Thesis (M.Ed. (Educational Management))--Mahidol University, 2006. / LICL has E-Thesis 0019 ; please contact computer services.

Thesis (M.Ed. (Educational Management)--Mahidol University, 2008. / LICL has E-Thesis 0036 ; please contact computer services.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1990. / Vita. Includes bibliographical references (leaves 59-60).

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 73-81.

Thesis (Ph.D.) - University of Glasgow, 2008. / Ph.D. thesis submitted to the Faculty of Education, Centre for the Support for Learning, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth Lugg (chair), Larry McNeal, Amee Adkins, James Palmer, David Tucker. Includes bibliographical references (leaves 151-159) and abstract. Also available in print.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ed.D.)--University of West Florida, 2002. / Title from title page of source document. Document formatted into pages; contains 247 pages. Includes bibliographical references.

A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.

Esta dissertação mostra como a organização empresarial pode oferecer educação e aprendizagem para alcançar os objetivos da própria organização e, ao mesmo tempo, os objetivos da formação do empregado como cidadão. Inicia apresentando, historicamente, que o ensino para o trabalho não é criação recente. Ao contrário, encontra raízes nas civilizações antigas. A história aponta relatos do ensinar para o trabalho, treinamento para aprender a fazer ou outras denominações equivalentes, já no Egito antigo, considerado o berço da civilização atual. Na Grécia, tida como origem da civilização ocidental e que traz aspectos da civilização egípcia e, em Roma, encontram-se registros mais abundantes do ensino para o trabalho dirigido às classes sociais dos trabalhadores, dos produtores, dos escravos. O ensino para o trabalho continuou na mesma perspectiva na Idade Média e adentrou na Revolução Industrial, chegando até os anos mais recentes, então com a denominação de Treinamento e Desenvolvimento (T&D). Essa modalidade, T&D, ainda persiste nos dias atuais, direcionada ao desenvolvimento de habilidades para a execução de tarefas e procedimentos operacionais. E, em determinados segmentos de organizações, continua como “ferramenta” exclusiva de capacitação de pessoas. Porém, no século XX, principalmente a partir da segunda metade, organizações mais atentas às mudanças, aos avanços tecnológicos e às inovações, de forma geral, passaram a perceber a necessidade de uma educação mais abrangente. Ingressaram fortemente no ensino da construção do conhecimento, que faz a diferença; que é a alavanca para a expansão corporativa e de mercado. Para elas o conhecimento tornou-se o principal recurso econômico. O novo cenário econômico da informação, do conhecimento e dos avanços tecnológicos levou-as a buscarem a implementação do ensino e da aprendizagem por inteiro. Isto é, o ensino ministrado com correção pedagógica, que estimule o indivíduo a aprender, a aprender a aprender, e a aprender continuadamente, como ser integral, e que, além dos aspectos profissionais e da obtenção do melhor resultado econômico, leve em conta o homem como sujeito de si, como cidadão. Assim, e nessa compreensão do ensino e aprendizagem no ambiente organizacional, a dissertação defende a ideia de que, na organização empresarial, realiza-se de fato a aprendizagem voltada para os interesses da organização e, igualmente, para a formação do cidadão. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-09-29T17:52:33Z No. of bitstreams: 1 Dissertacao Nestor Basso.pdf: 979063 bytes, checksum: cccb260f54f627c8121dcecdec472ab1 (MD5) / Made available in DSpace on 2015-09-29T17:52:33Z (GMT). No. of bitstreams: 1 Dissertacao Nestor Basso.pdf: 979063 bytes, checksum: cccb260f54f627c8121dcecdec472ab1 (MD5) / This essay shows how an entrepreneurial organization can offer education and learning to achieve the goals of the own company and, at the same time, the goals of the employees' formation as citizens. It starts presenting, historically, that teaching how to work is not a recent creation. On the contrary, its roots are found in the old civilizations. History has shown accounts of teaching how to work, training for learning how to do it or other equivalent denominations already existent in old Egypt, which was considered the origin of civilization. Greece, seen as the origin of western civilization also brings aspects of Egyptician civilization and in Rome are found abundant registries of teaching how to work addressed to different walks of life such as: workers, manufacturers and slaves. The teaching how to work continued with the same perspective in Middle Age and got into Industrial Revolution, getting to the recent years with the denomination of Training & Development (T&D). This modality, T & D still persists nowadays, directed to skills development to carry out tasks and operational procedures. In some companies’ segments, it continues being an exclusive “tool” of people's capability. However, in the 20th century, mainly from its second half on, organizations that were more aware of changes at large, started perceiving the need of a wider education. They strongly started building up the knowledge construction, which makes the difference; and is the lever to corporative expansion and market. Knowledge became the main economic resource to them. The new information economic scenery, knowledge and technological advances made them to seek for the implementation of teaching and learning as a whole. That is, teaching with pedagogical guidance that encourages the individual to learn how to learn constantly as an essential part, and besides professional aspects and the acquisition of better economic output, it also takes into consideration the individual as a citizen. So, in this teaching and learning process within an organization environment, this essay supports the idea that inside an entrepreneurial organization, it is in fact, carried out the learning turned to the organization’s interests and the citizen formation as well.