the majority of the people, mainly blacks, from receiving adequate training and development. Resultantly, training and development in South Africa have assumed significance since the adoption of a constitutional democracy, especially at the local government sphere which constitutes the coalface of service delivery. Investment in human resources training and development at management level is imperative for institutions to gain strategic and operational advantage.Analysis and interpretation of data in this study were undertaken through official document analysis, interviews and structured questionnaires. The major findings of the study indicate that according to the first objective the majority of respondents are qualified as they possess higher education qualifications due to the assistance of the municipality, with nearly half currently involved in furthering their studies. As far as the second objective is concerned, the researcher found out that the majority disagree with the statement that opportunities are created to motivate employees to use the workplace as an active learning environment to acquire new skills. Further analysis and interpretation of data show that according to the third objective the majority of respondents do not undertake crucial management courses relevant to the workplace. Final data analysis and interpretation of the fourth objective reveal that the majority of respondents are not aware of the support and financial investment in education, training and development of municipal officials, due to aspects such as lack of consultation and transparency. / Public Administration and Management / M.Tech. (Public Management)

The primary aim of the study was to explore positive experiences of academic employees working in an academic environment with specific reference to an Open Distance Learning (ODL) institution. The study was further envisaged as serving as the foundation for future studies which aim to develop a measuring tool for understanding positive experiences of working in academia. A qualitative approach was used to answer the research question by adopting a case study method that allowed for an in-depth study of understanding positive behaviour. A total of 12 academics were selected purposively to participate in the study. In-depth face-to-face interviews were used to gather information about the positive experiences of working in academia. In line with Seligman‘s (2000) integrated model of happiness, a happy academic was described through the adoption of (sometimes contradictory) metaphoric themes. The main themes identified were: the mother hen role, creating positive spaces, it is not a bed of roses, the just and unjust world and us versus them.In a meta-reflection on the research, contradictions were revealed in the theoretical approach adopted in this study, the literature reviewed, the empirical research and pragmatic considerations. As a result, a deconstruction of understanding positive experiences of working in academia by applying Lekgotla as an indigenous South African model was conducted. Healey‘s (2011) notion of transformative dialogue and Bujo‘s (1998) model of palaver were used as part of the framework within which Lekgotla was contextualised to understand positive experiences of working in academia. In conclusion, as an alternative, higher learning institutions (HLI) could adopt other ways that are different from Western ways of understanding the authentic experiences of diverse people in an African university. This could be done through a process of what Smith (2012) described as ―considering carefully and critically the methodologies and methods of research, the theories that inform them, the questions which they generate and the writing styles they employ‖ (p. 41). She refers to this process as decolonisation. According to her, decolonisation offers an alternative way out of colonialism since it exists as a different, oppositional way of knowing. / Psychology / D. Litt. et Phil. (Consulting Psychology)