Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2509.

Thesis (M.S.) --The University of North Carolina at Greensboro, 2008. / Directed by Martha Taylor; submitted to the Dept. of Nutrition. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 62-65).

South Africa finds itself on the threshold of new challenges taking place in virtually every :possible sphere of life, i.e. the political, technological, human, social, economic and cultural spheres. The education system is also faced with these changes and cannot be viewed in isolation, rut demands new outlooks by educational planners and educationists. Non-formal education f orns an integral part of the provision of a system of education in' South Africa and is also influenced by these challenges. In order to make reasonable reconnnendations on how the challenges - particularly those of education management - should be approached by education planners and educationists, the following were investigated: * the role of and need for non-formal education in a system of education provision in south Africa so as to detenltlne the need to manage and administrate non-formal education successfully * the institutions which make the biggest contributions to the provision of non-formal education in south Africa, in order to point out where problem areas exist, and the resultant duplication, overlapping and fragmentation of training regional development and the role of regional bodies such as the Regional Development Advisory Conunittees, Regional Development Conunittees of the National Training Board, Training Board for Iocal Government Bodies and Regional services Councils the utilisation of Regional services COUncils to co-ordinate non-formal education at regional and local levels Based on the findings, an educational strategy is proposed to co-ordinate non-formal education on recJional and local levels through Regional Services councils. / Educational Leadership and Management / D. Ed. (Educational Management)

M.Ed. (Community Education) / The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.

The purpose of this qualitative study was to examine the partnership role of noncredit continuing education in revitalizing the workforce during the economic crisis that started in 2008 in selected communities in East Tennessee. This research synthesized meaningful information regarding how the leaders of business and industry perceived the role of noncredit service providers as economic development partners. This qualitative study was conducted using interviews of chamber of commerce officials in 9 of the 10 counties served by Walters State Community College. The participants indicated that they were interested in partnering with the noncredit department to accomplish the goal of helping displaced workers be retrained and employable. In order to meet this goal, the respondents stated that communication is essential. The perceptions of the participants could serve as a catalyst for the community college to implement the specific changes identified by the respondents to the interview questions. The synthesis of data collected from a microcosm of communities in East Tennessee and their relationship with Walters State Community College suggested that there was a perceived role of noncredit continuing education as a workforce revitalization partner. The data suggested 2 barriers negating the effectiveness of this partnership: communication and awareness. This may or may not be universally applicable to other colleges in other communities. Further research could synthesize meaningful information regarding noncredit programs in other communities and identify additional barriers between colleges and business and industry.

ABSTRACT This is a case study of how a community education program became institutionalized at Temple University. The Pan-African Studies Community Education Program (PASCEP) has been located at Temple since 1979. The research illuminates the events that led to PASCEP coming onto Temple University's campus. The main research question was: "Why and how did Pan-African Studies Community Education Program develop from a Community Education Program in North Central Philadelphia to a Temple University campus-based program, and what were the important factors contributing to its development and institutionalization within Temple University?" The research used a qualitative case study method. Data were collected from archival repositories at Temple University and the City of Philadelphia as well as from original documents provided by the Community Education Program and participants in the study. Documents included newspaper articles, letters, reports, and organizational histories as well as transcripts from thirty semi-structured participant interviews. Semi-structured interviews were held with 30 participants who were involved or familiar with the movement and the university between 1975 and 1979. The research indicates that the Community Education Program acted as a local movement center connected with the Civil rights movement. I employed Social Movement theories and Aldon Morris's Indigenous perspective to examine the trajectory of the Community Education Program from the neighborhood to the University. Much of the organizing, mobilizing, and planning done by the members in the Community Education Program/local movement center was managed by Black women. Therefore, the research employed Belinda Robnett's perspective on Bridge Leaders and Toni King and Alease Ferguson's standpoint on Black Womanist Professional Leadership Development to illuminate the leadership styles of the Black women in the local movement center, and their relationships with Temple University faculty and administrators, as well. Results from the inquiry demonstrate that community activism constituted social movement collective action behavior as the Community Education Program and its supporters became an effective local movement center. The study indicates that leadership, political opportunity, resource mobilization, and participation during the tenure in the Program in the community as well as after the introduction of the Community Education Program to the University were indispensable factors in the institutionalization of the Community Education Program. / Urban Education

