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Broadening our Classroom is organized into two parts. Part One deals with a theoretical discussion about the meaning and motivations of planning education in contemporary societies and times. From here, planning education can be both contextualized and understood within the wider discourse of what planning education should be in the 21st century. This study then works to illuminates areas of planning education that must be critiqued and challenged based on the way they are currently taught and engaged. Here, the ideas of ‘skills’ and ‘competencies’ are teased in an attempt to fruitfully grapple with planning education from the standpoint of its students. This points towards the need for 21st century planners to observe values, utilize skills and employ took-kits which include the ability to work in cross-cultural settings effectively (at home and abroad), an area of planning education which is to an extent lacking in practice. The merger of planning education and cross-cultural learning experience is proposed as a mechanism to address some of the challenges associated with this endeavor. Part Two transports the theoretical discussion into practice through an evaluation of the Naga City Studio Course offered by the School of Community and Regional Planning at the University of British Columbia (SCARP UBC). In May and June 2007, 20 UBC students participated in a ‘Planning Studio’ course in Naga City, Philippines. The Naga City Studio course serves as a case study in operationalizing a direction for planning education. The course is evaluated and analyzed primarily through participant’s experiences and reflections on the course. It becomes clear that the Naga City Studio Course serves as a creative and ultimately profound example of new directions in planning education, providing students the opportunity to gain cross-cultural exposure and to better understand and enhance their planning related skills within a cross-cultural context. The opportunity for students to both develop and better understand the (cultural) competencies necessary as practicing professionals is a key outcome of the course and serves as the key finding of Broadening our Classroom.

The adult education literature offers little analysis and understanding of the practical knowledge of the program planning process planners hold and use. Rather, a comprehensive review of theoretical sources revealed the widespread use of the academic model, informed by Tyler’s rationale, which has yielded a linear model of planning and a technical view of planners. By contrast, the theoretical sources on practical knowledge and on curriculum and teachers’ thinking pointed to the use of an experiential model, informed by Schwab’s theoretical concepts, which has presented planning as deliberative, and planners as creators and possessors of knowledge. The purposes of the study were to: gain an understanding of the kinds of practical knowledge planners in a university continuing education unit find useful and relevant to their decision making in program planning; acquire a greater understanding of the planning process from their perspective; and develop categories for interpreting these understandings. The research was guided by an interpretive perspective and qualitative methods. The study was conducted in two phases. A pilot and a follow up study. In total, a purposive sample of six planners, two males and four females, none of whom had pursued graduate study in adult education, working in the same institution, were interviewed. It was concluded that practical knowledge, which informs planning practice, consists of three kinds of knowledge: declarative, procedural, and conditional which stand in dialectical relationship to one another; and that planning practice requires that planners have and use all three kinds of knowledge. Further, planning is indeterminate and contingent on the context and planners’ knowledge. These planners’ practical knowledge incorporates a framework of concepts, rules and routines or strategies, beliefs, values, principles, and metaphors of practice. This framework has implications for planners’ criteria of valid and reliable knowledge, informal and formal planning strategies, the ideological character of knowledge, and ethics of practice. As well, these planners use a combination of planning approaches which are directly related to the nature of the planning context and their own capabilities. The contextual and problematic nature of planning is made explicit. The study challenges the prevailing assumptions associated with a traditional view of planning.

Broadening our Classroom is organized into two parts. Part One deals with a theoretical discussion about the meaning and motivations of planning education in contemporary societies and times. From here, planning education can be both contextualized and understood within the wider discourse of what planning education should be in the 21st century. This study then works to illuminates areas of planning education that must be critiqued and challenged based on the way they are currently taught and engaged. Here, the ideas of ‘skills’ and ‘competencies’ are teased in an attempt to fruitfully grapple with planning education from the standpoint of its students. This points towards the need for 21st century planners to observe values, utilize skills and employ took-kits which include the ability to work in cross-cultural settings effectively (at home and abroad), an area of planning education which is to an extent lacking in practice. The merger of planning education and cross-cultural learning experience is proposed as a mechanism to address some of the challenges associated with this endeavor. Part Two transports the theoretical discussion into practice through an evaluation of the Naga City Studio Course offered by the School of Community and Regional Planning at the University of British Columbia (SCARP UBC). In May and June 2007, 20 UBC students participated in a ‘Planning Studio’ course in Naga City, Philippines. The Naga City Studio course serves as a case study in operationalizing a direction for planning education. The course is evaluated and analyzed primarily through participant’s experiences and reflections on the course. It becomes clear that the Naga City Studio Course serves as a creative and ultimately profound example of new directions in planning education, providing students the opportunity to gain cross-cultural exposure and to better understand and enhance their planning related skills within a cross-cultural context. The opportunity for students to both develop and better understand the (cultural) competencies necessary as practicing professionals is a key outcome of the course and serves as the key finding of Broadening our Classroom.

