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Nové přístupy k hodnocení žáků na 1. stupni ZŠ / New approaches to assessment of pupils at primary schoolsEiseltová, Tereza January 2014 (has links)
1 Abstract A theoretical part of the thesis is focused on current changes in the basic concept of Education. An attention is paid mainly to the change of the concept of educational goals and new didactic concept of teaching. In the context of changes with regard to student's evaluation in terms of its function, content and its form, it appears that so far the normal way of evaluation (classification) does not cover all the aspects of educational processes of pupils. For these reasons, there is introduced a verbal evaluation, however, it is not entirely accepted by the general public. This thesis summarizes the two types of evaluations. It also informs about the concept of evaluation in alternative ways and approaches to other pedagogies (Montessori pedagogy, "Step by Step", "Respect and be respected") and their benefits and inspiration for the evaluation of pupils from mainstream schools. The research of the thesis presents factors influencing the manner and form of student's Evaluation in Montessori elementary school. An integral part of the research is a survey results from the parents and teachers, in which the main objective is to obtain the question, what type and form of evaluation best captures the level achieved education of a particular student, or what is the most objective evaluation. For this...
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Professional identity development in nurses returning for a BSN: A naturalistic inquiryCaplin, Marcy S. 14 December 2016 (has links)
No description available.
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Education transformation in South Africa: the impact of finance equity reforms in public schooling after 1998Motala, Shireen 25 August 2008 (has links)
ABSTRACT
Using the lens of school finance reform, this thesis analyses the progress
towards equity in public schooling in post-apartheid South Africa. It distinguishes
between equality and equity and argues that that redress, positive discrimination
or differential distribution must become part of a meaningful definition of equal
education.
This thesis utilises recent quantitative data and empirical methodology to
explicate the patterns and typology of inequality in public schooling in one
province in post-apartheid South Africa, and to deepen our understanding of the
construct and application of equity within that milieu. It does this by establishing a
key equity indicator, per capita expenditure, for each of the approximately 1900
schools in Gauteng in 1999 and 2002, and by carrying out various school-level
analyses on this data. This approach quantifies inequity and progress towards
equality, and establishes a broader set of variables and correlates with which to
comprehend school finance equity. This is particularly significant because data of
actual school-level expenditure as an outcome of merging various databases did
not previously exist for Gauteng province, nor did an understanding of the role of
private income in differentiating public schooling, particularly on the basis of fees.
For the first time, the actual expenditure for each school in Gauteng is
established, allowing an assessment of the variability of financing in public
schooling.
The disaggregated analysis illustrates that the race-based hierarchy of school
finance expenditure has been replaced by a new typology of schools based on
new categories of privilege and disadvantage. After eight years of post-apartheid education, an important achievement in the public schooling sector is
convergence or equalisation in state expenditure. Differential distribution, a notion
of equity which includes what is socially just, has been slow to develop.
Moreover, while old racial patterns of distribution have shifted, private inputs into
public schooling change the picture of “sameness” to one of substantial
differentiation. An emerging feature is the evidence of intra-race differentiation,
illustrated by the growing spread of expenditure within former African schools.
There is also empirical evidence that the emerging education system in postapartheid
South Africa has continued to favour the deracialising middle class,
despite policy intentions which promote redress for the poor. Unequal education
still continues, bur for a different set of reasons.
At an empirical level, the research shows that while there has been significant progress towards same spending on average, specific type of schools have
benefited more or less. There are policy and management explanations for this.
Equity as differential distribution is yet to be achieved. At a methodological level,
the study shows both the feasibility and utility of using disaggregated approaches
and the ingredient method for fiscal research. At a conceptual level, the study
shows the need to go beyond existing categories when exploring equal
education, to look at the newly privileged and the newly disadvantaged. This
contributes to our understanding of a more complex typology of public schooling
in South Africa.
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Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudieSwartz, Chris B. 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought
about immense curriculum transformation in the education system. It was specifically aimed
at addressing the educational imbalances of the past.
Policy changes in the curriculum were thus inevitable. A part of transformation in education
was the quest for greater participation by all school communities in South Africa through an
approach of effective school-based curriculum management and development.