This research involves understanding the civic learning that emerged from the ways individuals in two civic action groups, Greenhill Historical Society (GHS) in Bonnybridge, a deindustrialised location, and Cumbernauld Village Action for the Community (CVAC) in Cumbernauld Village, a Conservation Area, enacted their citizenship through the spatial (geographical) and temporal (historical) characteristics of their place. I use a citizenship-as-practice conceptualisation, where citizenship is not a status ‘given’ to individuals who have successfully displayed pre-requisite outcomes, but is a continuous and indeterminate practice through exposure to real challenges. To understand the learning occurring for, from and through their practices, I used Biesta’s theory of civic learning (Biesta, 2011). It involves a socialisation conception of civic learning as the adoption of existing civic identities, where individuals adapt to a given political order, and a subjectification conception which focuses on how political agency is achieved. The theory connects learning and action together, where Biesta argues socialisation involves the individual requiring to learn something in order to carry out the ‘correct’ actions in the future; however, subjectification involves action preceding learning, where learning comes second, if at all. I used a case study design and a psychogeographic mapping methodology involving secondary data analysis, psychogeographic mapping interviews and observations. Civic action emerged as a more central component than civic learning through my empirical analysis. The civic actions of GHS emerged as a case of reconsideration (redefining, re-meaning their location through interventions in public), and CVAC of reconfiguration (actions physically altering the landscape). These actions concerning space and time involved spatial shifts from mapreading to mapmaking, and temporal shifts from histories ‘of’ and ‘for’ the public, towards histories ‘by’ the public. Respondents became ‘curators’ of their places: from spectators to participants in making and representing spaces and histories that opened their locations to interruptions of the continuities of time. Attending to practices of citizens with space and time contains possibilities for public pedagogies that work ‘with’ context rather than just ‘in’, towards opening up opportunities for citizens to ‘become public’ as practices that trouble pre-existing arrangements and configurations.

The thesis is focused on the analysis of the Scottish education system in the context of community education. The thesis focuses on the analysis of the educational system in terms of structure and curriculum documents and analyzes the conception of community education. Great emphasis is placed on linking community education with the school. Work is supplemented with a content analysis of school - political and curricular documents that form the basic theoretical framework for practice. These documents are also an inspiration for the creation of similar documents in the Czech Republic. Conducted content analysis summarizes theoretical information and highlights the importance of community planning and cooperation in the community education. The results of this study allow to dissemination of the Czech comparative pedagogy and contribute to the debate on the conception of community education in the Czech Republic.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-04T13:24:01Z No. of bitstreams: 1 Felipe Luis Fachim.pdf: 6749617 bytes, checksum: e449960688cdc6a70925738b376afec8 (MD5) / Made available in DSpace on 2017-04-04T13:24:01Z (GMT). No. of bitstreams: 1 Felipe Luis Fachim.pdf: 6749617 bytes, checksum: e449960688cdc6a70925738b376afec8 (MD5) Previous issue date: 2017-03-20 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present work proposes an investigation on the LGBTQ theme in a Municipal School of Elementary Education (EMEF), located in a peripheral region in the North Zone of the city of São Paulo, in order to build a project about sexual and gender education, regarding the LGBTQ theme for teachers, students and school staff and analyze its developments. This is a qualitative research, of an interventionist nature, within the framework of an academic master's degree, within the group of Research in Educational Practices and Attention to the Family, School and Community (Ecofam), of the Graduate Program in Educational Psychology PUC-SP. Its main objective is to intervene and investigate the psychoeducational processes related to gender and sexuality, with regard to the LGBTQ theme, in the public school. The specific objectives are: (I) Participate in the psychoeducational processes related to the theme gender, sexuality, in the LGBTQ perspective, together with two instances: students and professionals responsible for the education of the students and for the formation of the school; (II) Co-construct a place in the school where this theme can be discussed. With a methodology that dialogues existential phenomenology and feminist proposals of knowledge construction, we intend to analyze our intervention, fruit of a year and a half of face-to-face work with teachers and adolescents of EMEF, organized in experiences reports constellated in the paradigm of the hermeneutical circle. The constellations found are: (I) Morro Grande adolescents: reflections on adolescence; who are the LGBTQ teenagers; humiliation and families from the teen perspective; (II) The educators of Morro Grande: reflections on educators; who are the LGBTQs who appear in the research in a psychoeducational context; humiliation and violence regarding school practices; (III) In search of a conclusive route to intervention - resignificances in the discourse of adolescents and teachers; analysis of what potentiates the intervention or not. The results point to: (I) discrepancies between adolescents and the concept of adolescence created by the psychoeducational discourse, being that the latter invisibilizes the former; (II) the school, among other institutions, exerts, by means of “straightterrorist” acts, violence on people who do not fit into the order constructed by the "Straight Mind"; (III) reflective attitudes, coconstructed in the community’s terms, have proved potent in the re-signification of the meanings of the themes surrounding the LGBTQ population, which, in turn, is increasingly in a condition of vulnerability and exclusion in the context exposed. Who is going to talk about and with the LGBTQ youth in public school? / O presente trabalho propõe uma investigação sobre a temática LGBTT em uma escola Municipal do Ensino Fundamental (EMEF), situada em uma região periférica na Zona Norte da cidade de São Paulo, a fim de construir um projeto sobre educação sexual e de gênero, no tocante da temática LGBTT, para professores, alunos e funcionários da escola, e analisar seus desdobramentos. Trata-se de uma pesquisa qualitativa, de caráter interventivo, no âmbito de mestrado acadêmico, situada no grupo de Pesquisa em Práticas Educativas e Atenção Psicoeducacional à Família, Escola e Comunidade (Ecofam), do Programa de Pós-Graduação em Psicologia da Educação da PUC-SP. Tem como objetivo geral Intervir e investigar (n)os processos psicoeducacionais relacionados à temática gênero e sexualidade, no que diz respeito ao recorte LGBTT, na escola pública. Os objetivos específicos são: (I) Participar dos processos psicoeducacionais relacionados ao tema gênero, sexualidade, na perspectiva LGBTT, junto a duas instâncias: alunos e funcionários responsáveis pela formação dos educandos e pela construção da escola; (II) Co-construir um espaço na escola em que se possa discutir essa temática. Com metodologia que dialoga fenomenologia existencial e propostas feministas de construção de conhecimento, pretendemos analisar nossa intervenção, fruto de um ano e meio de trabalho presencial junto a professores e adolescentes da EMEF, organizada em relatos de experiência constelados, no paradigma do círculo hermenêutico. As constelações encontradas são: (I) Os adolescentes da Morro Grande: reflexões sobre adolescência; quem são as adolescentes LGBTTs; humilhação e as famílias pela perspectiva adolescente; (II) As educadoras da Morro Grande: reflexões sobre as educadoras; quem são as LGBTTs que aparecem na pesquisa em contexto psicoeducativo; humilhação e violência no tocante das práticas escolares; (III) Atrás de um percurso conclusivo - pistas para intervenções: ressignificações no discurso de adolescentes e de professores; análise do que potencializa ou não a intervenção. Os resultados apontam: (I) discrepâncias entre adolescentes que se diferem da categoria adolescência nos moldes criados pelo discurso psicoeducativo e a própria categoria adolescência, sendo que a segunda invisibiliza a primeira; (II) a escola, dentre outras instituições, exerce, por meio de atos “heteroterroistas”, violência sobre as pessoas que não se enquadram na ordem construída pela “Mente Heterossexual”; (III) atitudes que, se de caráter reflexivo e co-construídas nos termos da comunidade, mostram-se potentes na ressignificação de sentidos aos temas que envolvem a população LGBTT. Esta, por sua vez, se encontra cada vez mais em condição de vulnerabilidade e exclusão no contexto exposto. Quem vai falar da e com a juventude LGBTT na escola pública?

