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Au cours des vingt dernières années, les programmes d’échange dans le domaine de l’éducation sont devenus de véritables enjeux de politique internationale, en raison de leurs effets sur l’économie de la connaissance et sur les relations transnationales. La présente analyse se focalise sur les pratiques des États-Unis et de l’Union Européenne. Elle combine une méthodologie behavioraliste appliquée aux caractéristiques observables et une approche systémique inspirée par la Sociologie des Relations Internationales qui intègre les facteurs et les acteurs clés de l’environnement. En analysant comment ces deux catégories d’acteurs proposent leurs programmes d’échange aux pays tiers, la thèse démontre qu’il est possible de mettre à jour les stratégies qu’ils emploient pour agir sur le système international. Elle s’interroge ensuite sur les causes de leurs choix en les replaçant dans leur contexte historique, politique et mondial. Le résultat met en évidence le leadership américain et le potentiel européen. Les États-Unis, qui mènent depuis 1945 une action volontariste en ciblant les catégories d’individus à fort potentiel, maintiennent leur attractivité sur les opinions publiques étrangères. En comparaison, l’Union Européenne qui a dû franchir les étapes préalables de son intégration communautaire, rivalise désormais grâce à la création de l’Espace Européen de l’Enseignement Supérieur, et à des programmes d’échange ambitieux. Sa posture, qui à travers les objectifs humanistes affichés, peut paraître très idéaliste face à celle des États-Unis, pourrait néanmoins préfigurer une « diplomatie éducative » en phase avec la configuration à venir des relations internationales. / Over the last two decades, educational exchange programs have emerged as real stakes for foreign affairs policy due to the effects they produce on knowledge economy and on transnational relations. This research focuses on United States of America and on European Union practices. It combines a behaviouralist methodology applied on observable traits, with a systemic approach drawn from Sociology of International Relations, which encompasses key actors and factors from the environment. Studying how these two kinds of actors on the international political stage offer their own exchange programs to the rest of the world, the dissertation demonstrates the ability to reveal the strategy they are using to influence the global system. Then, the research investigates the American and European decision framework, questioning historical, political and global levels. The result sheds light on the US leadership and the European potential. The United States have been conducting a proactive policy since 1945, targeting categories of high profile people. They uphold their attractiveness over foreign public opinions. In comparison, the European Union first had to achieve the preliminary steps of its political integration process. Henceforth, by setting up the European Higher Education Area and thanks to a number of ambitious exchange programs, it has become a real competitor. Due to very humanistic oriented goals, the E.U. position might be seen as idealistic compared with the standpoint that prevails in the U.S. However, this could possibly herald a “diplomacy by education” paving the way to forthcoming international relations.

Background: In 2006 the Gauteng Department of health endorsed a Wellness Program Policy. The policy was introduced and implemented in all Gauteng Province Hospitals. The policy spells out the integrated model of wellness program. The focus is to promote wellness, healthy lifestyle and assist the staff members who are ill while at work place. The department found it crucial to ensure that the staff members are well cared for in order to be productive. Aim: To describe the utilization of the various components of the wellness program by the staff members and to describe the outcome thereof. Methodology: The research design was a quantitative, cross sectional retrospective record review. The analysis focused on the records of the staff members of Natalspruit Hospital, who utilized the wellness program services from January to December 2009. The scope of the study covered all five components of wellness program as outlined by the Gauteng Department of Health Wellness Program Policy. Data was collected and analysed from 941 entries in the Wellness Clinic records. Conclusion: This research found that the average number of staff visits during the study period was 80.1(SD 22.1) which represents 80% of the total staff complement and that actual percentage of staff who utilized the service is much lower. However during the last month of the period under study attendance rate represented 5.8% of total staff establishment. The majority of the staff members were women (90%); female subjects were significantly younger than male subjects, p <0.01 (Mann Whitney’s test). The most professional and occupational categories that used the services were the nurses. The components that were mostly utilised was Birth control (48.9%); specifically for family planning, followed by the Occupational Health and Safety component in the area of Hepatitis B (11.5%) and needle prick (3.9%). The majority of the staff members continued with the services in the clinic (86.9%) while very few staff members were referred out of the clinic (5.3%) to the casualty/ out- patient department, court and ICAS. Only (7.76 %) of cases were resolved. The majority of the staff members utilized the organization and climate for management of health related problems component, especially in the services of birth control for family planning section. It seems a waste of resources to have an entire wellness program where staff members are mostly using it primarily for family planning, therefore the research described the basic requirements for effective EWP and also the importance of capacity needed for effective policy management, then suggested the comprehensive components. The report findings could benefit the Government in planning and operations of other Wellness Programs across the country.