A qualitative research design, guided by an interpretive research paradigm, was employed
to answer the research question. The aim of the study was to explore how curriculum
coordinators experienced their leadership role and functions within the context of schoolbased
curriculum development. Data was generated by means of semi-structured questions
to provide rich descriptions and explanations of the experiences and perceptions of
curriculum coordinators in their particular contexts.
Firstly, the literature revealed that it is indeed an enormous challenge for curriculum
coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum
coordinators to demonstrate their leadership role and coordination function as curriculum
leaders effectively and to provide good support and direction. Curriculum coordinators are
faced with the challenge of empowering themselves, enabling them to implement curriculum
change continuously so that the curriculum is managed effectively.
The research findings indicated that the curriculum coordinators do fulfil their
responsibilities regarding curriculum management. Nevertheless, curriculum coordinators
were not sure what their leadership function and role should be. Furthermore, the study
revealed that there is a need to develop specific guidelines and clear policy to help
curriculum coordinators to execute their roles and responsibilities effectively. / AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het
ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was
hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel.
Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van
transformasie in die onderwys was ook die strewe om groter deelname vir alle
skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe
skoolgebaseerde kurrikulumbestuur en ontwikkeling.
Die studie het dit ten doel gehad om die leiersrol en funksies van die
kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en
vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe
navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is
gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier
kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul
onderskeie kontekste.
Uit die literatuurstudie blyk dit eerstens dat dit inderdaad `n groot uitdaging vir
kurrikulumkoördineerders is om kurrikulumverandering te inisieer en te bestuur. Tweedens
is dit uiters moeilik vir kurrikulumkoördineerders om hul leiersrol en koördineringsfunksie as
kurrikulumleiers effektief te demonstreer en om effektiewe leiding en ondersteuning te bied.
Die uitdaging vir kurrikulumkoördineerders is om hulself te bemagtig om voortdurende
kurrikulumverandering te kan implementeer om sodoende effektiewe kurrikulumbestuur te
verseker.
Uit die resultate is bevind dat kurrikulumkoördineerders wel probeer om hul
verantwoordelikhede ten opsigte van kurrikulumbestuur te vervul. Nietemin ervaar hulle dat
hulle nie heeltemal seker is oor wat hulle leiersfunksie en rol behoort te wees nie. Verder
toon die studie dat kurrikulumkoördineerders `n behoefte het aan `n duidelike beleid en
raamwerk wat hulle sal help om hulle verantwoordelikhede effektief te kan uitvoer.
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A conceptual analysis of visionary leadership and its implications for educational transformation in schoolsGalloway, Greta Marie Mandy 04 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are many new developments in education taking place specifically in the
field of schooling. Some of these developments - school based management,
OBE curriculum developments and the devolution of control to the school level
have brought with it many significant policy changes.
Many educational leaders are struggling to keep abreast with these
transformational changes that are confronting them with regard to leadership and
management of education, and educational structures within the school.
Therefore, visionary leadership is an essential ingredient in understanding the
democratic changes and restructuring taking place at present. Many principals at
schools are struggling with the changes, while possibly not fully understanding
the political, social and economic dynamics of these changes.
This assignment seeks to establish the need for visionary leadership in order to
meet the challenges and constraints educational leaders face in their attempts to
effect transformation in South Africa. I strongly identify with the democratic
principles used to overcome the challenges and constraints to redress education
in South African schools.
Interviews were conducted and data was constructed with principals of six
different schools in the East London area. The educational leaders interviewed,
ranged from primary to high school principals giving a vast expanse of expertise
as leaders within a specific school community.
This assignment is based on the assumption that there is scope for educational
leaders to bring about greater change and transformation in schools. There are
many ways to visualise an effective school landscape based on a combination of
personal, organisational and professional strategies. This assignment can be
considered a contribution in this regard.
KEY WORDS: Educational leaders, transformation and visionary leadership / AFRIKAANSE OPSOMMING: Daar is baie nuwe verwikkelinge wat plaasvind in die onderwys veralop die
gebied van skole. Baie van hierdie verwikkelinge, onder andere, skoolgebaseerde
bestuur, kurrikulumontwikkeling en die oordrag van gesag op
skoolvlak het baie nuwe, aanpasbare opvoedkundige beleide en veranderings
verwesenlik.
