E-mail is changing direct marketing. A rapidly maturing set of permission e-mail marketing technologies is profoundly impacting the way companies market to their customers. Lifelong learning will be essential for everyone as we move into the 21st century and it has to be made accessible to all. Education and training systems also must play an important role. As the world moves increasingly to knowledge-based economies and societies, the emphasis given to this goal is not only right, but also it must be reinforced. In this study, we¡¦ll discuss the current situation of educational training services applying permission e-mail marketing in Taiwan. Therefore, the paper provides a good direction for researchers in e-mail marketing. Furthermore, educational training services can apply e-mail marketing strategies easily and gain benefits from them.

The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.

Thesis (M. A.. (African Languages)) -- University of Limpopo, 2018 / Support and training services serves as a key to easy life for the deaf community. The whole experience allows deaf people to batter people who understand who they are and how life should be. The purpose of this study was to evaluate the support and training Sign Language services provided at Setotolwane Secondary School. Data was collected from Setotolwane Secondary School using semi-structured interviews. Qualitative approach was used where ten (10) people were interviewed. Among then there were five (5) deaf learners and five (5) Sign Language teachers. Finally, the results show that deaf people are being provided with support and training Sign Language service. The services provided are not enough that are further recommendations to improve in the situation. This study aims to indicate how relevant support and training can improve and empower the deaf community around the world. Keywords Sign Language, support services, training services

This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a ‘symbiotic relationship’ to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners’ authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

In common with many Western nations, Australian governments, both state and federal, have increasingly embraced network-based approaches in responding to the effects of globalisation. Since 2001, thirty one Local Learning and Employment Networks (LLEN) have been established across all areas of Victoria, Australia in line with recommendations of a Ministerial Review into Post Compulsory Education and Training Pathways. That review reported that, in the globalised context, youth in transition from schooling to independence faced persistent and severe difficulties unknown to previous generations; it also found problems were frequently concentrated in particular groups and regions. LLEN bring together the expertise and experience of local education providers, industry, community organisations, individuals and government organisations. As a result of their local decisions, collaboration and community building efforts it is intended that opportunities for young people will be enhanced. My research was conducted within an Australian Research Council Linkage Project awarded to Deakin University Faculty of Education in partnership with the Smart Geelong Region LLEN (SGR LLEN). The Linkage Project included two separate research components one of which forms my thesis: a case study of SGR LLEN. My data was generated through participant observation in SGR LLEN throughout 2004 and 2005 and through interviews, reflective writing and archival review. In undertaking my analysis and presenting my thesis I have chosen to weave a series of panels whose orientation is poststructural. This approach was based in my acceptance that all knowledge is partial and fragmentary and, accordingly, researchers need to find ways that highlight the intersections in and indeterminacy of their empirical data. The LLEN is -by its nature as a network -more than the contractual entity that gains funding from government, acts as the administrative core and occupies the LLEN office. As such I have woven firstly the formation and operational structure of the bounded entity that is SGR LLEN before weaving a series of six images that portray the unbounded LLEN as an instance-in-action. The thesis draws its theoretical inspiration from the work of Deleuze and Guattari (1987). Despite increased use of notions of networks, local decision-making and community building by governments there had been little empirical research that explored stakeholder understandings of networks and their role in community building as well as a lack of theorisation of how networks actually ‘work.’ My research addresses this lack and suggests an instituted network can function as a learning community capable of fostering systemic change in the post compulsory education training and employment sector and thereby contributing to better opportunities for young people. However the full potential of the policy is undermined by the reluctance of governments to follow through on the implications of their policies and, in particular, to confront the limiting effects of performativity at all levels.

