This paper uses evidence from a small-scale interview of five primary school principals within the Stockholm Municipality to examine their focus on student learning. To facilitate this analysis, four questions were addressed: • What are the expectations principals have of learning for their students? • Has there been a change in perception of learning in the 21st Century? • How do principals think they have influence on student learning? • How do principals see their role towards lifelong learning? This thesis argues that we have to redefine learning for the 21st Century through emphasizing a more holistic approach to both teaching and learning and by paying more attention to learning outcomes. It explores contemporary trends in leadership education and connects them to the literature. In practice, the study uses two models, instructional leadership and transformational leadership, to integrate the the data collected. It proposes that school principals play a part in student learning through their roles of setting directions, developing people and developing the organisation. The main results showed that the principals and vice-principals who participated in the study were aware of their roles in student learning. However, their roles were not immediately identifiable with a particular leadership style but a combination of styles. They realised that they did not encourage lifelong learning, which is an important component of 21st Century learning. Key Words: 21st Century learning, lifelong learning, learning expectations, learning outcomes, leadership styles, instructional leadership, transformational leadership, cultural change leadership.

Τα τελευταία χρόνια παρατηρούνται συνεχείς αλλαγές στη φύση και στην οργάνωση της εργασίας λόγω της εξέλιξης των Τεχνολογιών της Πληροφορίας και Επικοινωνιών (ΤΠΕ) και των αναγκών της αγοράς. Δημιουργείται η ανάγκη αναδιαμόρφωσης των υφιστάμενων επαγγελμάτων καθώς και δημιουργίας νέων που θα ανταποκρίνονται στις σύγχρονες απαιτήσεις. Κατ΄επέκταση δημιουργούνται νέες ικανότητες και δεξιότητες, νέες εργασίες που απαιτούν γρήγορη λήψη αποφάσεων καθώς κοινωνικές δεξιότητες προσανατολισμένες στις εξελισσόμενες ανάγκες της σύγχρονης αγοράς πέρα από τα εθνικά όρια. Χρειαζόμαστε ικανούς και έμπειρους εργαζόμενους με συνεχή επαγγελματική κατάρτιση και έντονη κινητικότητα. Για να επιτευχθεί αυτό πρέπει τα εκπαιδευτικά συστήματα να προσανατολίζονται στις ανάγκες και τις πολιτικές της αγοράς εργασίας και να στρέψουν το ενδιαφέρον τους από τις εισροές στις εκροές. Με αυτό τον τρόπο αλλά και μέσω άλλων “καλών πρακτικών” θα αναπτυχθεί μια κοινή γλώσσα επικοινωνίας μεταξύ των πλαισίων προσόντων. Στη σημερινή εποχή, η σημασία της πληροφορίας και η μετάβαση στον σημασιολογικό ιστό επιτρέπει την ανάπτυξη και ενσωμάτωση των οντολογιών. Οι οντολογίες, διευκολύνουν το διαμοιρασμό και την επαναχρησιμοποίηση της γνώσης με σαφή τρόπο μεταξύ ετερογενών συστημάτων. Αυτό μπορεί να ωφελήσει τη σύνδεση της εργασίας με την εκπαίδευση μέσω της κατασκευής οντολογιών που αναπαριστούν και συνδέουν έννοιες διαφορετικών πεδίων και οδηγούν στην εξαγωγή αξιοποιήσιμων και επαναχρησιμοποιήσιμων αποτελεσμάτων. Σκοπός της παρούσας εργασίας, είναι η ανάπτυξη μιας πολύγλωσσης οντολογίας για την αναπαράσταση περιγραμμάτων διαδικτυακών επαγγελμάτων και τη σύνδεση μαθησιακών αποτελεσμάτων και προσόντων με το πλαίσιο ψηφιακών ικανοτήτων (e-CF) και κατ΄ επέκταση με το ευρωπαϊκό πλαίσιο προσόντων (EQF). Η οντολογία που αναπτύχθηκε δύναται να χρησιμοποιηθεί από διάφορους οργανισμούς όπως επιχειρήσεις και πανεπιστήμια στο πλαίσιο διαχείρισης ανθρώπινου δυναμικού ώστε ο καθένας ανάλογα με τα προσόντα που διαθέτει να τοποθετείται στην κατάλληλη θέση. / In recent years it is observed a continuous change in the nature and the organization of the work due to the development of Information and Communication Technology (ICT) and the needs of the job market. There is a necessity to reconfigure the existing occupations and create new ones that will correspond to the current requirements. Hence, are created new competences and skills, new jobs that require quick decision making, and soft skills that are oriented to the evolving needs of the contemporary job market, beyond national boundaries. We need qualified and experienced employees with continuous vocational training and high mobility. In order to achieve this, educational systems must be directed to the needs and policies of the job market and shift their interest from inputs to outputs. This way and through other “best practices” a common language of communication between qualification frameworks will be developed. In the current era, the importance of information and the transition to the semantic web enables the development and integration of ontologies. Ontologies facilitate knowledge sharing and reuse in an explicit way between heterogeneous systems. This can benefit the connection between work and education through the development of ontologies that represent and correlate concepts of different domains and therefore lead to the extraction of exploitable and reusable results. The purpose of this work was to develop a multilingual ontology for the representation of job profiles in internet and the connection of learning outcomes and qualifications with the European e-Competence Framework (e-CF) and by extension the European Qualifications Framework (EQF). The ontology that was developed can be used by various organizations such as companies and universities as part of the human resources management, so that every individual depending on its qualifications is placed in the appropriate position.

