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History of Davuilevu Teacher Training Institution, 1918-1946 : a study of a grant-aided Methodist Mission educational institution in Fiji /Bruce, Catherine Hope. January 1974 (has links) (PDF)
Thesis (B.A.Hons. 1975) -- University of Adelaide, Dept. of History, 1974.
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Stakeholder involvement in the management of public technical training institutions in KenyaOnduru, James Otieno 06 1900 (has links)
The phenomena of stakeholder identification and involvement in the affairs of public entities
has become of great importance in the recent years. Literature review reveals the extent of
knowledge and discloses gaps that exist in the management of technical training institutions
in Kenya. Therefore, key research questions aimed at achieving the objectives of this study
were formulated. For empirical responses, a sample comprising three institutions was chosen,
where respondents were selected purposively. Focus group and individual interviews were
conducted for qualitative data collection from purposively selected respondents. The data
analysis led to the conclusion that stakeholders are varied and their involvement in specific
issues minimal. This implies lack of clarity of knowledge of the stakeholders and variation
regarding the extent to which they need involvement and the effects. One recommendation is
to carry out an analysis to establish legitimate stakeholders and their specific potential
influences. / Educational Studies
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Stakeholder involvement in the management of public technical training institutions in KenyaOnduru, James Otieno 06 1900 (has links)
The phenomena of stakeholder identification and involvement in the affairs of public entities
has become of great importance in the recent years. Literature review reveals the extent of
knowledge and discloses gaps that exist in the management of technical training institutions
in Kenya. Therefore, key research questions aimed at achieving the objectives of this study
were formulated. For empirical responses, a sample comprising three institutions was chosen,
where respondents were selected purposively. Focus group and individual interviews were
conducted for qualitative data collection from purposively selected respondents. The data
analysis led to the conclusion that stakeholders are varied and their involvement in specific
issues minimal. This implies lack of clarity of knowledge of the stakeholders and variation
regarding the extent to which they need involvement and the effects. One recommendation is
to carry out an analysis to establish legitimate stakeholders and their specific potential
influences. / Educational Studies
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Efficacy of Internship Component of the Software Engineering Sector in the Western CapeMarambire, Tendai January 2015 (has links)
A Dissertation submitted in fulfilment of the degree Master of Technology in Information Technology In the FACULTY OF INFORMATICS AND DESIGN at the CAPE PENINSULA UNIVERSITY OF TECHNONLOGY / With the software sector being central to economic growth, it was important for the study to analyse the adequacy of skills in the sector. The provincial government of the Western Cape, the industry and tertiary institutions are collaboratively developing relevant Software Engineering (SE) skills. However, it was unclear whether the joint efforts are achieving the intended outcomes. The risk with uncertainty is that emphases may be placed on aspects that do not accurately address the objective of the initiative. Other SE skills shortage risks may include: failure by the region to improve productivity, innovations, exports, and the risk of failing to reduce high unemployment. It is important therefore, that the efforts to address SE skills shortage in the Western Cape succeed.
This research made extensive use of relevant literature. Interviews were conducted with employers from chosen companies in Cape Town, South Africa, with an HR representative, HOD from the faculty of Computer Science from Universities and with SE interns. Within the interpretive epistemology, a qualitative inductive methodology was applied. In this respect, a non-probability purposive sampling was used to approach only members of the population ready and willing to give the required data. Despite internship programs being in full operation, findings highlighted the SE technical skills in short supply in the Western Cape and these include Java, dot Net and database skills. The high shortage of SE skilled personnel is pointed out to be a result of few SE graduates from SE tertiary institutions which is blamed on few Universities enrolments. Furthermore, Universities indicated poor mathematics pass rates at matric level as the main reason for having low SE enrolment levels since mathematics is a prerequisite to the SE course. Adding on to that, findings confirm that high SE skills shortage are a result of the imbalances of theoretical and practical aspect of SE courses at Universities. The main reason for the imbalances is that there is no communication between SE industry and Universities. It would be beneficial if companies were consulted by universities when syllabi are prepared. This way, affected parties could forge a common ground to close the skills gap. It may also help tertiary institutions to review and change their syllabus at the right time, in order to focus on what are current imperatives in the SE industry.