Thesis (M. Tech.) - Central University of Technology, Free State, 2006 / This study provides an analysis of the impact of the introduction of the FET system at Colleges in the Free State, with reference to Motheo FET College. The aim of the research was to explore the perceptions of Motheo FET staff on the implementation of the FET system. It is believed that these perceptions have far-reaching implications on aspirations of the stakeholders with regard to the implementation and success of the FET system at Motheo FET College. The literature has revealed that legislation, namely, the FET Act 98 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998, form an indispensable past of the FET sector and also provide all stakeholders with a frame of reference and guidelines to manage the new FET system for Motheo FET College effectively and efficiently. The study also has revealed that success in the FET sector will be achieved by closing the gap between “education and training” and also ”theory and practice”. Removal of the fragmentations in education through a co-ordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners. It has become clear that the above objective may be best achieved by strengthening co-operation between the Department of Education and the Department of Labour, in which case a new system of learnership should be identified as a mechanism to enhance collaboration between the aforementioned departments. A literature study, interviews, observations and site analysis were used as data collection methods. Four major themes were formulated from the analysis of data, namely, transformation of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. The important findings were discussed at length and thereafter, the summary, discussions, conclusions and recommendations were drawn from the findings.

Nesta Tese estudo a formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA). Objetivo conhecer, analisar e interpretar as contradições que o Projeto Político Pedagógico do PRIMS/HCPA/Turma 2010-2012, orientado na perspectiva dos Princípios e Diretrizes do Sistema Único de Saúde (SUS), apresenta - em meio à formação inicial dos preceptores/docentes e suas práticas profissionais na Instituição e de preceptoria/docência, à formação inicial dos profissionais, atuais residentes, e à formação em serviço desenvolvida no programa - mediatizadas pelos demais elementos conjunturais e estruturais que produziram e produzem a realidade da Instituição. Trata-se de uma pesquisa qualitativa, sob a orientação do método materialista dialético e histórico. A coleta de informações se deu pela história oral temática sobre a formação inicial, continuada, práticas profissionais e educativas desenvolvidas pelos preceptores, residentes, coordenador e docentes do PRIMS, pela observação participante, diários de campo e análise de documentos e dos espaços onde acontecem as práticas de formação. O Projeto Político Pedagógico pensado para propiciar um caminho de formação multiprofissional integrada e pelo trabalho, entendendo-a na amplitude de seu aspecto ontocriativo, quando praticado por seus sujeitos, mediado por suas formações iniciais e continuadas no, para e pelo trabalho, na medida da alienação de suas práticas em razão da divisão do trabalho e da acentuada parcelização das tarefas, da precarização do trabalho, da destituição do poder de suas falas e de decisão pela racionalidade hegemônica gerencial da Instituição, fica limitado em sua perspectiva de formação, a partir dos princípios e diretrizes do SUS. Todavia, as limitações observadas na materialidade das práticas da RIMS não anularam sua força como uma das possibilidades de mudança das práticas em saúde e do modelo assistencial. Mesmo com todos os óbices marcados pela dureza cartesiana e pelo ávido modelo gerencial fortemente hierarquizado, do fracionamento dos trabalhadores no contexto desse modelo gerencial, a residência tem feito rupturas para a efetivação de um trabalho interdisciplinar numa perspectiva ainda precoce, mas com possibilidades de avançar. / In this thesis, we study in-service training in Health Integrated Multidisciplinary Residency Program at the Hospital de Clínicas de Porto Alegre (PRIMS / HCPA). We main to know, analyze and interpret the contradictions of the Pedagogical Political Project of PRIMS/ HCPA / 2010-2012 Class from the perspective of the Principles and Guidelines of the Unified Health System ( SUS ) - through the initial training of tutors / teachers and their professional practices in the institution and preceptor ship / teaching , the initial training of professionals , current residents , and in-service training program developed in - mediated by other cyclical and structural factors that produced and produce the institution’s reality . This is a qualitative research , under the guidance of dialectical materialism and historical method . Data was collected through oral history on the initial formation, continuing, professional and educational practices developed by the preceptors , residents , coordinators and professors of PRIMS , by the participant and daily field observations, document analysis and the rooms where the training takes place. The Political Pedagogical Project was designed to provide a path of integrated multidisciplinary training , understanding it in range of your ontocreative aspect when practiced by his subjects , mediated by their initial and continuing training in to and for the work , as the alienation of their practices due to the work division and the marked sub-division of tasks , precariousness of labor , the removal of the power of their statements and decisions by hegemonic rationality of the institution , is limited in its training perspective , from principles and guidelines of SUS. However , the limitations observed in the materiality of practices RIMS do not negate its strength as one of the possibilities of changing practices in the health and care model . Even with all the obstacles marked by the Cartesian stiffness and the strongly hierarchical management model, the fractions of workers in the context of this management model , the residence has made breaks for the realization of interdisciplinary work at an early prospect , but with opportunities to advance.