Based on linear models, this study demonstrated that the psychological and social structures of the classroom, viewed as a naturalistic human system, impact learning outcomes. To operationalize learning outcomes, final grades in the course and a subject self report scale tapping perceptions of utility of material taught were used. The social and psychological structures of the classroom-as-a-human-system were operationalized through the following variables: the degree of social integration of each student, based on network analytic procedures; communication apprehension of students; dimensions of perceived credibility of instructors; dimensions of interpersonal attraction to instructors; perceived satisfaction with task demands of the course; and adjusted orientation to communication, based on communication apprehension scores and network data. Data were obtained from five sections of a multi-section communication course of a large state institution of higher learning in the southwestern region of the United States. Differences in sex were not found.

Depuis septembre 2014, les établissements d’enseignement supérieur belges francophones ont été amenés à définir des acquis d’apprentissage pour chacun de leurs programmes. Cette thèse étudie les processus qui ont conduit à cette obligation.Les acquis d’apprentissage sont appréhendés comme un concept pédagogique aux usages divers. Ils sont mobilisés par divers instruments européens : cadre européen des certifications pour l’éducation et la formation tout au long de la vie, cadre global des qualifications pour l’espace européen de l’enseignement supérieur, assurance qualité et labels ECTS et Supplément au diplôme. Les objectifs affichés de ces instruments sont de renforcer la transparence, la lisibilité, la comparabilité et la transférabilité des qualifications afin de favoriser la mobilité des étudiants et des travailleurs.Après avoir retracé la montée en puissance de la notion de compétence dans l’enseignement, cette thèse analyse la manière dont chaque instrument a été mis en œuvre en Belgique francophone. Elle propose également une sociohistoire de la pédagogie à l’université qui a participé à l’introduction des acquis d’apprentissage dans l’enseignement supérieur de la Belgique francophone.Les données récoltés sont des discours (traités pédagogiques, textes législatifs, documents institutionnels et internationaux, entretiens semi-directifs) dont certains ont été analysés avec l’aide du logiciel de textométrie TXM. Trois cadres théoriques sont assemblés. La sociologie de la traduction est mobilisée décrire les réseaux socio-techniques qui sont construits autour des instruments analysés, les controverses que ceux-ci ont suscitées en Belgique francophone et la place qu’occupent les acquis d’apprentissage au sein de ces réseaux. Le modèle des cités de Boltanski et Thévenot est utilisé pour interpréter la logique sur laquelle les discours se construisent. Il est fait appel au concept de « dispositif européen de l’enseignement supérieur » développé par Croché et Charlier à partir des travaux de Foucault pour interpréter la manière dont convergent les conduites des acteurs de l’enseignement universitaire belge francophone. / Since September 2014, the Belgian French-speaking higher education institutions must define learning outcomes for each of their programs. This thesis studies the processes which led to this obligation.The learning outcomes are understood as an educational concept with different uses. They mobilized by various European instruments: European qualification framework, Overarching framework of qualification in the European higher education area, quality assurance, ECTS and Diploma supplement labels. The objectives of these instruments are to enhance the transparency, the readability of the qualifications in order to support the mobility of the students and the workers.First, this research describes the expansion of the concept of competence in education. Secondly, it analyses the transposition of the European instruments in the French-speaking of Belgium. Thirdly, it presents a history of pedagogy in the three main universities.The data are discourses (educational texts, laws, institutional documents, international texts, interviews). Some of these discourses are analyzed with the TXM textometry software. Three theoretical frameworks are mobilized: actor-network theory and the concept of socio-technical networks (Callon & Latour), the Economies of worth and the idea of worlds of justification (Boltanski & Thevenot), and the concept European higher education apparatus (Croché, Charlier).

