No description available.

Thesis (M.Sc. in training)--University of Hong Kong, 1995. / Includes bibliographical references. Also available in print.

In 1945 the Australian Government created the Department of Immigration. Its purpose was the promotion of a solution to Australia’s limited natural population growth in the face of defence fears and of an Australian society which, using the voices of its politicians, was increasingly willing to depict itself as an isolated and threatened British outpost. The fears themselves revolved as much around the defence of a singularly British heritage in terms of political, social and economic institutions, as a purely geographical or military threat. While the “threat” was more often perceived as assuming an Asian or non-European identity, Australians also had a history of feeling socially insecure when confronted by “non-British groups” within their own shores; the extent of that insecurity varying according to more specific ethnic categorisations within the general “non-British” label (i.e. northern c.f. southern Europeans, western c.f. eastern Europeans). The significance of the post-war period is that within two years of the formation of an Immigration bureaucracy by a party which had traditionally been hostile to immigration, an immigration programme had also begun to be formulated which would eventually allow, encourage, and financially assist, the introduction of groups which, traditionally, were depicted as posing the very threat to Australian homogeneity which immigration had been posited as assuaging.

The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++ / were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 101-104).

The introduced diploma thesis suggests a business plan for new activities of a middle entrepreneur, financed by European Structural Funds. The target is to build a training centre for public, the applicant is educational institution. The first part of thesis deals with theoretical aspects of European Structural Funds topic, second part composes own business plan suggestions.

This dissertation responds to the problem that intervention on historical architecture generally represents a loss of value to the existing building and new programme. It investigates the relationship between the alteration of historical architecture and the introduction of new intervention which reflects current users, time and programme through cultural production. Historical architecture is static and rejects the notion of change. Interior design opts to alter the existing to ensure new inhabitation in changing times. Cultural production is the process by which products are designed to relate intrinsically to their user group culture and identity. The study links all three factors through the design of the People’s Upliftment Programme skills training centre in Salvokop (2011 POPUP), in a building which was constructed in 1909 as the chief engineer’s office (1909 CEO) for Pretoria’s railway line. The project seeks to identify a balance between retaining the identity and character of the existing (“historical ideal”), and explicitly reflecting the energy of the skills learners and skills training programmes which have subsequently occupied the building. / Dissertation (MInt(Prof))--University of Pretoria, 2011. / Architecture / unrestricted

Thesis (Ph. D. (Social Work)) -- University of Limpopo, 2021 / In South Africa, shelters that accommodate survivors of domestic violence also adopted the Skills Development Programme with the intention of empowering survivors to be financially self-reliant. In shelters the Skills Development Programme is rendered for a period of six months depending on the stay of the survivors. Despite the provision of the Programme, which has been identified as intervention strategies towards poverty alleviation, it is evident that the level of skills training provided does not conform to the identified skills shortage in the economy. Sometimes it is due to limited time which the training had provided.The programme is not sustainable, and as a result, there is a high beneficiary turnover. Furthermore, resources of training beneficiaries to be independent are limited. Monitoring and evaluation is also poor. This programme is acknowledged to be expensive. The graduation from this programme does not mean success for the survivors. Instead, it results in the participants going back to poverty status and be dependent on government resources to make a living post-institutionalisation. This study titled “An evaluation of the effectiveness of Skills Development Programmes in the shelters accommodating survivors of domestic violence in Gauteng Province, Tshwane Region” evaluated the effectiveness of the said programme. It has adopted a qualitative approach which was evaluative in nature, guided by the Stages of Change Model (Trans-theoretical Model) underpinned by Theory of Reasoned Action. The participants consisted of three (3) different sets. They were survivors (individuals) of domestic violence from the shelters, shelter managers and a focus group made out of those individual survivors. Five (5) survivors of domestic violence and five (5) shelter managers were interviewed on a face to face basis. Semi-structured interviews were employed to collect data. This was followed by a focus group discussion. Multiple sources provided verification and trustworthiness while complementing similar data. As a result, more comprehensive data was obtained. During the data analysis process, different themes emerged. These were presented in the form of a report. It was evident that the Skills Development Programme presented in the shelters is not effective to help survivors of domestic violence to be financially self-reliant. However, there is a potential in the programme if it can be well resourced. / The National and Provincial Department of Social Development

