Thesis (M. Ed.) -- University of Limpopo, 2020 / The implementation of progression and similar policies remains a challenge in many education systems globally. This also applies to the implementation of the progression policy in South Africa, Limpopo Province, Dimamo Circuit, which was intended to reduce the dropout rates of learners who struggle to pass their grades during the stipulated duration. Teachers and schools seem to be ill-prepared to implement this policy, which was introduced in 2013. The effective implementation of this policy could alleviate the challenge of dealing with learners who are retained in the same grade more than twice, most of whom end up dropping out of school. This study aimed to discover the experiences of teachers and learners with regard to the implementation of the progression policy in Limpopo Province, Dimamo Circuit. A case study research design was used and the study used multiple methods of collecting data such as interviews, observation and document analysis. The study found that teachers and learners in the schools that formed part of the study experience extreme challenges such as learner participation support, training, and coping with regard to the implementation of the progression policy. The recommendations of the study will contribute greatly to the system of education in Limpopo Province, Dimamo Circuit as the findings could assist in improving the implementation of the policy.

?rea de concentra??o: Educa??o e Tecnologias aplicadas em Institui??es Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-12T14:17:26Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) julio_cesar_costa_silva.pdf: 3442052 bytes, checksum: 418632e21262716d31a67fd4b2f368f5 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-23T16:45:43Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) julio_cesar_costa_silva.pdf: 3442052 bytes, checksum: 418632e21262716d31a67fd4b2f368f5 (MD5) / Made available in DSpace on 2018-04-23T16:45:43Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) julio_cesar_costa_silva.pdf: 3442052 bytes, checksum: 418632e21262716d31a67fd4b2f368f5 (MD5) Previous issue date: 2017 / Uma das formas de se gerar conte?do adaptado ao estudante passa, primeiro, pela detec??o dos Estilos de Aprendizagem (EA). A teoria dos EA presume que cada aluno tem caracter?sticas pr?prias que o distingue dos demais. A partir dos EA, o Sistema Adaptativo e Inteligente para Educa??o (SAIE) de Dor?a foi idealizado. Seu trabalho objetiva apresentar uma solu??o estoc?stica para provimento de adaptatividade e customiza??o de Sistemas Educacionais por meio da modelagem probabil?stica dos EA. Em s?ntese, seu SAIE visa modelar o estudante, coletando e atualizando seus dados, de forma a descobrir seu EA. Com este fim, o sistema, durante suas itera??es, submete o aluno a avalia??es e, caso as notas sejam insatisfat?rias, o sistema realiza a atualiza??o do modelo do estudante (ME) por meio do Aprendizado por Refor?o (AR). Contudo, AR ? considerada uma t?cnica lenta de aprendizado que demanda muito tempo para ajustar o elemento a ser otimizado. Por sua vez, a t?cnica Dynamic Scripting (DS), uma varia??o da t?cnica de AR, apresenta alta velocidade de converg?ncia, mesmo em ambientes din?micos. DS ? popularmente utilizada na IA de Jogos e consiste em um conjunto de Regras sobre um dom?nio, estruturadas por uma condi??o e uma a??o. Sua forma de aprendizagem atrela um peso a cada regra, o qual determina a qualidade da regra, frente ? sua condi??o, e uma probabilidade da mesma ser aplicada. A condi??o de uma regra ? a representa??o de uma situa??o poss?vel no sistema, e sua a??o ? a interven??o gerada no sistema durante a sua aplica??o. Este trabalho prop?e o aperfei?oamento do SAIE citado, utilizando uma adapta??o do DS, com os objetivos de acelerar a converg?ncia do sistema, reduzir os Problemas de Aprendizagem (PA) e aumentar a nota do estudante. Adicionalmente, devido a caracter?stica din?mica do DS, este trabalho realiza experimentos em situa??es em que o EA Real (EAr) dos alunos variam ao longo do processo de ensino/aprendizagem. A pesquisa