Baie opvoedkundige leiers worstelom aan te pas by hierdie veranderinge.
Hierdie veranderinge vereis dat leiers en bestuurders in die onderwysomgewing
en strukture binne skoolverband om meer responsief op te tree.
Visionêre leierskap is 'n belangrike vereiste om die demokratiese veranderinge
en herstrukturering van skole te bevorder. Baie skoolhoofde worstel met hierdie
veranderinge, omdat hulle nie heeltemal besef wat van die politieke, sosiale en
ekonomiese uitdagings wat verandering bied, verwag word nie.
Hierdie taak poog om die noodsaaklikheid vir visionêre leierskap en die vereistes
en beperkinge wat onderwysleiers konfronteer in hulle benadering om
transformasie in Suid-Afrikaanse skole te bewerkstellig, te ondersoek.
Onderhoude was onderneem en data was gekonstrueer met skoolhoofde van
ses verskillende skole in die Oos-London-omgewing. Die onderhoude met die
onderwysleiers het plaasgevind by primêre- sowel as hoërskole. 'n Omvattende
uitbreiding van wysheid en vaardigheid as leiers binne 'n spesifike skool
omgewing was geopenbaar.
Hierdie taak is gebaseer op die aaname dat daar ruimte is vir onderwysleiers om
beter transformasie in skole aan te bring. Daar is baie maniere om visuele,
effektiewe skole se terrein, gebaseer op 'n kombinasie van persoonlike,
organisitoriese en professionele strategieë, te verwesenlik. Hierdie taak kan
beskou word as 'n definitiewe bydrae in hierdie verband.
KERNBEGRIPPE: Onderwysleiers, transformasie en visionêre leierskap.
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Transformace zdravotnického školství v České republice / Transformation of Medical Education in the Czech RepublicPucholtová, Romana January 2014 (has links)
This graduation thesis is concerned with the question of change in the area of medical education in the Czech Republic. The main emphasis is on analyzing the system of lifelong study for general nurses, in both its current form and the one that is in preparation now. This research presents a summary of the findings on the educational system for nurses. The current methods were set by the Act 96/2004 Coll. law and subsequent changes and amendments thereof. A new law on non-medical professions has been prepared. Both of these documents are essential for the practical as well as theoretical part of the analysis. In the practical part empirical research was carried out in which the author sounds out the views of selected groups of respondents belonging to non-medical professions on the current and future form of the medical education for non-medical professionals.
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Transforming distance learning in South Africa with emerging technologies: the academic view.Erasmus, Margaretha. January 2008 (has links)
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<p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">  / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>
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Transforming distance learning in South Africa with emerging technologies: the academic view.Erasmus, Margaretha. January 2008 (has links)
<p>
<p>  / </p>
</p>
<p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">  / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>
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Transforming distance learning in South Africa with emerging technologies: the academic viewErasmus, Margaretha January 2008 (has links)
Magister Commercii - MCom / Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word “student”. For example: what should we really call an adult involved in life long learning? The term “student” seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: “How can we improve distance learning in South Africa with emerging technologies?” review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.
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Proměna pojetí a perspektivy české mateřské školy / Transforming the Concept and Perspective of the Czech KindergartenPodhrázská, Dita January 2022 (has links)
The aim of the thesis was to systematically record and analyse the transformation of the Czech kindergarten after 1989. To understand the transformation of the kindergarten based on the testimonies of kindergarten teachers with a long touch of practice and to create a coherent continuity of ideas that allow to understand the transformation of Czech pre- school education. The thesis is divided into theoretical and research parts. The theoretical part describes the changes that the education and care of the little ones has undergone over the century. In the introductory chapter, the author briefly discusses the beginnings of preschool education. Knowing that this period is too far removed from the present and from education as a whole, but the central roots and historical transformations of preschool education are so central to the thesis that the author briefly mentions them. After the events of November 1989, Czech preschool was also undergoing transformational changes. The main principle of the transformation of Czech education became a non-directive, partnership approach to the child, based on understanding, respect and tolerance, which is the subject of the last chapter of the theoretical part. The aim of the research part was to analyse the transformation of the concept and perspectives of...
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