Findings also reflect that the main reason for SE internships is the need to build up the SE technical skills of interns through work related learning in the SE industry. These internships have been successful in alleviating the problem but not high enough to solve the SE skills shortage in the province. This implies these Internship programs could positively contribute to the alleviation of SE skills shortage in Cape Town if more is done to improve the programs. A greater focus on enhancing such programs would provide benefits in the SE field. Consultative collaborations between the tertiary sector and the industry on curricula matters are recommended. Thus, a need for a more solid relationship between SE tertiary institutions and the SE field of operation needs further investigation. Students on the other hand need to be proactive by collaborating with other relevant SE related affiliations for knowledge sharing seminars especially on the current technologies in use in the SE industry.
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A cross - sectional profile of male students registered for the Bachelor of Nursing at a nursing training institution in the Western CapeNoordie, Ilhaam January 2020 (has links)
Master of Public Health - MPH / Men comprise about 10% of the nursing population globally and approximately 15% of
the nursing workforce according to the South African Nursing Council. There has been
an increase noted in the number of males entering the nursing profession. However, it is
reported that male nurses experience discriminatory encounters related to gender bias, nursing culture, lack of equity in learning opportunities, and the stigmatisation of male nurses by the media. Although figures indicate that men remain a minority within this female dominated profession, a university in the Western Cape reported an increased enrolment of males in
the nursing programme. However, little is known about what motivates them to enter this
female-dominated profession and the challenges they face within the nursing profession. Therefore, the aim of this study was to compile a profile of the current male student
nursing population at his school of nursing. The objectives were to identify factors
motivating male students to choose nursing as a profession; identify the perceived
challenges of male students in the nursing programme; and determine any associations. A quantitative, descriptive study design was used to collect data from the study population, 218 male students registered for the undergraduate nursing programmes in
2018. Stratified sampling was used to select male students for participation in the cross- sectional survey and 143 completed the self-administered questionnaire. The tool in this study was adapted from studies conducted by Bartfay et al (2010) and from O’Lynn
(2003, 2013). The Cronbach’s Alpha coefficient for the Likert scale questions to
determine the motivation for choosing nursing was 0.700 -and 0.905 for the perceived
challenges. The Statistical Package for the Social Sciences (SPSS) version 25 was used to calculate
descriptive and inferential statistics. Spearman’s correlations to calculate the strength of
the relationship between the dependent variables. Mann-Whitney U test and the Kruskal- Wallis tests were used to determine the associations between the different variables. A response rate of 65.5% (143) was obtained. The majority of the male students, 84%
(120) were aged between 18-25 years and 13% (18) between 26 and 33 years. The
majority, 77% (110) were Blacks, 19% (27) Coloureds and 1% (2) White. Forty four
percent (63) resides in the Eastern Cape, whilst 39% (56) is from the Western Cape. The
spread across the different year levels from 1st to 4th year of the B. Nursing programme
are 25% (35), 27(39), 21% (29) and 20% (28) respectively. The majority, 88% (126) had
no previous nursing experience before commencing the nursing programme but 53% (76)
were studying. The majority, 95% (137) were single and 79% (114) indicating no
dependents. The desire to make a difference in society (97%, n=137) and always wanted to be a nurse
(38%, n=54) were identified respectively as the most and least important intrinsic factor
for entering the nursing profession. The highest rated extrinsic factors for choosing
nursing ranging from 92% -76% included having a stable career; variety of career paths;
travelling abroad; career mobility and using nursing as a steppingstone to other careers. However, 39% (56) were encouraged by family to do nursing. In terms of perceivedchallenges, the majority of male students indicated that media portrayed nursing as a
female profession, 86% (122) and male nurses as gay or effeminate, 71% (102). Challenges in the clinical settings reveal that 71% (102) of the respondents fear being accused of inappropriate touching of female patients, 82% (118) indicated that female
patients were reluctant to receive care from male nurses, and 78% (112) perceive that
female colleagues utilize male nurses primarily to lift heavy objects or heavy patients. Finally, the results indicate that extrinsic motivations were significantly associated with
the respondents’ race (p = 0.004) and province (p = 0.047). A significant association was
found between intrinsic motivation and the age of those respondents who considered
nursing as a profession (p = 0.000). There was a significant association between extrinsic
motivations and the age when the respondents considered nursing (p = 0.016). The main recommendation that nurse educators and clinical staff be informed of the challenges and gender-based issues that male student nurses face and implement remedial actions in both the classroom and clinical areas.
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Sporto klubų darbuotojų įvertinimo ir mokymosi ryšys / The link between assessment and learning of employees of sport clubsNarkunienė, Dovilė 05 June 2010 (has links)
Raktiniai žodžiai: veiklos vertinimas, darbuotojų vertinimas, mokymasis, organizacinis mokymasis, besimokanti organizacija.
Darbo objektas: Alytaus sporto klubų darbuotojų įvertinimo ir mokymosi ryšys.