parte da elabora??o das regras e implementa??o da estrutura do DS, avan?ando para a substitui??o do m?dulo de AR pelo DS no SAIE de Dor?a. Realizaram-se 30 testes para cada uma das 16 Combina??es de EA (CEA), 16*30 testes para cada uma das 4 abordagens: Dor?a-Est?tico, Dor?a-Din?mico, DS-Est?tico e DS-Din?mico. Nos testes din?micos, modificou-se o EAr a cada 150 intera??es, de forma que ap?s 300 intera??es, o sistema deve convergir para uma CEA oposta ? inicial. Resultados preliminares, em compara??o ? abordagem da literatura, apresentaram uma redu??o m?dia nos PA de 35.8% para os testes din?micos e de 54.1% para os testes est?ticos. Quando o EA Probabil?stico (EAp) inicial ? exatamente igual ao EAr, verificou-se que a abordagem proposta apresentou em m?dia 6 erros na atualiza??o do ME, enquanto a abordagem da literatura apresentou, em m?dia, 23 erros. Verificou-se, portanto, que, preliminarmente, a proposta obteve resultados promissores. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / One of the ways to generate the content adapted to the student passes, first, by the detection of Learning Styles (LS). The LS theory assumes that every time you have distances. From the LS, the Adaptive and Intelligent System for Education (AISE) of Dor?a was idealized. His work aims to present a stochastic solution for the provision of adaptability and customization of Educational Systems through the probabilistic modeling of LS. In summary, your AISE visa model, offering and updating your data, in order to discover your LS. To this end, the system, during its iterations, submits the student to the evaluation and, in case of notes and dissatisfactions, the system performs an updating of the student model (ME) through Reinforcement Learning (RL). However, RL is a slow learning technique that requires a lot of time to adjust the element to be optimized. In turn, a Dynamic Scripting (DS) technique, a variation of the RL technique, presents a high speed of convergence, even in dynamic environments. DS is popularly used in Artificial Intelligence of Games and consists of a set of Rules on a domain, structured by a condition and an action. Its form of learning brings a weight to each rule, which determines a quality of the rule, in front of its condition, and a probability of the same company. The condition of a rule is a representation of a good situation, and its action is an intervention generated without system during its application. This work proposes the improvement of the SAIE mentioned, the use of an adaptation of the DS, with the objectives of accelerating the convergence of the system, reduce the Learning Problems (PA) and increase student grade. In addition, due to the dynamic nature of the DS, this work performs tasks in situations in which students? real LS (LSr) vary throughout the teaching / learning process. A research of elaboration of the rules and implementation of the structure of the DS, advancing to the substitution of the RL module by the DS without AISE of Dor?a. A total of 30 tests were performed for each of the 16 AE combinations (CEA), 16 * 30 testicles for each of the 4 approaches: Dorca-Static, Dynamic Doric, DS-Static and DS-Dynamic. In the dynamic tests, the LSr was modified every 150 interactions, so that after 300 interactions, the system must converge to a CEA opposite to the initial one. Preliminary results, in literature comparison, presented a mean reduction in BP of 35.8 % for dynamic tests and 54.1 % for static tests. When the initial Probabilistic LS (LSp) is exactly the same as the LSr, it was verified that the proposed approach presented on average 6 errors in the updating of the ME, while a literature approach presented, on average, 23 errors. It was therefore found that a proposal had obtained promising results in the first place.

The aim of this thesis is to analyze the process of staff training and development, characterize and evaluate existing HR processes, identify the needs of employees and the company and suggest possible ways to improve the current situation. For this research was chosen company Fabory CZ Holding s.r.o.

