The topic of integrating the formal learning of graduates with their informal workplace learning has been debated for many years. In practice, however, these two types of learning still exist as two polar opposites, especially in the field of statistics. This study examined the effectiveness of an internship programme as a means to integrate the formal learning of statisticians with their informal workplace learning. Based on the findings, a framework was proposed to ensure integration between the formal and informal workplace learning of statisticians. The study employed a mixed-method approach that combined quantitative and qualitative data collection. Quantitative data were collected from respondents (statisticians who participated in the internship programme and were permanently employed at the time of the study) through an online survey, and qualitative data were collected from managers (who served as mentors to the interns) through conducting semi-structured, one-on-one interviews. Documents pertaining to the internship programme in place at Statistics South Africa were also studied. Many developing countries still lack the capacity to produce, analyse and use the range of quality statistics required to support effective development progress. This study suggested a new way of integrating the formal learning with the informal workplace learning of statisticians, which involved adding a practical component (an internship) to the formal learning of statisticians, therefore, combining an internship during formal learning with an internship upon the completion of formal learning. In this way, statisticians are better capacitated because they can apply their formally obtained knowledge and skills in practice both while being engaged in their formal studies as well as after completing their studies, ensuring integration between formal and informal workplace learning. Crucial factors that would play a role in ensuring success are, for instance, if intern statisticians are placed in areas that are commensurate with their formal learning (thus ensuring utilisation of their skills) and if the level of the tasks assigned to them matches their cognitive ability. Support for interns’ informal learning in the form of mentorship, developmental assignments and training and development opportunities are also crucial to ensure integration between their formal learning and informal workplace learning. / Educational Leadership and Management / D. Ed. (Education Management)

This thesis deals with the application of the fine arts with much focus on the development of personality on people serving prison sentences. The content of this thesis is divided into theoretical and practical chapters. First part defines some key terms of including the program of rehabilitation and pedagogical events that are used in this specific environment. The practical chapters are devoted to the realization of own longer-term didactic project named ?Kordelie? which is concerned with the positive thinking, values, and the development of competences at the target group of occupationally unclassified sentenced women in the custodial prison České Budějovice. Based on the application of these sets of activities and their consequent evaluation, I am obliged to observe the real possibility of fine art inclusion in didactic projects to individuals in correctional facility.

This study focuses on the contribution of induction programmes to the teaching potential of beginner teachers at primary schools in the Ilembe District. Based on convenience in terms of accessibility and purposeful sampling, four primary schools were selected with eight novice teachers (two from each selected school) and four members of the school management team (one from each selected school) acting as participants. Using individual interviewing, beginner teachers and members of school management teams narrated their perceptions on the value of induction programmes for beginner teachers in order to improve beginner teachers’ teaching competency. Findings revealed that none of the sampled schools had a formalised induction programme offered to beginner teachers. Beginner teachers felt overwhelmed and challenged with real classroom situations whereas members of the school management teams acknowledged the need for beginner teachers to be capacitated with hands-on knowledge and skills to teach effectively within the specific classroom context. / Educational Management and Leadership / M. Ed. (Educational management and Leadership)

This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district. Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the state. The district consists of 1 high school, 2 middle schools, 4 elementary schools and Canton Education Services Center. CSPD is continually affected by an ever-increasing teacher shortage because new teachers tend to leave the district after they are hired. More than 50% of new teachers leave their teaching positions in the district’s schools within 5 years. The investigation utilized published literature and other archival data (e.g., scholarly papers presented at conferences) accessible to the public in the form of books, chapters in published books, journal articles, and scholarly papers presented at learned societies and associations. Two research questions guided the investigation. The first research question asked: What does the published literature and related archival data (e.g., available scholarly papers retrievable from sources such as colleges, universities, foundations, conferences, etc.) accessible to the public reveal about recruiting, hiring, and retaining teachers? Overall, the material collected and analyzed yielded abundant information. Much of the available information proved valuable because the material focused attention the “how-to-do-it” aspects of recruiting, hiring, and retaining quality new teachers. The second research question asked: Will information gleamed from an analysis of the published literature and other archival data (e.g., unpublished scholarly papers) lead to the development of foundational strategies for assisting school district officials in recruiting, hiring, and retaining new teachers for CPSD? It was possible to develop a model holding potential for improving teacher recruitment, hiring, and retention at CPSD. The model that was developed features seven foundational strategies that if implemented, hold potential for improving teacher recruitment, hiring, and retention at CPSD. The seven strategies are: (1) identify the vacancy and write the job description, (2) announce and advertise the teacher vacancy, (3) develop a customized application form, (4) paper screening process, (5) interviewing process, (6) salary and benefit package, and (7) induction and mentoring.

This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.