Tyrimo problema: žinant darbuotojų veiklos vertinimo svarbą ir būtinumą mokytis, kad organizacija efektyviai konkuruotų rinkoje, atskleisti, kaip sporto klubų darbuotojų įvertinimas susijęs su jų mokymusi.
Darbo tikslas: Nustatyti Alytaus sporto klubų darbuotojų įvertinimo ir mokymosi ryšį.
Darbo uždaviniai:
1) Atskleisti mokymosi sampratos esmines charakteristikas ir išskirti besimokančios organizacijos esminius bruožus.
2) Apibrėžti darbuotojų veiklos vertinimo sampratą ir išskirti vertinimo funkcijos metodų privalumus ir trūkumus.
3) Nustatyti ir išanalizuoti Alytaus sporto klubų darbuotojų veiklos vertinimą.
4) Nustatyti Alytaus sporto klubų darbuotojų esminius mokymosi bruožus.
5) Atskleisti Alytaus sporto klubų darbuotojų įvertinimo ir mokymosi ryšį, pateikti jo praktinį modelį.
Darbe iškeltos hipotezės:
• komandiniai darbuotojų vertinimo metodai daro didesnę įtaką organizacijos mokymuisi nei individualūs vertinimo metodai.
• komandiniai vertinimo metodai daro didesnę įtaką organizacijos mokymuisi nei kiti mokymąsi skatinantys veiksniai.
Išvados:
1) Išskyrėme individualų ir organizacinį mokymąsi, orientuotus į vidinę ir išorinę aplinką. Individualus ir organizacinis mokymasis vyksta daugiau vidinėje aplinkoje. Individualus mokymasis yra nepakankama sąlyga... [toliau žr. visą tekstą] / Key words: evaluation of activity, assessment of employees, learning, organizational studies, on training institution.
The subject of work: the link between assessment and learning of employees of Alytus sport clubs.
The problem of survey: being aware of the importance of activity evaluation and the necessity of learning of sport club employees to show how their assessment is related with their learning in order to be a successful competitor on the market.
The aim of the work: to establish the link between the assessment and learning of Alytus sport clubs employees.
The objectives of the work:
1) to reveal the fundamental characteristics of the conception of learning and to set the essential features of the learning organization
2) to describe the conception of assessment of employees and to detect advantages and shortages of the function of assessment methods
3) to define and analyse the activity evaluation of Alytus sport clubs
4) to define the major elements of learning of employees of Alytus sport clubs
5) to define the link between assessment and learning of employees of Alytus sport clubs and to present its practical module.
Hypotheses risen in the work:
• team methods of employees` assessment have stronger influence versus individual methods for the learning of the whole organization;
• team evaluation methods have a stronger influence on the learning of the whole organization than any other methods stimulating learning process .
Conclusions:
1) We have... [to full text]
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師資培育機構與中等學校教育實習機構合作關係暨相關問題之研究 / A study of the relationship and relative questions between teacher training institution and intern institution of secondary吳清明 Unknown Date (has links)
本研究旨在以師資培育機構與中等學校教育實習機構合作關係作實証性之研究;研究對象包括師資培育機構之教育學程中心主任或實習輔導處(室)主任、實習指導教師、實習學校之行政人員(校長、教務主任、訓導主任、輔導主任、教學組長)、實習輔導教 師、實習教師。研究方法包括問卷調查法及訪問調查法,發出問卷調查有1000份,回收率為68.3%;另外訪談對象有師資培育機構人員二位、高中校長一位暨實習教師二位。
本研究結果顯示:(一)由雙方合作關係現況分析得知:1.全體受試在合作現況的 評定順序依次是:(l)教育實習;(2)設備資源;(3)教師發展。2.師資培育機構與實習學校之合作關係成功的關鍵因素是明確定位雙方權利、義務關係暨雙方具有誠懇的態度。3.「教育合作契約書」內涵實習教師未能了解或者沒有看到。4.實習學校校長對師資培育機構之態度不滿意。5.師資培育機構與實習學校合作關係之內涵認為彼此接觸太少。6.實習指導教師工作繁重,無法落實教育實習輔導制度。(二)由雙方合作關係現況差異性分析得知:1.在合作現況之差異中顯示在「設備資源」項目上中、南、東部實習學校及私立師資培育機構有比較劣勢之表現。2.實習教師對於雙方合作關係持負面反應。(三)由雙方合作關係需求分析得知:1.全體受試在合作需求的評定順序是:(1)教師發展;(2)教育實習;(3)教學課程。2.師資培育機構宜成立重點實習學校發展暨區域性教育輔導中心。3.實習學校掌握「平等與互惠」原則能使雙方合作關係穩定又良好。4.實習輔導教師給予實習輔導教師津貼補助,才能獲得尊重並給予物質上之補貼。(四)由雙方合作關係需求差異性分析得知:1.在個別受試背景之優先需求得知:(1)師資培育機構人員在教育實習、研究發展有較高的需求。(2)實習學校行政人員在教師發展、行政服務的需求較高。(3)實習輔導教師暨實習教師在教師發展、行政服務的需求較高。(五)由調查實習輔導制度所衍生的問題分析得知:1.師資培育課程宜注重班級經營技巧之訓練。2.落實實習輔導制度評量工作。3.實習教師對於師資培育機構舉辦之各項研習活動肯定其功能。4.全職實習教師心態不平衡。5.從個別意見調查中顯示實習教師對雙方合作關係持較負向的觀感。6.從供需差距之認知中發現實習教師、實習輔導教師、實習學校行政人員對於「實習學校訂定獎勵辦法」有共同看法。本研究之成果可瞭解師資培育機構與中等學校教育實習機構合作關係現況暨合作關係需求與其差異性,並提出具體改進建議,以為未來教育界之參考。 / The purpose of the study is to make an empirical survey on the cooperative relationship between teacher training institutions and intern institutions of secondary schools. The respondents of the study include the dean of the center the educational program center, the dean of intem-guide center in the teacher training institution, intern master teachers, administration of intern school institution (inclusive of the principal, the academic dean, the dean of students, the dean of the consultant center, and the executor of educational plans), teacher training institution mentors, and intern teachers. The methods of the study contain both the method of the questionnaire and that of the semi-structured interview, issuing 1,000 copies of the questionnaire. The percentage of the returned questionnaires mounts to 68.3 percentage. Other respondents are two personnel in the teacher training institution, one principal in senior high school, and two intern teachers.The result of the study shows:
A. According to the analysis of the appearances between their cooperative relationship:
1. The orders of the appearances about cooperative relationship judges from the entire respondent: (1) internship; (2) facility resources; (3) teachers' development.
2. The keys of successfully cooperative relationship between the teacher training institution and the intern school are based on the definite relationship between their rights and responsibilities as well we their sincere attitudes.
3. Intern teachers cannot understand or don't see the content of the contract about educational cooperation.
4. The principal of the intern school is discontent with the attitude of the teacher training institution.
5. The frequency of their contacts may frustrate the expectation of the content about the cooperative relationship.
6. The intern-guide system cannot work efficiently due to the intern master teachers' overwork.
B. According to the analysis of differences between their cooperative relationship:
1. About the differences of the cooperative appearance on "facility resources",Central, Southern, Eastern intern schools, and private teacher training institutions have inferior performances.
2. The intern teachers hold negative attitudes toward the cooperative relationship.
C. According to the analysis on the demand of the cooperative relationship:
1. The orders of the cooperative relationship demand from all the respondents: (1)teacher's development; (2) internship; (3) teaching curriculum; (4) administration service.
2. Teacher training institutions should set up key-point intern school and develop regional inter-guide center.
3. Intern school stick to the principle of equality as well as mutual benefits can make their cooperative relationship stable and well.
4. Teacher training institutions should give teacher training institution mentors reasonable allowance so as to own their respects and compensate them on the material.
D. According to the analysis on the difference of the cooperative relationship:
1. The individual respondent's superior demand shows:(1) Teacher training institutions have higher demand on internship and study development.
(2) Administration of intern school has higher demands on teachers' development and administration service.
(3) Teacher training institution mentors and intern teachers have higher demands on teachers' development and administration service.
E.According to the analysis of questions derived from the investigation of intern-guide system:
1. Teacher training curriculum should put emphasis on the developing the skills of classroom management.
2. It is important to activate the evaluation system about the intern-guide system.
3. Intern teachers should hold positive viewpoint on the research conferences held by teacher training institutions.
4. Full-time intern teachers' minds are unbalance- able. (or Full-time teacher cannot keep their minds balance.)
5. From the personal opinion, it shows that the intern teachers hold the negative view on cooperative relationship.
6. From the difference on demand ad supply, we realize that intern teachers, intern master teacher and administration mentor of internship have the identical viewpoint on " setting up rewards schemes for schools of internship".
Through the investigation and the results of the study, we can understand the cooperative relationship between teacher training institutions and intern institution of secondary school accompanied by their demand and difference on the relationship.In addition, I sincerely hope my study can offer some constructive suggestions for future study.
