The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the continuous pursuit of competitiveness. This has placed a renewed emphasis on the capacitation of managers operating in such environments and may be seen as a critical means of ensuring a sustainable advantage. Within the South African food retail environment, learning and development activities do not seem to be capacitating managers effectively, as well as taking too long to meet the changing demands of the retail sector. Lifelong learning has the potential to accelerate the development of individuals in management positions. Lifelong learning can be seen as the facilitation of learning, growth and development of individuals, as well as a means for enabling individuals and organisations to meet the challenges of an increasingly competitive world. Learning has the potential to empower individuals. In facilitating lifelong learning, a coaching methodology was used to facilitate the learning of ten middle managers in a large food retail store (part of one of the biggest retail organisations in South Africa). This research set out to evaluate the effect of coaching (as a method to facilitate learning) to empower middle managers in the food retail sector. The research was approached from a lifelong learning perspective and the focus of the research was the individual adult learner. Within the context of adult learning, the concepts of andragogy, experiential learning and transformative learning were applied in the facilitation of adult learning. Coaching (as a method to facilitate learning) allows for a uniquely individual and personal approach to learning. The learning and development intervention (using a coaching methodology) to facilitate learning was implemented over a period of 12 months and the participants were ten middle managers employed by the retail store. The case study (more specifically a multiple-case) design was used as research design. The findings of the research were discussed to place them within the context of the following research questions: • What is the effect of coaching as a method of learning and development in the facilitation of lifelong learning to empower middle managers in the food retail environment? • Is coaching (as only another way of facilitating learning) an effective method for facilitating learning and the development of middle managers in the food retail sector? • Which dimensions should be taken into consideration when implementing a coaching methodology (as a method of learning) in developing middle managers in the retail sector? The participants’ empowerment status was measured with a standardised questionnaire using a pre-test, post-test and post-post-test design. The research was conducted in three phases. Mixed methods research (using both qualitative and quantitative methods) was used during the research, which included interviews, field notes, questionnaires, observation, tests and official statistics. The first phase consisted of an evaluation, which included an evaluation of each individual manager. Two learning style questionnaires were applied to each middle manager to gain a better understanding of each middle manager and to assist the learning process on an individual basis. Lastly, a pre-test on empowerment was done by means of a standardised questionnaire. Part of this phase involved a structured interview with each individual manager. The second phase involved exposure to the coaching intervention and the process of coaching, followed by a post-test for measuring changes in the empowerment status. The last phase consisted of a post-post-test to measure changes in empowerment at the end of the coaching intervention. Five out of the ten middle managers showed sustained empowerment gains at the end of the coaching intervention. An experiential approach (using Kolb’s learning model) was used to facilitate the learning, and the middle managers who completed the learning cycle (namely concrete experience, reflective observation, abstract conceptualisation and active experience) showed empowerment gains. The learners who showed empowerment also displayed self-direction in their learning. Coaching (as a method to facilitate lifelong learning) was used as an effective method of learning in a busy retail environment. Statistical analysis showed no statistically significant improvements in empowerment from pre-test to post-posttest of the total group. Based on the findings and conclusions of the research, a new coaching framework (to facilitate lifelong learning), namely the New Coaching Retail Model, is proposed. This model consists of dimensions that facilitate individual lifelong