Orientador: Vicente Rodriguez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T12:31:47Z (GMT). No. of bitstreams: 1 Alves_RaquelPereira_M.pdf: 4788841 bytes, checksum: 89f309862fdd52ff24c130c10154bfe0 (MD5) Previous issue date: 2015 / Resumo: Essa pesquisa tem como propósito investigar o papel que os Centros de Formação de Professores das cidades de Campinas e de Hortolândia vêm desempenhando na condução das políticas de formação continuada, através do levantamento e da análise dos Programas de Formação ofertados aos docentes do Ensino Fundamental, no período de 2000 a 2012. O contexto histórico pautou-se nas mudanças ocorridas a partir da Reforma do Estado que propôs o processo de descentralização e municipalização das matrículas do Ensino Fundamental, bem como, a criação de mecanismos de monitoramento dos resultados das avaliações externas. Essa mudança colocou para os municípios, os/as gestores/as e principalmente, para os/as professores/as a responsabilidade sobre os resultados da educação. Nesse sentido, a formação continuada ganha o centro das atenções e dos debates. A literatura sobre o tema é unânime em indicar que a formação seja centrada na escola. Nossa questão se coloca nesse ponto: qual o papel dos centros de formação? A coleta de dados foi realizada nos documentos guardados nos Centros de Formação das duas cidades. A análise se pauta na identificação dos proponentes, das temáticas e objetivos subjacentes às ações ofertadas, e também no modo como se deu a captação das demandas e a participação dos/das professores/as. Como resultados, identificou-se que as Secretarias Municipais de Educação das duas cidades realizam parcerias com a esfera federal e estadual, bem como com o setor privado para a condução de suas políticas de formação continuada. No entanto, grande parte da oferta dos programas resulta das orientações das próprias secretarias de educação, dos/as gestores/as, assessores/as, especialistas e dos/as professores/as. A pesquisa mostrou que os temas Curriculares foram prioritários no planejamento das ações de formação durante o período analisado. Os objetivos das ações ofertadas variaram de acordo com o proponente, no entanto observamos como prioridade nos dois centros a implementação de políticas educacionais originadas, tanto das próprias secretarias municipais quanto dos governos estaduais e federal. Em Hortolândia constatamos a interferência do setor privado na definição de conteúdos no Currículo do Município. v Os modos como as ações de formação estão estruturadas nesses municípios marcam diferenças: em Hortolândia a escolha dos professores é mais individualizada e em Campinas a escolha é individual e a proposta se organiza de forma mais coletiva por meio, principalmente, de grupos de formação e de estudos. Concluímos que os Centros são importantes na medida em que favorecem o encontro de professores de diferentes escolas, o que, dependendo da metodologia empregada, poderá favorecer o intercâmbio de experiências e de reflexões sobre a prática e a profissão / Abstract: This research aims to investigate the role that the Centers for teacher¿s training, have played in the conduct of continued education policies in the cities of Campinas and Hortolândia. The investigation was conducted through the survey and analysis of the training programs offered to elementary school¿s teachers, in the period from 2000 to 2012. The historical context was based on the changes brought about by the State Reform which proposed the process of decentralization and municipalization of elementary school's enrolment, as well as the creation of mechanisms to monitor the external evaluations results. These changes have placed to municipalities, managers and especially for teachers the responsibility for education results. In this sense, continuing education wins the center of attention and debates. The literature on the subject is unanimous in stating that continuing education should be centered in school. Our research question arises at this point: what is the role of training centers? Data collection was performed on documents stored in the training centers of the two cities. The analysis is guided in identifying the proponents, the themes and the objectives of these programs, and also in the way how demands were captured and how teachers' participation has occurred. As a result, it was found that the Municipal Departments of Education of the two cities hold partnerships with the federal and state governments as well as with the private sector to conduct their continued education policies. However, much of the supply of programs follows from the guidelines of their own education departments, managers, advisors, experts and teachers. The research has shown that the Curriculum subjects were most important in the planning of training activities during the period. The objectives of actions taken have varied according to the proponent, however we could observe that the priority in the two centers was the implementation of educational policies arising from the municipal education departments and also from the state and federal governments. In the city of Hortolândia we found the private sector¿s interference in the content definition of the Municipality's Curriculum. vii The ways in which training activities are structured in these municipalities show differences: in Hortolândia teachers¿ choice is more individualized and in Campinas the choice is individual but the program¿s proposal is organized in a more collective way through, mainly, groups of training and of studies. We conclude that the centers are important in favoring the meeting of teachers from different schools, which, depending on the methodology used, can promote the exchange of experiences and reflections on the practice and the profession / Mestrado / Ciencias Sociais na Educação / Mestra em Educação

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf [149]-156). Also available in print.