Pojetí výchovy u Jana Amose Komenského John Amos Comenius 's Approach to Education Petra Bochenková Jan Amos Comenius as a great thinker of the 17th century created a complete and comprehensive system that remained in his time misunderstood. After the Battle of White Mountain he was the greatest writer of emigration, philosopher, theologian, bishop of the Unity of Brethren. Last but not least, teacher and humanist. It should be appreciated Comenius theological importance of the creative effort, since the absolute top of the intellectual system is the existence of God. Throughout his working life has led to harmony and peace in the world, came up with the idea Pansophia. Pansophia trader a perfect connection and knowledge of all matters of life and the greatest possible realization of perfection. Opened the way to God. We can say that his ideas reached timelessness and especially in educational matters. Its comprehensive educational system can be applied in the field of education even today. His esteem gained mainly by its content overlaps with many, many areas of science and life. He sought to promote humanity and emphasized man as the pinnacle of God's creative efforts, which in his time represented something quite extraordinary. Preferred activity of theory and practice in all areas of life. The...

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

Magister Educationis - MEd / Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges. / South Africa

This study investigated the legislation (the Education Laws Amendment Act, Act 24 of 2005) dealing with teacher selection and appointment. It focused specifically on the principles equity, redress and representivity changes in legislation. Not only do these principles encourage the equal advancement of everybody’s interests but they also serve as a means of establishing an appropriate balance between conflicting interests. The primary purpose of the study was to determine whether or not the racial group to which the school governing body members belong had an effect on the way in which they interpreted and implemented legislation, and if so, to what these could be ascribed. Five schools’ governing bodies in the Tshwane South District of the Gauteng Province were interviewed using semi structured, open-ended interviews to investigate the extent to which their staff composition has changed as a result of the new legislation. A qualitative research paradigm allowed me to adopt a constructivist/interpretivist approach to data collection and analysis. Indications from data were that the understanding and interpretation of SGBs across racial divides are influenced by their different cultural and linguistic preferences, their different political and educational histories and the contexts in which they work. These differences indicated that deeply entrenched racial stereotypes and strong attachments to a specific school culture, language or ethnic traditions could be influencing the final decision on short listing taken by the SGBs represented in my study. Suggestions are that legislation implementation should be addressed at all stages; that is, reviewing performance, considering reasons for governance difficulty or failure, designing alternative interventions, and interpreting evaluation results as an intervention practice for legislation success. Based on my research findings I would therefore suggest that the key reason for the lack of transformation in the staff composition of public schools is the short period of time that has elapsed since the promulgation of the Education Laws Amendment Act of 2005. Given that transformation is a social process and that stereotypes are key obstacles to transformation, I believe that, as far as the schools in my sample are concerned, their staff compositions will eventually change. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The thesis concerns two pathways for legal intervention in cases of suspected child abuse at the hands of parents. One pathway is based on social law, where society's utmost tool is child protective custody. The other pathway is criminal law, where the abuse is investigated and enforced as a criminal offence. Sometimes only one of these pathways becomes relevant, sometimes both. The purpose of the thesis is to examine and analyse the regulatory framework and its practical application, and to highlight what the two pathways of intervention can accomplish in relation to the child victim's rights and interests. In the case of child abuse, the (legal) relationship between parents and children - and between children, parents and society - is brought to a head. The study demonstrates that many complex legal issues arise when the person subjecting the child to violence and abuse is the same person who under family law answers for the child's protection, care and representation. It is inter alia noted that the concept "best interests of the child" is interpreted somewhat freely, which can risk overriding the legal rights of the child victim. It is concluded that, in order to secure the child victim's legal protection, the regulation needs many small enhancements, each tailored to the problem conditions.

