Global ETD Search

231	Rovné příležitosti ke vzdělání - v terciárním školství (vysoké školy) / Equal Opportunities for Education - in the Tertiary Education (Universities) Maňourová, Tereza January 2015 (has links) Education plays an increasingly important role in achieving success in life and the social ladder, because every individual should have the same opportunity to study regardless of their origin, social characteristics, educational family history or other ascriptive factors. This thesis deals with an access to higher education for those who come from low-income families or families where a higher education has no family history. It describes and analyzes the current access to tertiary education in the Czech Republic in the context of the equalization of opportunities of students from families with no tradition of higher education or lower socio- economic status. The theoretical part presents information about the issue of access to higher education. It explains the concepts which are often mentioned in this thesis, describes the historical development of the right to education and the path to the right of equal access to tertiary education in a modern society. The following describes the sociological theories on educational inequality and they are applied to the specific factors influencing equity of access to tertiary education. Finally, it outlines the current development in the Czech Republic. The practical part describes the support system for the largest university in the Czech Republic. This...
232	The attitudes of L1-African language students towards the LOLT issue at Unisa Bekker, Ian 28 February 2002 (has links) Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics / M.A. (Linguistics) Language attitudes Factor analysis Language planning Language policy Language-in education Attitude scales African languages Tertiary education University students Exploratory research 306.44968 Students -- Attitudes Language policy -- South Africa Multilingualism -- South Africa Language and culture -- South Africa Language and education -- South Africa Language planning -- South Africa University of South Africa -- Language
233	The development and implementation of computer literacy terminology in isiXhosa Sam, Msindisi Scara January 2010 (has links) No description available. Xhosa language -- Data processing
234	The attitudes of L1-African language students towards the LOLT issue at Unisa Bekker, Ian 28 February 2002 (has links) Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics and Modern Languages / M.A. (Linguistics) Language attitudes Factor analysis Language planning Language policy Language-in education Attitude scales African languages Tertiary education University students Exploratory research 306.44968 Students -- Attitudes Language policy -- South Africa Multilingualism -- South Africa Language and culture -- South Africa Language and education -- South Africa Language planning -- South Africa University of South Africa -- Language
235	Mission statement and management of private tertiary religious institutions in Eastern and Southern Africa Kibuuka, Hudson Eddie 06 1900 (has links) The region of Eastern and Southern Africa has recently experienced an unprecedented development of private tertiary institutions. Most of these institutions are established by religious organisations which, since the inception of education, have been involved in operating educational institutions of lower levels. Although referred to as private institutions, which by definition would imply funding other than the government sources, these private institutions find themselves, at times requesting the government to fund their development as well as their operations. This study sought to investigate if these private religious institutions have unique raison d'etre expressed in the form of mission statements. The study also investigated the nature of their management and the management structures in practice. The literature reviewed indicated that private religious institutions have a unique mission based on their basic concept of education and their world view. They seek to pursue and inculcate specific values. Operating in a competitive environment, however, in which their competitors do receive funding from the government makes the private institutions vulnerable to hardships. The study was conducted using qualitative research approach in three countries, namely Kenya, Uganda and Zimbabwe; involving all degree granting recognised private religious institutions in the sample and focussing on the management. The respondents were chosen by elite purposive and snowball sampling. The main data collection method was the interview. However, document analysis, observations, and a questionnaire were also used. The findings from the data indicate that private religious institutions have unique missions although they are, at times, not expressed in the form of mission statements. As a result some of the stakeholders, including those involved in management, don't get to know what their institutions' missions are. The study concludes by emphasising the development of clear mission statements involving the stakeholders in the process and having the mission statements widely disseminated. It is also recommended that training in management is important for the managers of the institutions at the various levels. A model of management is proposed for streamlining the management of the institutions considering the requirements of the national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management) Educational Management Tertiary Education Religious Educational Institutions Vision Mission Statement Strategic Planning Eastern and Southern Africa Values Goals Raison D'etre Indoctrination Denomination Private Education Affiliation Accreditation Participatory management Charter Quality University Sense of Mission 378.04 Mission statements -- Africa, Eastern Mission statements -- Africa, Southern
236	Mission statement and management of private tertiary religious institutions in Eastern and Southern Africa Kibuuka, Hudson Eddie 06 1900 (has links) The region of Eastern and Southern Africa has recently experienced an unprecedented development of private tertiary institutions. Most of these institutions are established by religious organisations which, since the inception of education, have been involved in operating educational institutions of lower levels. Although referred to as private institutions, which by definition would imply funding other than the government sources, these private institutions find themselves, at times requesting the government to fund their development as well as their operations. This study sought to investigate if these private religious institutions have unique raison d'etre expressed in the form of mission statements. The study also investigated the nature of their management and the management structures in practice. The literature reviewed indicated that private religious institutions have a unique mission based on their basic concept of education and their world view. They seek to pursue and inculcate specific values. Operating in a competitive environment, however, in which their competitors do receive funding from the government makes the private institutions vulnerable to hardships. The study was conducted using qualitative research approach in three countries, namely Kenya, Uganda and Zimbabwe; involving all degree granting recognised private religious institutions in the sample and focussing on the management. The respondents were chosen by elite purposive and snowball sampling. The main data collection method was the interview. However, document analysis, observations, and a questionnaire were also used. The findings from the data indicate that private religious institutions have unique missions although they are, at times, not expressed in the form of mission statements. As a result some of the stakeholders, including those involved in management, don't get to know what their institutions' missions are. The study concludes by emphasising the development of clear mission statements involving the stakeholders in the process and having the mission statements widely disseminated. It is also recommended that training in management is important for the managers of the institutions at the various levels. A model of management is proposed for streamlining the management of the institutions considering the requirements of the national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management) Educational Management Tertiary Education Religious Educational Institutions Vision Mission Statement Strategic Planning Eastern and Southern Africa Values Goals Raison D'etre Indoctrination Denomination Private Education Affiliation Accreditation Participatory management Charter Quality University Sense of Mission 378.04 Mission statements -- Africa, Eastern Mission statements -- Africa, Southern
237	The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997 Oakshott, Stephen Craig, School of Information, Library & Archives Studies, UNSW January 1998 (has links) This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures. CAUL ALCAE Higher Education Australia Libraries University Universities Colleges of Advanced Education CAE History Cooperation Interest Groups Lobbying Lobby Groups Federal Government Commonwealth Government Funding Australian Vice-Chancellors' Committee AVCC AACOBS Library Association of Australia LAA ALIA CAVAL CLANN ACDP Australian Bibliographical Network ABN ALIC ACAE Australian Universities Commission AUC CACAE ACAE CTEC Tertiary Education Commission TEC DEET NSWAEC UNISON Victor CRITTENDEN Paul McNALLY Andrew OSBORN Dorothy PEAKE Jack WARD Dietrich BORCHARDT Harrison BRYAN Ted FLOWERS Allan HORTON Neil RADFORD Denis RICHARDSON Colin STEELE Eric WAINWRIGHT Frank HAMBLY Geoff ALLEN Christopher AWCOCK Judith EDWARDS John CUMMINGS Katherine CUMMINGS Axel LODEWYCKS Derek FIELDING Leonard JOLLEY Brian SOUTHWELL John SHIPP James O'BRIEN Jessie HARLEY Bill HITCHINS Lois JENNINGS John YOCKLUNN

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