A thesis submitted to the Faculty of Education, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy in Education / A major challenge in South Africa in the 1990s is that of assisting black people to take leadership positions in important sectors of community life, including the business sector. To address this need, companies are drawing up affirmative action programmes which have educational aims, such as leadership development, skills training and integration into Western corporate culture. As these companies draw up and implement their plans, it becomes important to consider the perceptions of both the planners and the 'beneficiaries' of these programmes. This study set out to question participants about the meaning and impact of affirmative action on themselves, on the organizations in which they are employed and on South African society generally. The research uses the frameworks of critical education theory and qualitat.ve research to enquire into the historical and present contexts of affirmative action In South Africa; international models of affirmative action; the social background of participants in affirmative action programmes; participants' perceptions of the programmes in which they are engaged; social outcomes of affirmative action; and participants' ideas for changes and improvements to programmes. The research method consisted of in-depth interviews with forty-six managers involved in affirmative.' action programmes in four large Johannesburg-based business organizations. Respondents were selected in an intentional sample, and were predominantly African men, although men and women of all races were interviewed. Policy documents, records and reports on affirmative action in the four participating organizations, and from further afield, were scrutinized. The research results are reported in the form of biographical profiles of individual participants, as well as case studies of the four corporate programmes. These were preceded by a treatment of theoretical positions in affirmative action, as well as historical and international perspectives. The research results show that in the short term affirmative action impacts on organizational values, practices and culture in ways which may be read by white managers as threats to customary standards of performance and productivity. In the longer term, however, affirmative action will be sustained by business survival factors and political considerations. The findings suggest that corporate affirmative action programmes generally fail to provide black managers with a sense of purpose or belonging in their organizations. They also fail to address problems of racism and resistance to change in the organization. The aims of affirmative action programmes are rarely made explicit. Planners and recipients hold different views of the benefits to be gained from them. The ideological component of affirmative action is often under-rated in programme design, and measures of accountability are neglected. For these reasons and others, affirmative action programmes may succeed in bringing black managers into business organizations, but fail to retain them, or offer them viable career paths, so that a stable, motivated and experienced black management corps may be built. So far, corporate affirmative action programmes have contributed to the growth of the black middle class, They do not - and perhaps cannot -address the national need for redistribution, reconstruction and development of opportunities and resources (including human resources). / AC2017

The dissertation describes a project to employ two young African trainees in the Centre for Adult Education at the University of Natal in Durban. The intention was to develop them as possible community adult educators, and a list of objectives relevant to such a role was developed. The trainees worked for ten months part-time, employed mainly on administrative and clerical tasks, as opportunities for directly educational work in fact proved to be limited. The project did not achieve the objectives for the most part, at least to the desired extent, and the trainees progressed not to further community involvement but to tertiary education. It nonetheless assisted the trainees in clarifying their career goals and acting on them with considerable success. The particular frustrations and difficulties of trainees from a radically different social environment are recorded, as well as their growing confidence and changed perspectives as they began to form their own understandings of a tertiary context, and to reevaluate their own role as employees and later students. The nature of the learning that did take place is described in some detail, and the reasons are explored for the partial success and noteworthy failures of the project. The study points to the need for understanding clearly the distinction between learning in formal education and informal and incidental learning in the workplace. It explores the differences between the two kinds of learning, and points to the need for further work to describe and analyse adequately learning that takes place outside formal education. The project demonstrated the specific difficulties of the university as a site of workplace learning. It exposed the issue of content in adult education as an area which demands far greater consideration, especially in the training of adult educators, and the study underlines the need for learning of content to parallel learning of teaching method. The major adult education needs of South Africa call for flexibility in developing adult educators, and the study aims to inform ways in which internship can be used to help meet those needs. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