Masters in Public Administration - MPA / Within the field of secondary education in South Africa there is currently a major crisis over learners’ poor academic achievement. This is a challenge to all roleplayers,especially the high failure and drop-out rates in Grades 10 and 11. In this study the problem of grade progression and promotion in Outcomes- Based Education (OBE) in a mixed low, middle and working-class school is addressed. The main question arising from this problem concerns the high promotion and low retention rates at the school. The central focus in this thesis is the understanding of grade progression and promotion on the part of Grade 10 educators. Thus this study investigates the implementation of grade progression and promotion, through observation as to how the actual practices and methods of educators and their Senior Management Team influence this process. Furthermore, the consequences for Grade 10 learners of the practices associated with grade progression and promotion are examined. This includes an analysis of educators’ opinions and how their practices of grade progression and promotion have affected or disadvantaged the learning process.This research is conceptualized in the domain of social, post-structural and constructivist theory, which provides a meaningful framework to help understand and explain educators’ multiple perceptions in the classroom. The study starts by exploring whether a poor socio-economic environment has a direct influence on activities in schools. This study also examines whether a poor socio-economic environment contributes to a dysfunctional situation in the classroom and school environment, which unintentionally influences the grade progression and promotion sessions. In addition, the study investigates and determines whether there is a disjuncture between policy (theory) and implementation (practice) when conducting grade progression and promotion. A qualitative research method was used in this study and a qualitative ethnographic design, influenced by an interpretivist framework, was adopted. Qualitative ethnographic techniques, such as observations, interviews and documents, were employed to collect relevant information for this study. Data was analyzed by using thematic narrative analysis to answer the dissertation questions. Ethical conduct and procedures were strictly observed.The results show that the socio-economic environment contributed to a dysfunctional condition in the school, which had a negative impact upon, and influenced the learning experience of, both educators and learners. The evidence revealed that the actual practices of educators and the school’s Senior Management Team during progression and promotion meetings were influenced by their subjective perceptions, attitudes and opinions. From this, the conclusion was reached that the progression, promotion or retention of learners resulted in positioning and labelling in the classroom, which might eventually lead to low motivation, weak performances and dropping-out. The significance of this study lies in the practical and academic value it holds for educators and other stakeholders. The findings, implications and recommendations can be used as a guide to provide solutions to problems and barriers which occur during grade progression and promotion in schools, and may offer opportunities for further investigation or study.

This investigation focused on educators’ understanding of Outcomes-based Education (OBE) and the impact it has had on their classroom assessment practices. As assessment practices may not be separated from instructional practices, educators’ opinions were probed on their classroom practices in general (i.e. instructional and assessment practices). Educators are the major role players towards successful implementation of OBE; as such their understanding of OBE is important. It has been about nine (9) years since OBE was phased in, in the South African Education system. Educators have undergone in-service training through workshops in order to implement OBE in their classroom practices. In the early stages of implementing OBE, many educators did not understand what was expected of them in an OBE classroom. Most of them continued to follow direct instruction as the only method in their instructional practices. They were resistant to changes. One of the reasons why they resisted changes is that they had little understanding of OBE. This investigation was meant to determine whether there has been development and improvement on educators’ understanding of OBE. The following qualitative research methods were followed in this investigation: semi-structured interviews, observations and document analysis. A general overview of OBE was given in order to help me to develop criteria on which I could judge educators’ opinions regarding their understanding of OBE during interviews, observations and document analysis. The results in this investigation show that educators still have little understanding of OBE premises and principles. They do not accommodate OBE premises and principles in their classroom practices. Educators’ understanding of OBE must be improved so that they can implement OBE effectively in the classroom. / Dissertation (Magister Educationis (Assessment and Quality Assurance)--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This research focuses on the perceptions and attitudes that parents have towards the learning area Technology. The research was motivated by the fact that the learning area Technology is a ‘new’ learning area, that has only