Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study deals with an analysis of Mozambican education policy documents, linking this analysis to theories of democratic citizenship education. It suggests that, for Mozambican people to become active citizens who are able to face and challenge their social problems, a deliberative democratic citizenship education has to be adopted in their schools. In such deliberation the citizens should participate equally and freely in different debates and activities, without feeling intimidated by those in power. If such deliberative democratic citizenship education does not exist in schools, the citizens may not be able to recognise their rights and find solutions for the problems in society. The ideas of philosophers of deliberative democratic citizenship education, such as Amy Gutmann and David Thompson, Seyla Benhabib and Iris Marion Young, are used to think about democratic citizenship education in Mozambique. This analysis assists in answering the following research question: ‘Can the education policies in schools contribute to promoting democratic citizenship education in the Mozambican society? If not, what should be done?’ Furthermore, interpretive methodology and analytical inquiry are applied as methods to interpret and understand the education policy documents and to undertake a critical analysis of the concept of democratic citizenship education, as well as of education policy documents. The analysis of Mozambican education policy documents illustrates clearly that the government is concerned about the eradication of illiteracy, by increasing access to education, equality and quality of education, and the preparation of citizens who know their basic rights and can contribute to the development of their communities and democracy. The results demonstrate that the government is achieving some of the goals related to access to education. For instance, the government increased the number of primary schools from 7 013 in 1999 to 11 859 in 2008. However, more still needs to be done with respect to the quality of education. Furthermore, the study demonstrates that Mozambican education policies lack democratic citizenship education. For instance, the education policies were analysed in three distinct periods, namely post-independence, post-civil war and the period of the Millennium Development Goals. The policies are indicated to be inadequate to cultivate democratic citizens in Mozambican society, particularly because there is a need to boost a deliberative democratic citizenship education in schools. For example, in the first period, citizens did not have an opportunity to deliberate and be autonomous citizens in the educative process. Everything was done by the government. In the second period the government allowed the participation of other organisations, communities and institutions in the educative process, but there is no specification of how those citizens participated in the process of decision making. In the third period the government became concerned about important aspects and values of democratic citizenship education that should be taught directly in school. In this context the government introduced Civic and Moral Education and themes to be discussed in the classroom, which potentially will enable citizens to be critical. This situation shows that, in public schools, teachers should educate learners through classroom deliberations. It implies that teachers need to create conditions for the teaching and learning process so that all citizens, independent of their origin, class, sex and race, can participate and work together in deliberation. