Durante a gestão de Gustavo Capanema, ergueu-se o edifício-sede do Ministério da Educação e Saúde (MES). Visando atribuir à construção de orientação \"moderna\" caráter nacional, foram encomendadas várias obras de arte, entre elas um conjunto de esculturas, produzido entre 1937 e 1941, por Celso Antônio de Menezes, Adriana Janacópulos e Bruno Giorgi. Por meio da análise dessas esculturas, esta dissertação investiga as tentativas de figurar o ideal do \"homem novo\" empreendidas por políticos, intelectuais e artistas ligados ao MES. Buscamos compreender o que essas obras, como fontes, podem revelar acerca dos discursos sobre raça, gênero e nação do período. / During the administration of Gustavo Capanema, arose the headquarters of the Ministry of Education and Health (MES). Aiming to assign the construction of guidance \"modern\" national character, it was commissioned various works of art, including a collection of sculptures, produced between 1937 and 1941, by Celso Antônio de Menezes, Adriana Janacópulos and Bruno Giorgi. By analyzing these sculptures, this work investigates the attempts to figure the ideal of the \"new man\" undertaken by politicians, intellectuals and artists connected to the Ministry. We seek to understand what that works, as sources, might reveal about the discourses about race, gender and nation in the period.

Diploma thesis is concerned with organization of education after ending of the Second World War. The first chapter deals with education in a period of the Nazi occupation. Main part of this thesis is focused on organization of school year 1945/1946 and on problems which occured in connection with organization of post-war education. The following part devotes to teachers and pupils in this period. In this thesis is also described unitary educational model, the origin of the faculties of education, activity of the Extraordinary People's Courts and activity of institutions like the Ministry of Education or the Country School Council, and teaching some school subjects (history, political education and russian language). The thesis is based on study of the archival sources, law regulations and interpretation the articles of professional pedagogical literature.

The work describes paricularities of public univerisities. More detail is given to financing investment projekcts by the Ministry of Education, Youth and Sports and by European Union funds. The main part is dedicted to funding by the state system of grants and funding for Operational Programme Education for Compettiveness. The work describes registration procedures for investment projects, drawing on funds and subsequent monitoring.

Magister Educationis - MEd / In this dissertation I set out to reflect on and examine a case study of a Namibian nongovernmental educational organisation (NGEO),the Primary Teachers Project (PTP),from 1989to 1992 focusing on issuesof educational change and the role of NGEO'sin this process. My aim is to highlight some of the factors which helped and hindered the Primary Teachers Project playing a role in educational change. The study focuses on the following four aspects: The Primary Teachers Project'sin-service education and training (INSET)model. The relationship between the Namibian Ministry of Education and the PTP. Funding relationships and their influence on the project's development. Internal dynamics within the Primary Teachers Project The dissertation begins by locating the Primary Teachers Project within the broader geographical, political and educational context of Namibia. The PTP's development between 1989 and 1992is then described. The four focus areas above are highlighted within the case study. Topical reflections on each of these areas are integrated with relevant national and international literature on INSET, educational change and the role of NGEO's. Central learnings with regard to the PTP and its role in educational change in Namibia are raised. Some of the key factors which worked for and against this NGEO's influence on educational change are highlighted. Finally, I make a number of general recommendations with regard to the role of NGEO's in the Southern African context. This study raises key factors relating to the influence of NGEO's on educational change. These are: NGEO's need to develop their understanding of the complexity of educational change processes, in order to inform INSET strategies. School-focused INSET models need to strengthen strategies for follow-up support to assist teachers to implement new ideas and practices. A combination of curriculum-based INSET and organisation development support needs to be provided at the school level to assist educational change. Organisation development processes within NGEO's can strengthen their internal capacity and critically inform their INSET strategies. NGEO's need to research and reflect on their practice and disseminate their findings, in order to improve their own practice and influence educational change at other levels of the educational system, Collaboration between different INSET providers builds the capacity for sustainability of educational change processes at school level and supports NGEO's in disseminating their knowledge and expertise throughout the formal educational system. An enabling INSET policy framework is required at national and local level to support INSET work in schools and assist the work of NGEO's and donors.

