Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.

The way communities build resiliency and prepare for acts of terrorism is ambiguous in the United States; best practices remain unclear. Due to mobility and advancements in communication technologies, individuals and organizations share information, incite anger, recruit, and act on ideological grievances with ease. Such grievances are bolstered by the political and social exclusion of disparate groups through poorly designed policies and ineffective government structures. Using a combination of social constructivism and systems thinking theories, this case study explored collaboration efforts between government agencies and nongovernment experts in Oklahoma City, OK, identifying best practices as a result of lessons learned following the 1995 bombing of the Alfred P. Murrah Federal Building. Data were acquired through public records related to the bombing, combined with a qualitative survey of 31 community leaders. These data were inductively coded and subjected to a thematic analysis procedure. Key findings indicate that while open communication with the community and increased coordination were suggested by participants, reports were kept internal to each agency and not widely shared or implemented effectively across the community. Sharing the identified best practices and acknowledging collaboration opportunities promotes positive social change by involving the broader community and building early resiliency to address ideologic grievances and create more effective community counterterrorism plans.

In this dissertation, research was undertaken to trace the development of technical, . education in Zimbabwe and evaluate its role in community upliftment. The colonial era ( 1890-1979) and the post-colonial era ( 1980-2000) were examined in this connection. This involved, inter alia, analysing findings and recommendations of commissions of inquiry, and provisions of national development plans. Empirical analysis of the status and role of technical education in community upliftment was also undertaken. Finally, on the basis of the historical data, findings and conclusions regarding the history of technical education, as well as its role in community upliftment in Zimbabwe were made. As a way forward, some recommendations were made which would, if implemented, enhance the role of technical education in the individual's attainment of meaningful adulthood and improvement of society's quality of life. / Educational Studies / M. Ed. (History of Education)

Submitted in fulfillment for the requirements of the Degree of Doctor of Technology: Education, Durban University of Technology, 2010. / In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated. / National Research Foundation.

L'objectiu principal de la tesi consisteix a analitzar i interpretar el sentit últim d'una comprensió socioeducativa del Desenvolupament Comunitari.La recerca dedica la primera part (marc teòric) a desenvolupar una disquisició al voltant de la comprensió del fet educatiu, al voltant dels processos i referents del Desenvolupament Comunitari i al voltant de les praxis d'educació en l'àmbit comunitari. La discussió desenvolupada en aquesta primera part porta a concloure que un model de Desenvolupament Comunitari de gènesi socioeducativa esdevé un model sostenible i de resposta eficaç enfront dels reptes i complexitats socials actuals. Així mateix, es planteja la idoneïtat dels Projectes Educatius de Ciutat com a praxi que s'adequa al model teòric proposat.La segona part de la tesi (treball de camp) presenta i situa els Projectes Educatius de Ciutat a Catalunya. Seguidament, es delimita què s'entén per un model socioeducatiu de Desenvolupament Comunitari mitjançant una proposta de categorització de variables i atributs. A continuació, i basant-se en aquesta proposta, es dissenyen, s'elaboren i s'apliquen una sèrie d'instruments per tal de recollir dades que permetin analitzar i interpretar el model d'acció sociocomunitària i socioeducativa subjacent a una mostra de tres Projectes Educatius de Ciutat seleccionats. En la tercera part (conclusions finals), es conclou que els Projectes Educatius de Ciutat responen al model de Desenvolupament Comunitari socioeducatiu des d'una perspectiva teòrica mentre que en la seva praxi encara en resten allunyats. Així mateix, en aquestes conclusions finals es fa una proposta de línies de treball. / La investigación dedica una primera parte (marco teórico) a realizar una disquisición sobre la comprensión del hecho educativo, los procesos y referentes del Desarrollo Comunitario, y las praxis de educación en el ámbito comunitario.En la segunda parte de la tesis (trabajo de campo), se presentan los Proyectos Educativos de Ciudad en Cataluña. A continuación, se delimita qué se entiende por modelo socioeducativo de Desarrollo Comunitario a partir de una propuesta de categorización de variables y atributos. Seguidamente, y según esta propuesta, se diseña, elabora y aplica una serie de instrumentos con el fin de recoger datos que permitan analizar e interpretar el modelo de acción sociocomunitaria y socioeducativa que subyace en una muestra integrada por tres Proyectos Educativos de Ciudad previamente seleccionados. En la tercera parte (conclusiones finales) se llega a la conclusión de que los Proyectos Educativos de Ciudad se ubican en un modelo de Desarrollo Comunitario socioeducativo desde una perspectiva teórica pero no en su práctica. En estas conclusiones se formula también una propuesta de líneas de trabajo.EnglishThe main objective of this thesis consists in analyzing and interpreting what is the meaning of a socioeducational Community Development comprehension. The first part of this research (theoretical framework) focuses on the key concepts for the subsequent comprehension of the subject matter. Specifically, it approaches the understanding of education, the processes and references of Community Development, and the praxis of education in the community context. The second part of this research (field work) starts with an introduction to City Educational Projects in Catalonia. After that, we explain what we understand as a socioeducationally-based Community Development model. To do so, we propose a set of categorised variables and attributes. Furthermore, we design and implement a series of instruments based on the variables proposed. These allow us to collect data in order to analyze and to interpret the sociocommunity and socioeducational action model that underlies in a sample of three City Educational Projects we selected previously. In the third part of the research (final conclusions), we conclude that, while City Educational Projects match the socioeducational model from the theoretical perspective, it is not the same from the practical point of view. In addition to that, we establish a proposal of working lines.