<p>The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.</p>

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be. / South Africa

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This study explores monitoring and evaluation as a critical element in the success of any EAP. This forms part of Standard 27 in the EAPA-SA standards document. The monitoring and evaluation of the EAP in an organisation refers not only to the individual employee but also to the work organisation and the impact, success, and value of the programme within these two spheres. In recent years, EAPs have been recognised for returning employees to higher levels of efficiency and productivity as a result of the brief therapy offered. In order to maintain this recognition, it is critical for EAPs to demonstrate their cost-effectiveness in terms of both employees and the organisation. This study is based on General Systems Theory and is of a qualitative nature. As is consistent with qualitative research, the aim was to gain an in-depth understanding of the meaning that participants attach to the evaluation of EAPs. This was done by interviewing identified role players, often being those dealing with the EAPs in their organisations. The sample was taken from the client base of a leading EAP service provider and each client was approached to participate voluntarily in the research. The sample size was a total of twelve participants, however the researcher took saturation levels into consideration and therefore a total of ten participants were interviewed. The results of the research highlighted that, in the represented population, there is wide use of monitoring and evaluation processes. The results of these processes are used for various reasons, at different levels of the organisation and are often associated with the success and continuation of the programme. The researcher found that, whilst monitoring and evaluation takes place, standardisation is lacking and a number of clients have mentioned the need for standardised definitions and processes as well as an automated system. It is, therefore, recommended that iv further studies take place with clients of other service providers and that a process of standardisation be considered by EAPA. / Mini Dissertation (MSocSci)--University of Pretoria, 2017. / Social Work and Criminology / MSocSci / Unrestricted

This comparative case study aims to identify the pedagogic approaches embedded in the design of a selection of entrepreneur education programmes. Three non-profit organisations based in the Western Cape, South Africa, were selected as case studies. While each organisation offers an entrepreneur education programme for previously disadvantaged individuals who are in the early stages of running a business, each programme is unique in terms of its target market industry sector, learning objectives and business outcomes, as well as in its curriculum design intended to enable particular objectives and outcomes to be optimally achieved by the learners (entrepreneurs). Activity Theory and Bernstein's Models of Pedagogy provide analytical frameworks for the study. Data was gathered from three semi-structured interviews carried out with the principal curriculum designer within each organisation, as well as written documents and websites. Engeström's extension of Activity Theory provided the conceptual tools for the first level of analysis of the case data, which identified tensions within and between the activity system elements of each curriculum. Further analysis was conducted utilising Bernstein's models of pedagogy, in order to better understand the key assumptions about learning and knowledge underpinning each of the curricula. Within each Activity System, significant tensions were identified between the Subjects, the Rules and Object; the Subjects, the Tools and the Object; and the Subjects, the Division of Labour, and the Object. Two approaches to pedagogy were evident within the three curricula, which aligned to Bernstein's competence and performance models of pedagogy. By drawing on the tensions identified through mapping the curriculum using Activity Theory, the thesis proposes that the two pedagogic models should be seen as a continuum and can be used to identify key questions to consider in the design of entrepreneur education curriculum, in order to ensure a well-informed curriculum aligned to adult learning theory and to the programme's learning objectives and business outcomes, and which addresses the unique context in terms of target market. Further research is necessary to understand whether the programmes which combine elements from various models of pedagogy do indeed enjoy better outcomes.