台灣的社區大學從民國八十七年九月文山社區大學開辦至今，各縣市陸續開辦或積極籌備，短短二年多的時間，目前(民國九十年六月)全國已有三十所社區大學。 社區大學的設立，意味著台灣社會歷經近十多年來的改革開放，匯聚了對教育改革的深切期盼，以及對深化民主，重建社會的理性認知，以逐漸成型豐沛的民間活力為支撐，並結合地方自治、社區發展的潮流。社區大學的創建，旨在深化民主，重建社會，引導社區人民積極公民權（active citizen）的行使，鼓勵民眾參與社區公共事務，落實教育與社區的結合，指供終身學習的場域，進而促成公民社會的實踐。 透過教育途徑喚起公民意識及培養公民能力，在社區大學中學習民主社會中公民所需具備的能力與技巧，唯有建立公民的社區意識、公民意識，由下而上的政治參與才不會淪為空談。社區大學提供公民公共參與的機會，朝向自我管理；同時，激勵公民積極參與社區公共事務的認知。社區大學這個另類大學，不僅本身即是一個非營利組織，同時其亦結集了不同的社區團體來共同落實教育與社區的結合，故本研究以目前台北市四所社區大學為研究對象，並以「公民資格」、「公民參與」、「社區教育理論」為社區大學的基礎理論，來探討社區大學建構公民意識的策略與實踐。 社區大學設立的終極目標乃是希望建構一個公民社會，其所使用的策略主要可分析為「課程型塑」、「公共論壇」、「與非營利組織的策略聯盟」、「社團觸發」、「社區參與」五個面向，經由個案分析歸納出下列研究發現： 1.社區大學的推動理念，主要乃希望藉由相關課程來打開公共領域發展民脈、培養人民批判思考的能力、以及引導新的社會價值重塑生活形態。然普遍發現各社區大學的學術性課程及公共性課程不好經營，而影響社區大學課程規劃方向最大的主力，實乃取決於各社區大學負責人（主任）的治學理念。 2.「公共論壇」對大部份的社區大學而言，有其正面的功能，其提供了一個可以讓民眾多瞭解公共政策的場域。 3.對非營利組織而言，社區大學提供一個交流的場域，讓非營利組織至社區大學授課以傳達組織理念，社區大學亦提供了非營利組織成員再成長的機會；對社區大學而言，非營利組織可提供其豐富的師資來源。 4.最具活動力和自主性學習的社團活動課程，對各社區大學參與文化的型塑有其正面的意義。 5.對社區大學而言，在地的社區是它要開拓、耕耘的場域；對在地社區而言，社區大學引進了社區營造的資源及支援，有助於社區工作的開展。