Nesta Tese estudo a formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA). Objetivo conhecer, analisar e interpretar as contradições que o Projeto Político Pedagógico do PRIMS/HCPA/Turma 2010-2012, orientado na perspectiva dos Princípios e Diretrizes do Sistema Único de Saúde (SUS), apresenta - em meio à formação inicial dos preceptores/docentes e suas práticas profissionais na Instituição e de preceptoria/docência, à formação inicial dos profissionais, atuais residentes, e à formação em serviço desenvolvida no programa - mediatizadas pelos demais elementos conjunturais e estruturais que produziram e produzem a realidade da Instituição. Trata-se de uma pesquisa qualitativa, sob a orientação do método materialista dialético e histórico. A coleta de informações se deu pela história oral temática sobre a formação inicial, continuada, práticas profissionais e educativas desenvolvidas pelos preceptores, residentes, coordenador e docentes do PRIMS, pela observação participante, diários de campo e análise de documentos e dos espaços onde acontecem as práticas de formação. O Projeto Político Pedagógico pensado para propiciar um caminho de formação multiprofissional integrada e pelo trabalho, entendendo-a na amplitude de seu aspecto ontocriativo, quando praticado por seus sujeitos, mediado por suas formações iniciais e continuadas no, para e pelo trabalho, na medida da alienação de suas práticas em razão da divisão do trabalho e da acentuada parcelização das tarefas, da precarização do trabalho, da destituição do poder de suas falas e de decisão pela racionalidade hegemônica gerencial da Instituição, fica limitado em sua perspectiva de formação, a partir dos princípios e diretrizes do SUS. Todavia, as limitações observadas na materialidade das práticas da RIMS não anularam sua força como uma das possibilidades de mudança das práticas em saúde e do modelo assistencial. Mesmo com todos os óbices marcados pela dureza cartesiana e pelo ávido modelo gerencial fortemente hierarquizado, do fracionamento dos trabalhadores no contexto desse modelo gerencial, a residência tem feito rupturas para a efetivação de um trabalho interdisciplinar numa perspectiva ainda precoce, mas com possibilidades de avançar. / In this thesis, we study in-service training in Health Integrated Multidisciplinary Residency Program at the Hospital de Clínicas de Porto Alegre (PRIMS / HCPA). We main to know, analyze and interpret the contradictions of the Pedagogical Political Project of PRIMS/ HCPA / 2010-2012 Class from the perspective of the Principles and Guidelines of the Unified Health System ( SUS ) - through the initial training of tutors / teachers and their professional practices in the institution and preceptor ship / teaching , the initial training of professionals , current residents , and in-service training program developed in - mediated by other cyclical and structural factors that produced and produce the institution’s reality . This is a qualitative research , under the guidance of dialectical materialism and historical method . Data was collected through oral history on the initial formation, continuing, professional and educational practices developed by the preceptors , residents , coordinators and professors of PRIMS , by the participant and daily field observations, document analysis and the rooms where the training takes place. The Political Pedagogical Project was designed to provide a path of integrated multidisciplinary training , understanding it in range of your ontocreative aspect when practiced by his subjects , mediated by their initial and continuing training in to and for the work , as the alienation of their practices due to the work division and the marked sub-division of tasks , precariousness of labor , the removal of the power of their statements and decisions by hegemonic rationality of the institution , is limited in its training perspective , from principles and guidelines of SUS. However , the limitations observed in the materiality of practices RIMS do not negate its strength as one of the possibilities of changing practices in the health and care model . Even with all the obstacles marked by the Cartesian stiffness and the strongly hierarchical management model, the fractions of workers in the context of this management model , the residence has made breaks for the realization of interdisciplinary work at an early prospect , but with opportunities to advance.