come into being since the inception of outcomes based education. The study took into account the fact that the parents of grade 7 pupils of 2009 do not have first hand knowledge of this learning area. It was because of this reason that it is interesting to find out what these parents perceptions are of this learning area. Technology is a composite of many old subjects, such as needlework, woodwork, domestic science and arts and crafts. A literature study was undertaken to ascertain what has been written about the history of Technology world-wide and especially in South–Africa. The emergence of outcomes based education, curriculum 2005 as well as the revised national curriculum are written about in the literature study. The role of the parent in the child’s life was also examined with special focus on the parent’s role in the school and learning context. The study was undertaken in the three districts of Tshwane. These three districts had representative English and Afrikaans schools as well as schools that were well resourced and others that were less well resourced chosen and compared to each other as well as mothers and fathers views. The research was done by way of questionnaires that had questions to be answered by way of the Likert scale as well as two open questions. The study was mainly quantitative with a small qualitative component to give a better understanding of the subject. According to the majority of data collected the parents do not have a favourable attitude and perception towards Technology. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

本研究主要目的在於建構並驗證大學生成就目標、心理資本、學習投入對學習收穫之影響模式，採用立意抽樣的方式，以1136位大陸大學生為研究對象，使用大學生成就目標量表、大學生心理資本量表、大學生學習投入量表以及學習收穫量表進行測量，再以描述統計、信度分析、因素分析、多變量變異數分析、皮爾遜積差相關、多元迴歸分析與結構方程模型等統計方法進行分析。結果發現： 一、在大學生對學習成就目標的追求中，最重視「精熟目標」。不同專業大學生在「表現目標」和「成就目標」總分上有顯著差異。 二、大學生的心理資本較佳，不同性別大學生的「自我效能」有顯著差異；不同專業大學生在心理資本的四個維度上均有顯著差異；不同年級大學生在「心理資本」和「希望」維度上有顯著差異。 三、大學生學習投入程度較好，不同性別大學生在「行為投入」和「學習投入」上有顯著差異；不同專業大學生在「認知投入」上有顯著差異。 四、大學生的學習收穫情況很好，不同年級大學生在「專業收穫」、「應用收穫」以及「學習收穫」上均有顯著差異。 五、大學生的成就目標、心理資本、學習投入和學習收穫間存有顯著正相關。 六、大學生成就目標各維度與學習投入、學習收穫各維度間有顯著正相關。 七、大學生心理資本中的「自我效能」、「希望」、「樂觀」均與學習為投入、學習收穫各維度之間有中度的顯著正相關；「復原力」與學習投入中的「情感投入」和「認知投入」以及學習收穫中的各維度呈現較弱的顯著正相關。 八、大學生學習投入各維度與學習收穫各維度間有顯著正相關。 九、大學生的「情感投入」，是預測「學習收穫」及各維度的重要變項。 十、大學生成就目標、心理資本除了對學習收穫有直接影響外，亦可經由學習投入對學習收穫產生間接影響。 本研究根據研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The study aimed to construct and examine the model of college students' achievement goals, psychological capital, learning engagement and learning outcomes. A total of 1136 college students of China were enrolled to collect measurement of constructs based on self-report questionnaires, which included " College Students' Achievement Goals Scale", " College Students' Psychological Capital Scale", " College Students' Learning Engagement Scale" and " College Students' Learning Outcomes Scale ". The statistical analysis were conducted by descriptive statistics, reliability analysis, factor analysis, one-way ANOVA, Pearson product-moment correlation analysis, multivariate regression analysis and structural equation modeling analysis. The study finding were as follows: 1. In the pursuit of college students' achievement goals, the most important was "mastery goal". There were significant differences in the scores of "performance goals" and "achievement goals" among college students of different discipline. 2. Psychological capital of college students was better. There were significant differences in the "self-efficacy" of college students with different gender. There were significant differences in the four dimensions of psychological capital among college students with different discipline. There were significant differences in the dimensions of "psychological capital" and "hope" among college students of different grades. 3. The college students had a better degree of learning engagement . There were significant differences in "behavioral engagement" and "learning engagement" among college students with different gender. There were significant differences in "cognitive engagement" among different discipline college students. 4. The college students learning outcomes were very well, students of different grades in the "professional outcomes", "application outcomes" and "learning outcomes" were significantly different. 5.There is a significant positive correlation between achievement goals, psychological capital, learning engagement and learning outcomes. 6. The dimensions of achievement goals were significant correlate positively with the dimensions of learning engagement and the dimensions of learning outcomes. 7. The college students' psychological capital of "self-efficacy", "hope" and "optimism" had a moderate significant positive correlation with the dimensions of learning engagement and learning outcomes. Resilience with "emotional engagement" and "cognitive engagement" had weak positive correlation; Resilience with the dimensions of learning outcomes had significant positive correlation. 8.There is a significant positive correlation between the dimensions of college students' learning engagement and the dimensions of learning outcomes. 9. "Emotional engagement" of college students is important variables in predicting "learning outcomes" and its dimensions. 10. The achievement goals and psychological capital of college students not only influence learning outcomes directly, also influence learning outcomes through learning engagement indirectly. Based on this research results, several suggestions were proposed for future practical application and futher research.