In Search of the Deep Politic: Light/The Holocaust and Humanity Project, an Arts, Education and Civic Partnership, explores the enactment of public scholarship through embedded case study methodology. Charting the author's experience of seeking deep political action, this case demonstrates the ways in which transdisciplinary partnerships create liminal spaces that open possibilities for pedagogic and social change. The study outlines the enactment of an arts, education and civic partnership occurring inAustin, Texas in 2005 centered in a community-based study of the Holocaust. The study seeks answers to the following questions: (a) How did community leaders envision and enact the community-based partnership Light/The Holocaust and Humanity Project?; (b) In what ways, if any, were the artistic, education and civic events amplified through the collaborative partnership Light/The Holocaust and Humanity Project?; and (c) What pedagogical possibilities occur for audiences experiencing the dance work Light/The Holocaust and Humanity Project? The case demonstrates the possibilities for expanding educational impact through a community integration process, characterized by the alignment of school-based and community-based learning activities located outside traditional educational spaces using a transdisciplinary approach that combines multiple forms of representation. The embedded case of the dance reveals pedagogical possibilities for Holocaust education made possible through the dance, Light/The Holocaust and Humanity Project. While limitations of the form inhibit the conveyance of dense historical content, it opens possibility for exploration of dense emotional content. A close examination of the construction of the dance provides an entry point for students into important conversations about the history and representation of the Holocaust. The case study demonstrates the ways in which the Light Project engaged civic capacities through expanded participation, enhanced public awareness, and enhanced capacity for convening civic dialogue and contributions to public discourse. This study describes the ways in which resonance, assurances and the catalyzing forces of leaders support the effective implementation of partnerships.

This case study was unique in its focus on an environmental education curriculum for older adults. It followed from previous studies in exploring the instructional and research potential of metaphor and environmental orientation. Environmental orientations towards water were examined among a group of retirees before, during and after a workshop which incorporated instructional metaphor as a teaching strategy. The study demonstrated that, at least for some participants, the use of metaphor from a variety of orientations has the potential to increase participants’ appreciation of alternative ways of relating to the environment. Overall, the use of metaphor appears to have contributed positively to most participants’ understanding of water issues. As an educational tool instructional metaphor was useful in group discussion as a catalyst for conversation about how participants view, understand and relate to water. As a research technique metaphoric interviewing was useful to help draw out the accumulated knowledge and experiences of older adults.