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor ’n analise van Mosambiekse onderwysbeleidsdokumente, en verbind hierdie analise aan teorieë van demokratiese burgerskapsonderwys. Dit stel voor dat vir Mosambiekers om aktiewe burgers te word wat die vermoë het om hulle sosiale probleme te konfronteer en uit te daag, ’n beraadslagende demokratiese burgerskapsonderwys in hulle skole nodig is. In sulke beraadslaging moet burgers op ’n gelyke voet en vrylik aan debatte of aktiwiteite deelneem, sonder dat hulle deur die maghebbers geïntimideer word. Indien so ’n beraadslagende demokratiese burgerskapsonderwys nie in die skole bestaan nie, sal burgers moontlik nie hulle regte herken nie en ook nie oplossings vir die samelewing se probleme kan vind nie. Die idees van filosowe van beraadslagende demokratiese burgerskapsonderwys soos Amy Gutmann en David Thompson, Seyla Benhabib en Iris Marion Young is gebruik om demokratiese burgerskapsonderwys in Mosambiek te oorweeg. Hierdie analise dra daartoe by om die volgende navorsingsvraag te beantwoord: ‘Kan die onderwysbeleide in skole ’n bydrae maak tot die bevordering van demokratiese burgerskapsonderwys in die Mosambiekse samelewing? Indien nie, wat moet gedoen word?’ Verder is verklarende metodologie en analitiese ondersoek as metodes gebruik om die onderwysbeleidsdokumente te interpreteer en te verstaan en om ’n kritiese analise van die konsep van demokratiese burgerskapsonderwys, sowel as van die onderwysbeleidsdokumente, te onderneem. Die analise van Mosambiekse onderwysbeleidsdokumente toon duidelik dat die regering ernstig is oor die uitwissing van ongeletterdheid, met toenemende toegang tot onderwys, gelyke en kwaliteitopvoeding, en die voorbereiding van burgers wat bewus is van hulle basiese regte en ’n bydrae kan maak tot die ontwikkeling van hulle gemeenskappe en die demokrasie. Die resultate toon dat die regering sommige van sy doelwitte behaal met betrekking tot toegang tot onderwys. Byvoorbeeld, die regering het die aantal laerskole vermeerder van 7 013 in 1999 tot 11 859 in 2008. Meer moet egter nog gedoen word met betrekking tot die kwaliteit van onderwys. Die studie demonstreer verder dat Mosambiekse onderwysbeleide ’n gebrek aan demokratiese burgerskapsonderwys toon. Die onderwysbeleide is byvoorbeeld in drie afsonderlike tydperke geanaliseer, naamlik ná onafhanklikheid, ná die burgeroorlog en in die tydperk van die Millennium Ontwikkelingsdoelwitte. Die beleide is duidelik onvoldoende om demokratiese burgers in die Mosambiekse samelewing daar te stel, veral omdat daar nog ’n behoefte daaraan is om ’n beraadslagende demokratiese burgerskapsonderwys in skole ’n hupstoot te gee. Byvoorbeeld, in die eerste tydperk is burgers nie die geleentheid gegun om te beraadslaag en as outonome burgers in die onderwysproses op te tree nie. Alles is deur die regering gedoen. In die tweede tydperk het die regering deelname deur ander organisasies, gemeenskappe en instansies in die onderwysproses toegelaat. Maar daar is geen aanduiding van hoe hierdie burgers in die besluitnemingsproses deelgeneem het nie. In die derde tydperk was die regering besorgd oor belangrike aspekte en waardes van demokratiese burgerskapsonderwys wat direk in die skool onderrig moet word. In hierdie konteks het die regering Burgerleer en Sedeleer en temas wat in die klaskamer bespreek moet word, ingevoer wat burgers potensieel sal help om krities te wees. Hierdie situasie toon dat onderwysers in staatskole leerders in klaskamerberaadslaging moet opvoed. Dit impliseer dat onderwysers vir die onderrig- en leerproses toestande moet skep waarin alle burgers, ongeag hulle oorsprong, klas, geslag en ras, kan deelneem en saam kan beraadslaag.