O presente estudo tem como objetivo discutir o mandado de segurança coletivo como verdadeira demanda a serviço da tutela processual de direitos coletivos em sentido amplo. Nesse sentido, as intenções principais residem em destacar o mandamus coletivo naquilo em que o distingue do mandado de segurança individual. Desse modo, são propositalmente lançados problemas que acentuam essas substanciais diferenças entre os dois institutos, o que passa pela discussão da natureza jurídica, dos direitos tutelados, da legitimidade, da coisa julgada, da litispendência, do procedimento (especialmente no tocante ao deferimento de liminares), da intervenção de terceiros e da desistência. É evidente que a construção do trabalho não prescinde da análise da Lei 12.016/2009, primeira lei a regulamentar o mandado de segurança coletivo cujo fundamento de validade, até então, se concentrava apenas na Constituição Federal (art. 5o, inc. LXX). Essa Lei trouxe várias disposições acerca do writ coletivo, fracassando, no entanto, em dialogar diversos de seus pontos com o microssistema de tutela coletiva. / The aim of this dissertation is to discuss the class mandamus writ as an action for the protection of collective rights. It seeks to underline the distinction between the individual and the class mandamus writ with a focus on the latter. In order to emphasize the substantial differences between the two institutes, particularly with regard to their nature, the rights they protect, res judicata, pendency, other procedural issues (particularly in relation to interim injunctions), joint of parties and quitclaim, the dissertation proposes questions related to these topics. It is clear that this dissertation cannot dispense with the analysis of Lei 12.016/2009, which was the first act to regulate the class mandamus writ. Until the enactment of that act, the class mandamus writ fundament of validity was exclusively the art. 5, LXX of the Federal Constitution. Although, this act has brought many provisions on the class mandamus writ, it failed in establishing a dialogue with the collective redress microsystem.

Made available in DSpace on 2016-04-26T20:22:08Z (GMT). No. of bitstreams: 1 Luis Fernando de Lima Carvalho.pdf: 1538151 bytes, checksum: 63f8be1c5e32ca2fc096d988cb8517cc (MD5) Previous issue date: 2013-10-10 / The advancement of relations between men in the world today involved new analyzes of law. It became an indipensable measure to review institutes that for long centuries followed the initial format developed by the Romans. Among the reasons that required the review of contemporary legal systems, respect for human dignity is presented as the main one. In societies formed by humans, nobody respects the human being. Damage is caused daily, minute by minute, second by second. The result is a natural reaction of private law, as it serves to regulate the relations between men. In the field of private law was then the reanalysis of the civil liability. Occurring damages, this system should worry about restoring the previous situation of the offender and the victim. But the liability can not only serve to repair damages. It also has to punish those who practice them and also ensure that they will no longer occur. Therefore, the purposes of liability becomes compensation, punishment and prevention, or caution, depending on how damages to be avoided are seen. The liability has distinct functions: one directed exclusively to the victim and the to damage that was caused (reparative function); another directed to the offending agent, mainly the intensity of his guilt and punishment that should imposed to him (punitive function); and the last related to the prevention of damages that may occur in the future and, therefore, is independent of the occurrence of the damage. Taking this into consideration, the effective application of civil liability, ie the means of redress, can not be exhausted in just pecuniary compensation. Each function of liability should have its mean of redress. The scope of this work is the presentation of these other means of redress / O avanço das relações mantidas entre os homens no mundo atual implicou novas análises do direito. A revisão de institutos que por longos séculos seguiram, apenas com pequenos ajustes, a formatação inicial desenvolvida pelos romanos, se tornou providência indispensável. Dentre as razões que demandaram a reanálise dos sistemas jurídicos contemporâneos, o respeito à dignidade humana se apresentou como a principal. Nas sociedades formadas por seres humanos ninguém respeita o ser humano. Danos são causados diariamente, minuto a minuto, segundo a segundo. A consequência disso é a reação natural do direito privado, já que serve para regular as relações entre os homens. No campo do direito privado houve, então, a revisitação da responsabilidade civil. Ocorrendo danos, deve esse sistema preocupar-se em restabelecer o estado em que se encontravam antes o ofensor e a vítima. Mas a responsabilidade civil não pode servir apenas para reparar danos, há de punir quem os pratica e também zelar para que eles não mais ocorram. Passam, portanto, a ser escopos da responsabilidade civil, a reparação, a punição e a prevenção, ou precaução, dependendo de como são vistos os danos que se pretende evitar. A responsabilidade civil possui funções distintas: uma voltada à vítima, exclusivamente, e ao dano que no presente lhe foi causado (função reparatória); outra relativa ao agente ofensor, principalmente, à intensidade de sua culpa e à sanção que no presente lhe deve ser imposta (função punitiva); e a última correspondente à prevenção dos danos que podem ocorrer no futuro e que, por assim considerar, diz-se que independe da ocorrência do dano. Ora, diante disso, os instrumentos de efetiva atuação da responsabilidade civil, isto é, os meios reparatórios, não se podem exaurir apenas nas indenizações pecuniárias. Cada função deve ter o seu meio reparatório. É a apresentação desses outros meios de reparação o escopo do presente trabalho