Philosophiae Doctor - PhD / The purpose of the study was to investigate prospective 'A' level mathematics teachers' knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teachers knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.

Abstract in English, Afrikaans and Zulu / The purpose of this interpretive study was to explore the perceptions of selected Namibian subject advisers on their role in supporting teaching and learning. There are limited studies on the roles of subject advisers in supporting instruction. Delivery of quality teaching and learning prompts subject advisers to support teachers. The study is important to build upon the body of literature on instructional support and how subject advisers elsewhere support instruction. International and national scholastic literature was interrogated to seek more insight into the research topic. This qualitative study was located within a phenomenological/interpretive paradigm. The study explored the purpose of subject advisory support, how teachers’ support needs are identified, the roles of subject advisers, character traits of subject advisers, formats of support used by subject advisers, and the challenges as well as support provided to subject advisers. The study was conducted at three Regional Offices of Education, Arts and Culture in Namibia and included ten subject advisers selected through purposive sampling. The data was collected through semi-structured interviews and document analysis. Key findings emerged through the data analysis by identifying categories and themes. These findings emphasised that subject advisers understand the nature of instructional support differently. The findings revealed that subject advisers face challenges that make them less effective in teaching support. It was further evident that subject advisers receive limited support and that they need to be supported through training, provision of resources and reduction of workload. These conclusions and others informed the recommendations that are aimed at improving subject advisers’ practice. / Die doel van hierdie vertolkende studie was om die persepsies van uitgesoekte Namibiese vakinspekteurs oor hul rol in onderrig- en leerondersteuning te ondersoek. Die bestaande studies oor die rol van vakinspekteurs in onderrigondersteuning is beperk. Die lewering van gehalte-onderrig en -leer spoor vakinspekteurs aan om onderwysers te ondersteun. Hierdie studie is belangrik omdat dit op die bestaande literatuur oor onderrigondersteuning en hoe vakinspekteurs elders onderrig ondersteun, moet voortbou. Internasionale en nasionale skoolverwante literatuur is geraadpleeg om meer insig oor die navorsingsonderwerp te kry. Hierdie kwalitatiewe studie val binne ʼn fenomenologiese/vertolkende paradigma. Die studie het ondersoek ingestel na die doel van vakinspekterende ondersteuning, hoe onderwysers se ondersteuningsbehoeftes geïdentifiseer word, die rol van vakinspekteurs, karaktereienskappe van vakinspekteurs, ondersteuningsformate wat deur vakinspekteurs gebruik word, en die uitdagings wat vakinspekteurs te bowe moet kom sowel as die ondersteuning wat hulle ontvang. Die navorsing is gedoen by drie streekskantore van Onderwys, Kuns en Kultuur in Namibië, en tien vakinspekteurs is deur doelbewuste steekproefneming gekies vir hierdie doel. Die data is deur halfgestruktureerde onderhoude en dokumentontleding ingesamel. Sleutelbevindings het deur die data-ontleding aan die lig gekom deur die identifisering van kategorieë en temas. Hierdie bevindings beklemtoon dat vakinspekteurs die aard van onderrigondersteuning verskillend verstaan. Verder onthul die navorsingsresultate uitdagings wat vakinspekteurs minder doeltreffend maak in hul onderrigondersteuning. Dit was ook duidelik dat vakinspekteurs beperkte bystand kry en dat hulle