Face aux enjeux aussi bien collectifs ; en termes de développement économique et social des territoires et du pays ; qu’individuels pour les créateurs, les systèmes d’appui se sont progressivement imposés constituant, depuis les années 80, une réalité générale en Europe et plus particulièrement en France.Parmi les pratiques d’appui à la création d’entreprises, notre intérêt dans ce travail de recherche est porté sur le phénomène d’accompagnement entrepreneurial. D’abord abordé selon une approche plutôt technique collective axé sur le résultat, l’accompagnement entrepreneurial se transforme en une pratique d’aide à la création d’entreprise qui est fondée sur une relation d’influence interpersonnelle qui s’établit entre un porteur et un acteur externe au projet de création et sur un processus d’action fondé sur des apprentissages multiples et le développement des compétences.Si à l’état actuel de la recherche en entrepreneuriat l’ensemble des apports de l’accompagnement par la structure contribue à une meilleure réussite des porteurs accompagnés, nous nous intéressons plus particulièrement, dans notre travail de recherche, à l’autre « facette cachée » de la relation d’accompagnement qui est les accompagnateurs et à cette problématique de ce qu’apprennent ces acteurs professionnels dans leurs pratiques d’accompagnement au sein des structures d’accompagnement. Nous nous sommes, donc, posées la question de savoir : Dans quelle mesure les expériences d’accompagnement entrepreneurial affectent-elles les résultats d’apprentissage expérientiel et les comportements individuels et organisationnels des accompagnateurs dans Réseau Entreprendre ® ?Pour répondre à cette problématique, nous avons mobilisé la théorie de l’apprentissage expérientiel (Kolb, 1985) comme modèle de référence de notre recherche. La rencontre entre les deux concepts de base de notre recherche, à savoir, l’accompagnement entrepreneurial et plus particulièrement, l’accompagnateur et la théorie de l’apprentissage expérientiel de Kolb (1984 nous a permis de constituer notre modèle conceptuel mettant en relation quatre variables principales. Ces variables sont associées aux expériences d’accompagnement entrepreneurial, les caractéristiques individuelles des accompagnateurs, les résultats d’apprentissage expérientiel et, enfin, le changement des comportements individuels et organisationnels des accompagnateurs.En adoptant une méthodologie quantitative nous avons administré un questionnaire à un échantillon de 205 accompagnateurs de projet de création d’entreprise dans 38 associations Réseau Entreprendre en France. Les résultats de nos analyses quantitatives sont obtenus à partir de SPSS et apportent une meilleure compréhension du cycle d’apprentissage de l’accompagnateur dans les structures d’accompagnement en général et dans Réseau Entreprendre, en particulier. Les implications et contributions de notre travail de recherche aussi bien théoriques, méthodologiques que pratiques. / Faced with both the collective challenges, in terms of economic and social development of communities and countries; and individual challenges to the business creators, support systems have gradually imposed representing, since the 80s, a general reality in Europe and particularly in France.Among the practices of business support systems, our interest in this research is focused on the entrepreneurial support phenomenon. First approached from a more technical and collective approach focused on results, entrepreneurial support becomes a practical support to business creation which is based on an interpersonal influence relationship established between an entrepreneur and an external actor to the creation project and on an action process based on multiple learning and skills development.If all support contributions in the current state of entrepreneurship research help to a better entrepreneur’s success, in our research we are particularly interested in the other "hidden facet" of the support relationship whish are accompanists themselves and the problematic of what is learned by these professional actors from their practices in business support structures. We, therefore, asked the question: To what extent the entrepreneurial support experiences of accompanists affect their experiential learning outcomes and individual and organizational behaviors in “Réseau Entreprendre” (Entrepreneurship Network) ®?To address this problem, we mobilized the experiential learning theory (Kolb, 1985) as a reference model of our research. The meeting between the two fundamental concepts of our research, namely, entrepreneurial support and more specifically, the accompanist and Kolb's experiential learning theory (1984) enabled us to build our conceptual model relating four main variables. These variables are associated with entrepreneurial support experiences, individual characteristics of accompanists, the experiential learning outcomes and, finally, individual and organizational behavior changes.By adopting a quantitative methodology we administered a questionnaire to a sample of 205 entrepreneurs of creation project in 38 Entrepreneurship Network associations in France. The results of our quantitative analyzes are obtained from SPSS software and provide a better understanding of the accompanist learning cycle in general and in “Entrepreneurship Network” structures in particular. The implications and contributions of our research are theoretical, methodological and practical.

This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week study it was determined that interactive lessons do make a significant impact on learning outcomes compared to traditional reviews.