The problem is that traditional jobs have been office-based, with close supervision. In the Virtual Office (VO) situation managers have a resistance towards the managing of the workforce because they do not know how to manage virtual workers off-site, workers that they cannot see. They feel that managing virtual workers off-site places a huge burden on them. The biggest difference is the shift in management style from direct control to management of results. The biggest challenge for most organisations is to manage the workforce of the VO. The objectives of this research project are to determine how managers can manage a virtual workforce, improve communication and control the workforce. Comprehensive research has been done on the topic VO that includes articles from magazines, newspapers, Internet and textbooks. As sufficient reference resources are not available in South Africa the research was especially based on USA reference resources, due to the reported successful implementation of Virtual Offices in that country. Managers can effective management a virtual workforce by making use of MBO and not by monitoring activities. They can improve communication with the workforce by staying connected and they can control the workforce through feedback and support. This research has proved that the paradigm shift in the corporate world of work, any time, anywhere, in real space or in cyberspace is here to stay. Virtual workers and managers working away from the office is now a reality, and will become more common in the future. Companies who wait for the future to allow the VO to effectively take shape may find themselves at a competitive disadvantage. Now is the time for companies to create the conditions for the VO to emerge. / Business Management / M. Tech. (Business Administration)

M. Tech. (Cost and Management Accounting), Vaal University of Technology / This study was undertaken to assess the extent to which transfer pricing was effectively used by multinational manufacturing companies operating in the Southern Gauteng region of South Africa. The target participants of the study traded their products across international borders and as such made use of transfer pricing in one way or the other to achieve strategic objectives. Scant research has been undertaken to analyse the degree to which transfer pricing can be used to effectively influence managerial performance. On the other hand there is a wealth of knowledge on the relationship between transfer pricing and taxation. In-depth review of literature showed that even though multinationals formulated their transfer pricing policies to target financial and managerial objectives, self-interest and outside influences tended to hinder the equitable realization of both types of objectives. The study therefore set out to establish whether this is true of Multinational corporations (MNCs) in Southern Gauteng and in the process answer questions about the procedure for formulating transfer pricing policies by these MNCs, the relationship, if any, between transfer pricing and profitability and the use of transfer pricing for performance enhancement and assessment. The study made use of a mixed methods research methodology to collect and analyze data from 45 MNCs operating in the target geographical area. Of the 45 companies, 15 cooperated fully with the study. Data was collected via the use of questionnaires and follow-up face-to-face and/or telephonic interviews. Collected data was analysed using statistical methods including the Chi Square Test, standard deviation, frequency tables and the Kruskal-Wallis H test. The results from the questionnaire and interviews show that there is no universally appropriate Transfer Pricing Policies(TPP) which applies equally to all organizations in all circumstances. Firms are affected by different environmental factors while striving for tax-compliance and value creation. The fear of falling on the wrong side of tax laws is a major driving force behind transfer pricing policies of MNCs. As such other objectives that are managerial in nature become secondary and tend to be neglected if/when they conflict with the primary objective.

The problem of this study was to investigate the effect of an in-service program utilizing Benjamin S. Bloom (Ed.) and others' Taxonomy of Educational Objectives, Handbook I: Cognitive Domain (Bloom's Taxonomy) on (1) the self-concept of experienced secondary English teachers and social studies teachers, (2) the cognitive level of test items on teacher-made examinations, and (3) the attitude changes toward school subjects as rated b students.

Justifications for music education have been studied only by examining historical trends in statements of aesthetic versus utilitarian values, and not from the perspective of evaluating the justifications' usefulness. A number of prominent writers in the music education field, while supporting aesthetic values as important for music education, have expressed doubts about the effectiveness of aesthetic justifications when used for convincing outsiders of the importance of music in the public school curriculum. These doubts, along with a preponderance of aesthetic justifications in the recent music education literature, led to the present study, which conducted a theoretical examination of the usefulness of aesthetic justifications for music education. The study addressed three research problems, namely: (1) the attitudes of the clientele groups of the public schools in terms of their values toward music as a subject in the schools; (2) the attitudes of the groups within the music education profession in terms of their values for music in the public schools and for the profession itself; and 3) the likelihood that justifications based upon "aesthetics" as a system of values would be accepted by the groups both inside arid outside the music education profession. A philosophical-sociological perspective was chosen for the theoretical analysis because the problems of the study concern the manner in which values are accepted or rejected by groups of people. The particular sociological theory chosen combined the symbolic interaction theory of George Herbert Mead and the sociology of knowledge as described by Peter Berger and Thomas Luckmann. Conclusions: Problems arise in justifying music education using aesthetic theory because (1) the symbolic universe of aesthetic theory is complex and is not well-understood by music educators or the clientele of the public schools; and (2) aesthetic theory represents gestures of a reference group with norms and values not usually found in the music educator or clientele groups.

The problem with which this thesis is concerned is the definition, justification, and implementation of behavioral objectives as they relate to Speech Communication and Drama courses. Chapter One provides definition and justification of behavioral objectives. In Chapter Two, the process of writing the objectives is explained. Chapter Three contains examples of behavioral objectives which could be implemented in two of the basic courses in the Speech Communication and Drama Department at North Texas State University. Chapter Four furnishes examples for two courses which are based on more specific content. Chapter Five contains conclusions. Evidence indicates that behavioral objectives facilitate learning and accrue advantages to parents, administrators, teachers, and students. The teacher of Speech Communication and Drama can no longer ignore the behavioral precepts.

The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all / by Jacqueline Ackerina. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

The purpose of this project is to develop a confluent interdisciplinary unit for use by other teachers. Confluent education focuses on teaching the affective and cognitive domains in a seamless approach in which the education of both domains are part of the objectives in the lessons. Includes lesson plans.

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education