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Motivace žáků k učení témat vzdělávací oblasti ICT v prostředí vzdělávání střední odborné školy a učiliště / Student's motivation to learn topic of the educational area ICT for vocation (training school)Jakubička, Tomáš January 2015 (has links)
This diploma thesis is focused on pupils' motivation to learning in ICT at vocational secondary schools and colleges. The main educational goal of ICT as a subject is to develop pupils' ICT literacy. The theoretical part of this thesis deals with motivation as a pedagogical concept and appropriate teaching approaches to it. An analysis of ICT subjects in the curriculum of the Framework Education Programmes for vocational secondary schools and colleges contributes to form an integral part of the theoretical base. The empirical part is divided into three mini-surveys carried out at a vocational secondary school and training institution in Liberec. The first was a questionnaire for pupils to discover what motivates them to study ICT. The second was a questionnaire for teachers which aimed to find out if and how teachers apply and exploit pupils' ICT literacy in their teaching of vocational ICT as a specialist subject. The third element was interviews with ICT teachers with the aim of investigating how ICT teachers understand the role of ICT as a subject and how they develop their pupils' ICT literacy. The results of all three were then analysed in relation to the question, "What supports and helps motivate pupils to learn ICT?" The findings obtained were consequently applied in the design of...
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Relevance of the Swaziland teacher education curricula to professional ethics regarding teacher-pupil relationshipsSimelane, Jenneth Futhie 02 1900 (has links)
Education in Swaziland is faced with the challenge of degenerating professional standards among teachers. This study sought to determine the relevance of the current teacher training curriculum in preparing pre-service teachers on professional ethics regarding teacher-pupil relationships. The study’s participants were from two universities; University of Swaziland (UNISWA) and Southern Africa Nazarene University (SANU), and three teacher-training colleges; William Pitcher, Ngwane, and Swaziland College of Technology. Participants comprised five purposefully selected heads of education departments, five focus groups of eight final year student teachers randomly selected from each institution, 100 new teachers with less than five years teaching experience (graduates) from the participating teacher training institutions.
Data were collected concurrently using a semi-structured interview for the heads of department, focus group interviews for student teachers, a questionnaire for new teachers and document analysis for collecting data from documents of the institutions. Instruments were pilot tested on samples with similar characteristics to those of the participants. Data analysis was guided by the research questions. Qualitative data from the interviews and focus group interviews were analysed inductively, presented narratively through the use of verbatim quotations. Content analysis was used to analyse data from the documents and presented similarly to that from interviews. Quantitative data was analysed using descriptive statistics such as means, frequencies and percentages using Statistical Package for Social Sciences (SPSS) Version 20. Findings of the study revealed that the extent to which teacher training institutions implemented professional ethics regarding teacher-pupil relationships was not as adequate as it should, in terms of content and methods of implementation. The teacher training institutions generally offered professional ethics not as a course but as part of a course or courses.
Therefore, the study recommended that the curricula in teacher training institutions should incorporate a course specific to ethics of the teaching profession. A further study on challenges faced by teacher training institutions in the implementation of the curriculum on professional ethics is necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placementJansen, Shahieda 01 January 2002 (has links)
This study explores trainees' experiences of power dynamics within a
ritualised training context, with reference to the three major aspects of the study:
training, ritual and power. The psychotherapeutic training took place at Agape, a
community-based counselling service in Mamelodi, whose theoretical approach to
training included a mixture of postmodern, ecosystemic and African traditions. A
substantial literature survey examines the major concepts and issues related to the
research subject, such as psychotherapeutic training approaches, the philosophies and
theories that may inform training procedures, ritual practices in psychotherapy, and
organisational and power aspects of psychotherapeutic training. The research process
was executed using the qualitative, interpretive research methodology. A sample of
six of the trainees who had completed their training at this placement was
interviewed, and two of the trainers. The researcher's reflections on her own training
experiences are woven into the material. Using the interview technique and through
asking a series of open-ended questions, the researcher obtained an account of the
subjective, sacralised training interactions at Agape. Themes were identified that had
emerged during the interview process. In brief, the themes referred to trainees'
theoretical and practical experiences in the training placement, how they made sense
of the sacralised therapeutic experiences, and comments on their relationship with
trainers and fellow trainees. The most common theme that emerged was that of
power. The end product of this study portrays the trainees' understandings of power
within a sacralised psychotherapeutic context and their responses to this. This study
makes explicit the links between ritualisation and power within an evaluative
psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)
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