The focus of this thesis is developing the design educational material dealing with the possibilities of cross-cutting theme, "Environmental Education". The educational material that has been designed on the basis of theoretical and practical knowledge based on literature search, discussions with experienced experts can be useful in school and extracurricular education of a child under school age through didactic guides for teachers with worksheets. The material for teaching is made disciples answered complexity and usability for their age. The theoretical part focuses on defining the area of interest, comparison of school education systems at three elementary schools, and finally discussions, analysis of the literature and didactic application in the context of creating teaching material.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-29T11:30:45Z No. of bitstreams: 1 arquivototal.pdf: 1613120 bytes, checksum: d588a3f6186922e93941be2655a167ce (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-08-29T12:21:31Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 1613120 bytes, checksum: d588a3f6186922e93941be2655a167ce (MD5) / Made available in DSpace on 2017-08-29T12:21:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1613120 bytes, checksum: d588a3f6186922e93941be2655a167ce (MD5) Previous issue date: 2017-02-14 / Professional education in Brazil registers, in the current historical juncture, a new scenario, based on a policy of expansion and reordering of this mode of teaching. The reordering policy of the federal network of professional education was given by the Organization of Federal Institutes of education, science and technology or, simply, Federal Institutes (IF). The Federal Institutes are several Campi institutions of higher education, professional, basic, intended to offer professional and technical education in the different methods of teaching. Were organized from the integration of two or more federal institutions professional education of a State, and the transformation of Federal Centers of technological education, Agro-technical schools and Federal technical schools linked to Federal universities. Federal Institutes fit the responsibility to promote the vertical integration of basic education to graduate; to promote the expansion of the number of campuses and the offer of courses considering the needs of the regions served. Highlights the completion of expansion management, staff and faculty, as well as the adequacy of facilities, in order to ensure the quality of education offered, all of this without losing sight of your own identity. The present study aimed to analyze the process of organization of the identity of this "new" institutionalism. We analyze the effects of institutional changes, which occurred between the period 2003 to 2010, the IFPB, whereas the vision and discourse of institutional actors. The scarcity of studies on the subject and the importance given to education by the Brazilian education policies for the current importance of this study. The research process was structured into three levels, namely: theoretical review, document analysis and field research. Field research, held at the Federal Institute of education, science and technology of Paraíba, semi-structured interviews with six institutional actors who have lived the process of transformation. The study indicates that the policy of the Organization of the Federal Institutes in Brazil, in addition to the proposal to extend the tender offer of the middle-level vocational education, represented the consolidation of a network of education intended, specifically, to the professional education and required an effort of adaptation by the same. / A educação profissional no Brasil registra, na atual conjuntura histórica, um novo cenário, fundamentado em uma política de expansão e de reordenamento dessa modalidade de ensino. A política de reordenamento da rede federal de educação profissional se deu mediante a organização de Institutos Federais de Educação, Ciência e Tecnologia ou, simplesmente, Institutos Federais (IF). Os Institutos Federais são instituições multicampi de educação superior, básica e profissional, destinados a ofertar educação profissional e tecnológica nas diferentes modalidades de ensino. Foram organizados a partir da integração de duas ou mais instituições federais de educação profissional de um mesmo estado, e da transformação de Centros Federais de Educação Tecnológica, de Escolas Agrotécnicas e de Escolas Técnicas Federais vinculadas a Universidades Federais. Aos Institutos Federais coube a responsabilidade de promoverem a verticalização da educação básica à pós-graduação; de promoverem a expansão do número de campi e a oferta de cursos considerando a necessidade das regiões atendidas. Destaca-se ainda a realização da gestão da expansão, do corpo técnico e docente, como também a adequação das instalações físicas, para poderem garantir a qualidade da educação ofertada, isso tudo sem perderem de vista sua própria identidade. O presente estudo objetivou analisar o processo de organização da identidade dessa “nova” institucionalidade. Propusemo-nos analisar as repercussões das mudanças institucionais, ocorridas entre o período 2003 a 2010, no IFPB, considerando a visão e o discurso dos atores institucionais. A escassez de estudos sobre o tema e a relevância dada à educação profissional pelas atuais políticas educativas brasileiras justificam a importância deste estudo. O processo de pesquisa foi estruturado em três níveis, a saber: revisão teórica, análise documental e pesquisa de campo. A pesquisa de campo, realizada no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba, contou com a realização de entrevistas semiestruturadas com seis atores institucionais que viveram todo o processo da transformação. O estudo indica que a política de organização dos Institutos Federais no Brasil, para além da proposta de ampliar a oferta pública do ensino profissional de nível médio, representou a consolidação de uma rede de ensino destinada, especificamente, à educação profissional e requereu um esforço de adequação por parte dos mesmos.