ondersteun moet word deur opleiding, voorsiening van hulpbronne en verminderde werkslas. Bogenoemde en ook ander gevolgtrekkings het aanleiding gegee tot die aanbevelings wat gedoen is en wat gemik is op die verbetering van vakinspekteurs se manier van doen. / Lolu cwaningo oluhlaziyayo beluhlose ukuthola imiqondo yesihloko sabaluleki bezifundo baseNamibia abakhethiwe ngendima yabo yokuxhasa uhlelo lokufundisa nokufunda. Luncane kakhulu ucwaningo olwenziwe mayelana nendima edlalwa ngabaluleki bezifundo ekuxhaseni uhlelo lwezemfundo. Ukwethulwa kohlelo lokufundisa nokufunda kuphoqa abaluleki bezifundo ukuba baxhase othisha. Ucwaningo lubalulekile ekwakheni uhlaka lombhalo wobuciko ohlelweni oluxhasa ezemfundo nangendlela abeluleki bezifundo kwezinye izikhungo baxhasa izinhlelo zemfundo. Umbhalo wobuciko emhlabeni kanye nasezweni waphenywa ngenhloso yokufuna ulwazi olubanzi ngaphakathi kwesihloko socwaningo. Lolu hlobo locwaningo olwencike kwizingxoxo lwatholakala ngaphakathi kwepharadayimu yefenomenoloji/ yokuhlaziya. . Ucwaningo luye lwaphenya inhloso yohlelo oluxhasa ngezeluleko, indlela izidingo zothisha zivezwa ngayo, izindima ezidlalwa ngabaluleki bezezifundo, izimpawu zesimilo sabaluleki bezifundo, izinhlaka zokuxhasa ezisetshenziswa abaluleki bezifundo, kanye nezinselelo ezibhekene nabaluleki, kanyenoxhaso olunikezwa abaluleki bezifundo. Ucwaningo lwenziwa kumaHovisi eSiyingi ezeMfundo, eZobuciko kanye neZamasiko eNamibia kanti luye lwaxuba abeluleki bezifundo abayishumi abakhethwe ngohlelo lwesampuli olunenhloso. . Idatha yaqoqwa ngohlelo lwenhlolovo embaxambili kanye nokuhlaziywa kombhalo. Kuye kwavela ulwazi olubalulekile olutholakele ngokusebenzisa uhlelo lokuhlaziya idatha ngokukhipha izigaba kanye nezindikimba. Lolu lwazi olutholakele lugcizelela ukuthi abeluleki bezifundo banolwazi ngobunjalo bohlelo oluxhasa ezemfundo ngendlela eyehlukile. Ulwazi olutholakele lukhombisa ukuthi abeluleki bezifundo babhekene nezinselelo ezibenza ukuba bangakwazi ukusebenza kahle ohlelweni lokufundisa oluxhasayo.. Ngaphezu kwalokho kuye kwacaca ukuba abeluleki babengaxhaswa ngokwanele mayelana nokuqeqeshwa, ngokuhlinzekwa ngemithombo yezemfundo kanye nangokunciphisa umthamo womsebenzi. Lezi ziphetho kanye nokunye yikho okuye kwakha izincomo ezenziwe futhi ezazihlose ekuthuthukiseni imisebenzi yabeluleki bezifundo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This article, written by Glenn Drexhage, Communications Officer – UBC Library/Irving K. Barber Learning Centre, appeared in the BCLA Browser: Linking the Library Landscape online newsletter (vol.1, no.1 2009). For more information, please visit the BC Digitization Symposium 2008 website at: http://symposium.westbeyondthewest.ca and the BCLA Browser website at: http://bclabrowser.ca.

During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.

The aim of the thesis is to explore the current state of using text books of civics and social sciences based on research at selected primary and secondary schools and to assess positive and negative aspects of these textbooks. The diploma thesis is divided into two parts - theoretical and practical. The theoretical part will define textbook concept and describes its basic functions, requirements, structural components and evaluation. Furthermore, it focuses on the description of the text books of Civics and Social Sciences with former and current guidance of the Ministry of Education, which is commonly used in schools from 1989 to the present. The practical part will include research survey (questionnaire) realised on ten selected primary and secondary schools in Pelhřimov and Pacov. The research will be supplemented by interviews with teachers.

This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion. / Art History, Visual Arts and Musicology / M. Mus.