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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 261 to 270 of 273 (0.102 seconds)| 261 |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary StudentsHudson, Natasha 14 December 2009 (has links)
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.
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Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary StudentsHudson, Natasha 14 December 2009 (has links)
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.
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Vergelykende studie van enkele aspekte van die onderwysstelsels van Suid-Afrika en Suid-KoreaMetselaar, Anna Maryna 06 1900 (has links)
Summaries in Afrikaans and English / Against the background of the social and economic problems of
South Africa, certain aspects of the relatively successful
education system of the Republic of South Korea are examined in
this thesis with the purpose of gaining insight into the
restructuring of the South African educational system and the
influence that education has on society. The thesis is based
mainly on a literature study.
In the interpretation and comparison of information the structural-
functional and systems approaches to educational provision
were used, with the emphasis on the Confucian, African and
Western ways of thinking (mentalities). In the thesis the
contextual factors which influence the particularisation of the
South Korean and South African educational systems are discussed,
with specific reference to pre-school education, vocational and
technical education, teacher training, moral education, parental
involvement, distance and adult education and the financing of
education. Certain conclusions and recommendations regarding
South African education are also made. / Teen die agtergrond van die sosiale en ekonomiese probleme van
Suid-Afrika word in hierdie verhandeling ondersoek ingestel na
sekere aspekte van die relatief suksesvolle onderwysstelsel van
Suid-Korea met die oog op die verkryging van moontlike insigte
vir die herstrukturering van die Suid-Afrikaanse onderwysstelsel
en die invloed van onderwys op die samelewing. Die verhandeling
berus hoofsaaklik op 'n literatuurstudie.
In die interpretasie en vergelyking van gegewens is daar gebruik
gemaak van 'n struktureel-funksionalistiese en sisteembenadering
tot onderwysvoorsiening, met besondere klem op Confucianistiese,
Afrika- en Westerse lewens- en wereldbeskouings (mentaliteite).
In die verhandeling word die kontekstuele faktore wat 'n invloed
het op die verbesondering van die onderwysstelsels van Suid-korea
en Suid-Afrika bespreek. Daar word ook 'n ondersoek gedoen na
voorskoolse onderwys, beroeps- en tegniese onderwys, onderwysersopleiding,
morele onderwys, ouerbetrokkenheid, afstands- en
volwassene-onderwys in die twee lande, asook die finansiering van
onderwys. Sekere gevolgtrekkings en aanbevelings ten opsigte van
Suid-Afrikaanse onderwys word laastens gemaak. / Educational studies / M. Ed. (Vergelykende Opvoedkunde)
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A comparative study of European, Indian and Zulu school children in Natal as regards intelligence and learning and memoryVan den Berg, C. G. (Coert Grobbelaar) 12 1900 (has links)
Some text in Zulu / Psychology of Education / M. Ed.
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Faculty training manual-- academic component: International student volunteersNiven, Jessica Sue 01 January 2005 (has links)
The purpose of this project is to develop a training manual that will provide a common foundation for all faculty, regardless of their academic field and to take a comprehensive approach to teaching and understanding environmental education within the context of different cultures. It looks at what shapes environmental attitudes and how these attitudes vary between cultures.
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Uncovering the Complexities of Teaching English in Higher Education in a Post-Castro CubaSpence, Kevin James 08 December 2022 (has links)
No description available.
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'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika : implikasies vir die onderwysstelsel / A developmental perspective of apprenticeships in South Africa : implications for the education systemVon Landsberg, John Lodewyk 11 1900 (has links)
Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap
stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie
1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei
het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die
evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide
provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels.
Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die
huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding.
Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel.
‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is
gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa:
Implications for the education system, examined the origins of the apprenticeship
system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy
1994-2014. This study concentrated on chronicling the events leading to the
establishment of formalized apprenticeship training in South Africa in 1922 and its
evolution to its present form. Particular attention was paid to the legislation, both
provincial and national, that provided for the establishment of the present system.
The apprenticeship system of the USA was also examined from its roots up to the
present time in all its forms of technical, vocational and artisan training. Looking at the
different college systems and technical training schools of the USA.
Comparisons between USA and South Africa‘s apprenticeship systems was made with
specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)
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Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering ProgramsVũ, John Huân 01 March 2010 (has links)
View John Huân Vũ's thesis presentation at http://youtu.be/y3bzNmkTr-c.
In 2001, the ACM and IEEE Computing Curriculum stated that it was necessary to address "the need to develop implementation models that are international in scope and could be practiced in universities around the world." With increasing connectivity through the internet, the move towards a global economy and growing use of technology places software internationalization as a more important concern for developers. However, there has been a "clear shortage in terms of numbers of trained persons applying for entry-level positions" in this area. Eric Brechner, Director of Microsoft Development Training, suggested five new courses to add to the computer science curriculum due to the growing "gap between what college graduates in any field are taught and what they need to know to work in industry." He concludes that "globalization and accessibility should be part of any course of introductory programming," stating:
A course on globalization and accessibility is long overdue on college campuses. It is embarrassing to take graduates from a college with a diverse student population and have to teach them how to write software for a diverse set of customers. This should be part of introductory software development. Anything less is insulting to students, their family, and the peoples of the world.
There is very little research into how the subject of software internationalization should be taught to meet the major requirements of the industry. The research question of the thesis is thus, "Is there a framework for software internationalization that has been validated against industry requirements?" The answer is no. The framework "would promote communication between academia and industry ... that could serve as a common reference point in discussions." Since no such framework for software internationalization currently exists, one will be developed here. The contribution of this thesis includes a provisional framework to prepare graduates to internationalize software and a validation of the framework against industry requirements. The requirement of this framework is to provide a portable and standardized set of requirements for computer science and software engineering programs to teach future graduates.
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Transnational Private Authority in Education Policy: A Case Study of Microsoft Corporation in Jordan and South AfricaBhanji, Zahra 25 February 2010 (has links)
This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education.
Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental.
Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries.
This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa.
The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations.
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Transnational Private Authority in Education Policy: A Case Study of Microsoft Corporation in Jordan and South AfricaBhanji, Zahra 25 February 2010 (has links)
This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education.
Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental.
Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries.
This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa.
The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations.
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