This thesis named Verbal assessment at primary schools in the Czech Republic and in Switzerland focuses on an introduction and a comparison of verbal assessment in these two countries. The comparison is intended as a tool for a mutual inspiration. The verbal assessment is a current topic due to the recent changes in the concept of primary education in the Czech Republic. The thesis is divided into two parts. The theoretical part deals with the definition of the term "assessment", its forms and types within the Czech system of education, then it is concentrated on the description of the verbal assessment in more detail. There is also the introduction to the educational concept of one alternative school. The following chapters contain basic information about Swiss education in the context of its history. The school system of evaluation is further described within the Swiss canton called Luzern. The practically empirical part of this thesis examines systems of evaluation at primary school in the Czech Republic and in Switzerland applying the research methods as the interview or the questionnaire. The purpose of this part is to prove that the verbal assessment is more appropriate evaluating form than using classification during the first few years at primary school. KEY WORDS Verbal assessment, Swiss...

Thesis in the first part deals with the theoretical background for the analysis of the educational system. It describes the different phases of the educational system and possible approaches to training staff. The next part is a practical analysis of the education system of sales representatives at Top Moravia Q. This study focuses on introductory training for sales representatives and subsequent training, a personal training manager, working meeting and seminars. Through qualitative and quantitative research investigated the views of program participants on its meaning, effectiveness and contribution. The final part of the evaluation of the findings made and formulated recommendations for improving the program and the educational system as a whole. Also evaluated the overall company's approach to educational activities.

This study explored and evaluated the prevalence of supplementary tuition in the teaching and learning of Mathematics/Mathematical Literacy in some high-performing schools of the East London district in the Eastern Cape. The study followed a descriptive survey design to address the research problem. Data were gathered using questionnaires for grade 11 learners and high school Mathematics/Mathematical Literacy teachers. The learners were the first group to be taught the Mathematics/Mathematical Literacy learning programme of the new National Curriculum Statement (NCS). The results showed that a fair number of learners (about 48%) were not satisfied with their performance in Mathematics/Mathematical Literacy and a large number of the learners (about 90%) considered a good pass in Mathematics/Mathematical Literacy as important, particularly for their future careers. A substantial proportion of learners (42%) expressed concern about the amount of school time allocated to Mathematics/Mathematical Literacy, and thought that this factor hampered the successful completion of the syllabus. Teachers who happened to be adequately qualified and experienced enough, struggled to complete the Grade 11 Mathematics syllabus in time and were concerned about misconceptions carried from lower classes. Teachers also expressed some concern about learners' lack of commitment to Mathematics/Mathematical Literacy. Learners seemingly took supplementary tuition as a way of overcoming their learning challenges. Of the three forms of supplementary tuition (i.e. private tuition, vacation classes and revising model/former examination papers) commonly available in the district, revising examination papers was preferred (about 83%) followed by private tuition at 81% and lastly vacation school. Learners spent 1.67 hours per week on average on supplementary tuition. More Mathematics learners (about 34%) than Mathematical Literacy learners (about 6%) make use of supplementary tuition. Based on these findings, it was concluded that supplementary tuition is not unique to schools that perform poorly, and even at high performing schools, factors exist which influence learners to take supplementary tuition. / MATH, SCIENCE & TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

The thesis charts development of drama education, related changes in education system, specific forms and possibilities of drama teachers education. It focuses more detailed on the period from the 60th of the 20th century (the beginning of constitution the field of drama education) to the end of the nineties (changes related with the establishment of drama education at universities). The development is divided into six periods by significant changes in the developent of drama teachers education. The thesis follows drama teachers' education system transformations, describes education courses and seminars (their aims, contents, forms, methods, etc.), outlines the possibilities of education of drama teachers today. Powered by TCPDF (www.tcpdf.org)

This Diploma Thesis researches the position of drama education at a first level at elementary schools in Prague and Central Bohemia. The Diploma Thesis is divided into two parts. The theoretical part describes the overall drama education, its principles, methods, objectives, content, and its representation in the Framework educational program. The practical part inquires answers to research questions by questionnaire survey, observation and interviews. It deals with the degree of integration of drama education into the teaching process, confirming of methods application and techniques of drama education in the tuition and indicate positive and limiting factors in the application of drama education in the tuition. Keywords drama education, elementary school, Framework educational program, School educational program, methods of drama education