Este estudio presenta algunos de los resultados de un diplomado en educación Inicial Comunitaria realizado durante el ciclo escolar 2011-2012, con un total de doscientas horas, en el que participaron 35 maestras indígenas de educación Inicial que atienden a niñas y niños de 0 a 3 años de edad en comunidades marginadas de Oaxaca, méxico. Las actividades espontáneas de las niñas y los niños, y las planeadas de las maestras, que fueron analizadas a partir de las fotografías y narraciones de las maestras, forman parte de los portafolios de evidencias escritas y fotográficas que entregaron las participantes como su producto final del diplomado. Las metas deldiplomado eran enriquecer los conocimientos comunales de las par- ticipantes y proveerles las competencias necesarias para investigar y honrar las prácticas comunales, las formas de gobernarse y las perspectivas de las comunidades originarias rurales donde enseñan, para poder generar una educación Inicial auténtica, alternativa y comunal para los niños y niñas desde esta edad temprana. / This study provides partial results of a 200-hour intensive training experience (called a diplomado) lasting one school year (2011-2012) for 35 indigenous teachers of Initial education who attend children 0 to 3 years old in marginalized communities of Oaxaca, mexico. Children’s spontaneous activities and those planned by teachers, presented through photographs and accompanying teacher’ narratives, are part of the written and photographic evidence submitted by the participants in their final diplomado portfolio of tasks. the purposes of the diplomado were to enrich teachers’communal knowledge and equip them with research skills to investigate and honor the communal practices, forms of governance, and the perspectives of the rural indigenous communities where they teach, in order to generate an authentic, alternative, community-based approach to initial education for babies and toddlers.

In this dissertation, research was undertaken to trace the development of technical, . education in Zimbabwe and evaluate its role in community upliftment. The colonial era ( 1890-1979) and the post-colonial era ( 1980-2000) were examined in this connection. This involved, inter alia, analysing findings and recommendations of commissions of inquiry, and provisions of national development plans. Empirical analysis of the status and role of technical education in community upliftment was also undertaken. Finally, on the basis of the historical data, findings and conclusions regarding the history of technical education, as well as its role in community upliftment in Zimbabwe were made. As a way forward, some recommendations were made which would, if implemented, enhance the role of technical education in the individual's attainment of meaningful adulthood and improvement of society's quality of life. / Educational Studies / M. Ed. (History of Education)

Made available in DSpace on 2016-06-02T19:39:35Z (GMT). No. of bitstreams: 1 5084.pdf: 907637 bytes, checksum: 5a23e7a7199662f6dc764dc43744f860 (MD5) Previous issue date: 2013-02-27 / The primary objective of this dissertation is to investigate the main factors that affect the participation of school counselors in public schools in São Carlos / SP. To this end, we opted for conducting empirical research in order to produce and analyze data capable of providing greater concreteness to the arguments. Thus, in order to determine the research tools and the universe to be studied, techniques for the gathering, samplings, and analysis of data, were selected. For the gathering of data, a questionnaire was applied to Community Education Managers and school counselors. In order to determine the sample, we opted to cover fifty school units ensuring that all segments represented in the School Board answer the questionnaire. And finally, our analyzes were grounded on studies by authors who discuss the democratic management of public schools as a means of extending citizenship and guaranteeing the right of participation. Our preliminary results indicate that, power relationships present in the in interpersonal relationships, is the main factor that hinders the participation of counselors, followed by bureaucratic aspects, described as a subcategory due to the fact that they are related to the fundamental category mentioned above. In contrast, engagement and knowledge in the field are presented in the research as factors that facilitate the participation of counselors. Thus, the results highlight the need to formulate strategies to minimize the negative factors and leverage them to promote the participation of counselors at the municipal level. / O objetivo principal da pesquisa de que trata esta dissertação foi identificar quais são os principais fatores que interferem positiva ou negativamente na participação dos membros do Conselho Escolar nas escolas públicas do município de São Carlos/ SP. Optamos por realizar uma pesquisa empírica, cujo instrumento básico de coleta de dados foi um questionário, aplicado aos Gestores Comunitários em Educação e aos Conselheiros Escolares, representantes de todos os segmentos que compõem o Conselho Escolar, de cinquenta escolas. As análises foram fundamentadas em autores que discutem a gestão democrática da escola pública como mecanismo de ampliação da cidadania e do direito à participação. Os resultados das análises indicaram as relações de poder como o principal fator que dificulta a participação dos conselheiros, com pouca variação de segmento para segmento. Em contrapartida, o engajamento e o conhecimento na área se apresentam na pesquisa como fatores que facilitam a participação dos conselheiros. Assim, os resultados evidenciam a necessidade de formulação de estratégias que minimizem o efeito das relações de poder e potencializem o acesso a informações, como forma de se ampliar a participação dos Conselheiros.