Nesta Tese estudo a formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA). Objetivo conhecer, analisar e interpretar as contradições que o Projeto Político Pedagógico do PRIMS/HCPA/Turma 2010-2012, orientado na perspectiva dos Princípios e Diretrizes do Sistema Único de Saúde (SUS), apresenta - em meio à formação inicial dos preceptores/docentes e suas práticas profissionais na Instituição e de preceptoria/docência, à formação inicial dos profissionais, atuais residentes, e à formação em serviço desenvolvida no programa - mediatizadas pelos demais elementos conjunturais e estruturais que produziram e produzem a realidade da Instituição. Trata-se de uma pesquisa qualitativa, sob a orientação do método materialista dialético e histórico. A coleta de informações se deu pela história oral temática sobre a formação inicial, continuada, práticas profissionais e educativas desenvolvidas pelos preceptores, residentes, coordenador e docentes do PRIMS, pela observação participante, diários de campo e análise de documentos e dos espaços onde acontecem as práticas de formação. O Projeto Político Pedagógico pensado para propiciar um caminho de formação multiprofissional integrada e pelo trabalho, entendendo-a na amplitude de seu aspecto ontocriativo, quando praticado por seus sujeitos, mediado por suas formações iniciais e continuadas no, para e pelo trabalho, na medida da alienação de suas práticas em razão da divisão do trabalho e da acentuada parcelização das tarefas, da precarização do trabalho, da destituição do poder de suas falas e de decisão pela racionalidade hegemônica gerencial da Instituição, fica limitado em sua perspectiva de formação, a partir dos princípios e diretrizes do SUS. Todavia, as limitações observadas na materialidade das práticas da RIMS não anularam sua força como uma das possibilidades de mudança das práticas em saúde e do modelo assistencial. Mesmo com todos os óbices marcados pela dureza cartesiana e pelo ávido modelo gerencial fortemente hierarquizado, do fracionamento dos trabalhadores no contexto desse modelo gerencial, a residência tem feito rupturas para a efetivação de um trabalho interdisciplinar numa perspectiva ainda precoce, mas com possibilidades de avançar. / In this thesis, we study in-service training in Health Integrated Multidisciplinary Residency Program at the Hospital de Clínicas de Porto Alegre (PRIMS / HCPA). We main to know, analyze and interpret the contradictions of the Pedagogical Political Project of PRIMS/ HCPA / 2010-2012 Class from the perspective of the Principles and Guidelines of the Unified Health System ( SUS ) - through the initial training of tutors / teachers and their professional practices in the institution and preceptor ship / teaching , the initial training of professionals , current residents , and in-service training program developed in - mediated by other cyclical and structural factors that produced and produce the institution’s reality . This is a qualitative research , under the guidance of dialectical materialism and historical method . Data was collected through oral history on the initial formation, continuing, professional and educational practices developed by the preceptors , residents , coordinators and professors of PRIMS , by the participant and daily field observations, document analysis and the rooms where the training takes place. The Political Pedagogical Project was designed to provide a path of integrated multidisciplinary training , understanding it in range of your ontocreative aspect when practiced by his subjects , mediated by their initial and continuing training in to and for the work , as the alienation of their practices due to the work division and the marked sub-division of tasks , precariousness of labor , the removal of the power of their statements and decisions by hegemonic rationality of the institution , is limited in its training perspective , from principles and guidelines of SUS. However , the limitations observed in the materiality of practices RIMS do not negate its strength as one of the possibilities of changing practices in the health and care model . Even with all the obstacles marked by the Cartesian stiffness and the strongly hierarchical management model, the fractions of workers in the context of this management model , the residence has made breaks for the realization of interdisciplinary work at an early prospect , but with opportunities to advance.

The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.