learning, pointing to an empowered lifelong learner. / AFRIKAANSE OPSOMMING: Die hedendaagse sake-omgewing word gekenmerk deur onsekerheid, vinnige verandering en ’n volgehoue ingesteldheid op mededinging. Binne die konteks van menslikehulpbronontwikkeling is daar ’n hernude beklemtoning van die ontwikkeling van bestuurders in omgewings van hierdie aard, wat aan besighede volhoubare voordeel sal gee. In die Suid Afrikaanse kleinhandel-voedselsektor blyk dit dat sekere leer- en ontwikkelingsaktiwiteite nie aan die uniekheid van die sake – en dus aan die konteks – voldoen nie. Lewenslange leer het die potensiaal om individuele ontwikkeling te versnel. Lewenslange leer kan as die fasilitering van leer, groei en ontwikkeling gesien word, en hou voordele in vir die individu, asook vir die organisasie binne die konteks van ’n veranderende sake-omgewing. Lewenslange leer het die potensiaal om die individu te bemagtig. Binne die konteks van die navorsing is ’n afrigtingsmetodologie gebruik om die lewenslange leerproses van tien middelbestuurders van ’n kleinhandelsaak (wat deel vorm van een van die grootste kleinhandelgroepe in Suid-Afrika) te fasiliteer. Die doel van die navorsing was om die effek van afrigting op die bemagtiging van middelbestuurders binne die kleinhandel te evalueer. Die navorsing is vanuit die perspektief van lewenslange leer benader. Die fokus van die navorsing was die individuele volwasse leerder. Binne die konteks van volwasse leer, is andragogie, ondervindingleer en transformasieleer tydens die fasilitering van volwasse leer toegepas. Afrigting (as ’n metode om lewenslange leer te fasiliteer) maak voorsiening vir ’n unieke individuele en persoonlike aanslag tot lewenslange leer. Die leer- en ontwikkelingsintervensie (deur die gebruik van afrigting ) is oor ’n tydperk van 12 maande gevolg en die teikengroep het uit tien middelbestuurders binne een kleinhandelsaak bestaan. Die navorsingsontwerp het ’n gevalle studie- (meer spesifiek ’n veelvuldige gevalle studie) ontwerp gevolg. Die drie navorsingsvrae verwys na die aard van die afrigtingsintervensie om lewenslange leer te fasiliteer en was daarop gemik om te bepaal of die afrigtingsintervensie ’n effek op die deelnemers se bemagtigingsvlakke gehad het, of afrigting as effektiewe metode vir leer en ontwikkeling vir middelbestuur binne die kleinhandelsektor aangewend kan word, en watter dimensies in ag geneem moet word wanneer ’n afrigtingsmetodologie gebruik word om middelbestuur binne die kleinhandelsektor te ontwikkel. Die deelnemers se bemagtigingstatus is met ’n gestandaardiseerde vraelys gemeet, terwyl ’n voor-en-ná-toets en ’n verdere (post-post-) toetsontwerp gevolg is. Die navorsing is in drie fases geïmplementeer. Beide kwalitatiewe en kwantitatiewe metodes bestaande uit onderhoude, notas tydens veldwerk, onderhoude, vraelyste, waarneming, toetse en statistiese analise is gebruik. Die eerste fase het uit formele evaluering bestaan, waar elke individuele bestuurder geëvalueer is. Elke bestuurder het twee verskillende vraelyste voltooi wat die individu se leerstyl geïdentifiseer het. Hierdie fase het ook voortoets behels wat die deelnemers se bemagtigingstatus gemeet het, asook uit gestruktureerde onderhoude. Gedurende die tweede fase is deelnemers aan die afrigtingsintervensie blootgestel. Gedurende die intervensie is die deelnemers se bemagtigingstatus weer deur ná-toets gemeet om verandering in bemagtiging vas te stel. Fase drie het uit verdere toets bestaan om die deelnemers se bemagtigingstatus aan die einde van die leer intervensie te meet. Die navorsing se bevindinge dui daarop dat vyf van die tien deelnemers aan die einde van die afrigtingsintervensie ’n verbetering in hul bemagtigingstatus getoon het. Deur gebruik te maak van ’n ondervindingsaanslag (soos gebruik in Kolb se leermodel) was dit beduidend dat die middelbestuurders wat die siklus van leer voltooi het, almal ook ’n verbetering in hul bemagtigingstatus getoon het. Hierdie leerders het ook selfrigting in hulle leer getoon. Afrigting (as ’n metode om lewenslange leer te fasiliteer) kon effektief as ’n metode van leer in ’n besige kleinhandelsektor gebruik word. Statistiese analise het getoon dat daar geen betekenisvolle verbeteringe van die voortoets na die na-na-toets van die groep was nie. Gegrond op die bevindinge en gevolgtrekkings, word ’n nuwe afrigtingsmodel voorgestel om lewenslange leer te fasiliteer, naamlik die “New Coaching Retail Model” (wat vertaal kan word as die “Nuwe Kleinhandelafrigtingsmodel”). Dié model is aamgestel uit dimensies wat individuele lewenslange leer bevorder, en wat dui op ’n bemagtigde lewenslange leerder.

This study explored the transformation of a teacher’s math identity. The researcher used narrative inquiry to live alongside the participant (Clandinin, 2013) as she experienced teaching in a pedagogically courageous way to make math meaningful to her students. Along the way the participant experienced cognitive dissonance but through intense collaborative professional reflection she persevered and evolved. The study addressed the questions: What factors influence a teacher’s motivation to grow and to make math meaningful to their students? What factors influence a teacher to commit to lifelong learning in math? Four themes emerged through the observations, journals, and reflective conversations including sharing of interim texts and the final narrative. The importance of the relationship with the researcher/coach, the trust that the participant had in the coach, the process, and herself, her desire for balance in her teaching life, and her improved sense efficacy led to her transformed math identity. / February 2017

What is the nature and purpose of Family Learning? The discourses relating to how a strong home-school relationship affects attitudes to Lifelong Learning and the impact of paternal involvement in young children's development have been well researched and document clear links and positive, enduring benefits for families and professionals. In spite, or perhaps because of this focus, the means by which these connections are achieved and maintained remains less well explored. The issues that need addressing now are more tangible challenges, such as: what does good practice look like, who decides which notions are consolidated, when and why? Coupled with questions such as how do we get more fathers more involved and what will enable these relationships to flourish, this research reports on the initial findings from a small-scale exploratory inquiry, conducted as part of a professional doctorate, which considers a possible approach to these issues. It is an illuminative case study, located within an interpretive research paradigm, based on ontological assumptions of empowerment and emancipation for participants. A sociocultural epistemology informs and frames the work. The study sets out to explore the value and potential of Family Learning as a means of focused intervention in response to the questions raised, whilst also examining and increasing awareness of the issues involved, as seen by participants, to facilitate the expression of paternal agency and voice within the research process. The data collection, conducted over a period of six months, focuses on an existing Fathers’ Group, as they participate in a Family Learning project. It seeks to establish the nature and purpose of this type of provision, by clarifying the processes, outcomes and determinants of involvement through the eyes of the fathers, as they define and ultimately come to terms with their own identity and roles, in relation to their young children's development. The research centres on two workshops supported by several participant-led focus meetings. Two semi-structured staff interviews offer insight into the role that both professional and personal cultural and historical understandings of Family Learning play in the process, whilst the data analysis illuminates and describes the relationships between parents and practitioners, policy and pedagogy. The research observations could be used to inform approaches to both the establishment and the development of individual, personalised family frameworks for Lifelong Learning. The findings may also contribute towards a fresh perspective and offer creative approaches for professionals, in which pedagogical practice is not pre-determined but constantly evolving, on an equal and collaborative basis, between professionals and participants. This study offers a critical examination of grassroots Family Learning in practice. It is firmly embedded within and responsive to the needs of its local community. It aims to provide independent evidence to reinforce and extend the current knowledge base and ultimately, to maintain, strengthen and expand the connections between Family and Lifelong Learning.

The purpose of this diploma work is to describe the possibilities of senior education and specific needs of senior education. The population of Czech republic is ageing. In order to this it is necessary to define very important terms like age, ageing, age management. Demographic situation will need new solutions in learning, because people will have to work longer than it was in history. To be successful at labour market, older people will have to pass various courses and trainings. It is also necessary to prepare for age, because people are living longer, this period can last 30 or 40 years. Learning is a very good way to keep healthy and vital. Senior education has many variations - for ambitious people it can be University of third age, for less demanding students it can be for example Leisure time university. It was proofed, that senior education has positive influence on their health, they are not so often sick, have better mood. Seniors can thank to learning understand the current world and that is useful for them and for the society too. Key words: age, ageing, age management, senior, lifelong learning, specifics of senior education, ageing society, preparing for ageing

and key words School as a community center - reality and possiblities of development of communtiy education Key words: local community, school as a community center, cooperation, community work, lifelong learning, case study. This thesis deals with the community schools in the Czech Republic and the possibilities of their development. Firstly, it defines basic concepts like community education in an international context and the notion of community schools itself. Secondly, it discusses certain theoretical assumptions and presuppositions as well as current challenges of development of the community schools. The research is based on a multiple case study and it describes the current situation of selected community schools. The current situation of the schools is compared to their situation and conditions six years ago. Basing on the diachronic comparison using the academic document "Analysis of environment in the Czech Republic and the possibility of the development of community schools" of 2008, the research revealed that community concepts in schools are almost unchanged. Finally, the work challenges possible causes of this stagnation of development. Its contribution is in addition to the design possibilities for further development of community schools in the Czech Republic. Further value added...

The aim of this thesis is to study the adaptation process in the intensive care units. The theoretical section analysed the adaptation process of nurses with particular focus on methodical instructions, legislation and other specific aspects of the adaptation process, including necessary education for the ICU nurses. The aim of the practical section was to examine, whether the adaptation processes are done properly and are long enough. We focused not only on the point of view of the management, but also on the feedback from the new employees. A survey was done among the employees of accredited and non-accredited healthcare facilities. By the evaluation of our data, we have managed to accept or deny various hypotheses that were included in our work. Our survey has shown that both executive nurses and new employees think the adaptation process usually proceeds correctly and thoroughly and they do not want to make any changes. Our data have also been used to compare adaptation processes of accredited and non-accredited healthcare facilities. Based on the data from our survey, we have been able to determine, that the adaptation process is significantly better at facilities which are accredited. On the contrary, the nurses working in non-accredited facilities are less satisfied and would welcome changes...

World population is ageing and in Europe the situation is especially alarming. In the next two decades the ratio of people over 65 years of age is expected to double. This threatens long-term sustainability of welfare systems. The debate about future developments has been going on since the turn of the century. Based on this debate the European Union defined improving the inclusion of people over 50 as the main solution to this problem. The means to achieving this goal have been identified at the level of the labour market, disease prevention and lifelong learning. The specific instruments are: 1) increasing the participation of older workers in the labour market by increasing retirement age, introducing penalties for early retirement, promoting retraining of older and increasing retraining efficiency, 2) restructuring of pension systems and provision of social services and 3) strengthening participation of older people in society, applying the principles of active aging at all levels of social life and increasing the quality and variety of lifelong learning opportunities. This paper analyses the situation of persons over 50 years of age in the Czech Republic in terms of their position in the labour market, participation in social life and quality of life in the context of the strategic concept of...

My thesis deals issue of lifelong learning of adults with mental disabilities. The target of the thesis is to determine " what benefit has lifelong learning for adults with mental disabilities." There is defined issue of mental retardation in the thesis. And also described system of education of people with mental disabilities. Other chapters are focused on lifelong learning for all and on the quality of life of people with mental disabilities. In the next section of the thesis I would like to introduce the Studio Oáza and their activities. I am making research investigation through interviews with adults with mental disabilities in this institution. I chose two research questions to finding target of my thesis: 1) What is reason of visiting of clients' courses in the Studio Oáza and what benefits have these courses for them? 2) What feelings the clients have in the society other people and during the courses in the Studio Oáza?

This thesis deals with the beginning phase of career manager for organization non- formal education. The work examines the process that precedes the onset school manager to executive positions primarily in terms of motivation, expectations and subsequent reality. It describes the initial phase of his work in a new role in life from the perspective of the management of school facilities and other activities associated with this process . The work is mapped to what extent the entrance to the Director and his previous preparation reflects on the development of controlled organization and quality of education provided . It also describes how to correspond to the expectations of the individual manager of educational facilities with a daily reality in the context of changing conditions providing non-formal education, based on education legislation and the overall development of society in the approach to the use of leisure time. KEY WORDS: headmaster, informal education, professional careers, personnel management, career change, lifelong learning, competency, anticioation, reality