Broadening our Classroom is organized into two parts. Part One deals with a theoretical discussion about the meaning and motivations of planning education in contemporary societies and times. From here, planning education can be both contextualized and understood within the wider discourse of what planning education should be in the 21st century. This study then works to illuminates areas of planning education that must be critiqued and challenged based on the way they are currently taught and engaged. Here, the ideas of ‘skills’ and ‘competencies’ are teased in an attempt to fruitfully grapple with planning education from the standpoint of its students. This points towards the need for 21st century planners to observe values, utilize skills and employ took-kits which include the ability to work in cross-cultural settings effectively (at home and abroad), an area of planning education which is to an extent lacking in practice. The merger of planning education and cross-cultural learning experience is proposed as a mechanism to address some of the challenges associated with this endeavor. Part Two transports the theoretical discussion into practice through an evaluation of the Naga City Studio Course offered by the School of Community and Regional Planning at the University of British Columbia (SCARP UBC). In May and June 2007, 20 UBC students participated in a ‘Planning Studio’ course in Naga City, Philippines. The Naga City Studio course serves as a case study in operationalizing a direction for planning education. The course is evaluated and analyzed primarily through participant’s experiences and reflections on the course. It becomes clear that the Naga City Studio Course serves as a creative and ultimately profound example of new directions in planning education, providing students the opportunity to gain cross-cultural exposure and to better understand and enhance their planning related skills within a cross-cultural context. The opportunity for students to both develop and better understand the (cultural) competencies necessary as practicing professionals is a key outcome of the course and serves as the key finding of Broadening our Classroom. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

The adult education literature offers little analysis and understanding of the practical knowledge of the program planning process planners hold and use. Rather, a comprehensive review of theoretical sources revealed the widespread use of the academic model, informed by Tyler’s rationale, which has yielded a linear model of planning and a technical view of planners. By contrast, the theoretical sources on practical knowledge and on curriculum and teachers’ thinking pointed to the use of an experiential model, informed by Schwab’s theoretical concepts, which has presented planning as deliberative, and planners as creators and possessors of knowledge. The purposes of the study were to: gain an understanding of the kinds of practical knowledge planners in a university continuing education unit find useful and relevant to their decision making in program planning; acquire a greater understanding of the planning process from their perspective; and develop categories for interpreting these understandings. The research was guided by an interpretive perspective and qualitative methods. The study was conducted in two phases. A pilot and a follow up study. In total, a purposive sample of six planners, two males and four females, none of whom had pursued graduate study in adult education, working in the same institution, were interviewed. It was concluded that practical knowledge, which informs planning practice, consists of three kinds of knowledge: declarative, procedural, and conditional which stand in dialectical relationship to one another; and that planning practice requires that planners have and use all three kinds of knowledge. Further, planning is indeterminate and contingent on the context and planners’ knowledge. These planners’ practical knowledge incorporates a framework of concepts, rules and routines or strategies, beliefs, values, principles, and metaphors of practice. This framework has implications for planners’ criteria of valid and reliable knowledge, informal and formal planning strategies, the ideological character of knowledge, and ethics of practice. As well, these planners use a combination of planning approaches which are directly related to the nature of the planning context and their own capabilities. The contextual and problematic nature of planning is made explicit. The study challenges the prevailing assumptions associated with a traditional view of planning. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The aim of this study is to describe how the National Certificate (Vocational) Financial Management at the National Qualifications Framework (NQF) Level 4 is enacted in the classroom and to analyse some of the data gathered regarding the enactment. The study is premised on the assumption that to teach the NC(V) curriculum takes on a new meaning (a new role) for its implementers (college lecturers) as the curriculum, in the form of outcomes, has both theoretical (academic) and practical (vocational) parts. Hence, the college lecturer is expected to lecture using a specialised practice of pedagogy. Data were collected from video and audio recording from ten lessons of the NC(V) Level 4 Financial Management class. Thereafter, a series of interviews were conducted with the college lecturer, who taught the class, as well as interviews with two senior lecturers and the Head of Department of the college. The theoretical framework used in this study is framed using the theories of Basil Bernstein and of Lev Vygotsky. The study will use these theories as tools to analyse the data collected, based on the assumption that these theories underpin sound pedagogic practice. Furthermore, the works of some academic writers have been used to provide some background information about the demands being placed by the global market and on the college lecturers, as well as the current status of the colleges and their attempts in embracing the new curriculum – NC(V). The data reveals that the enactment of the curriculum is almost devoid of the most distinguishing characteristic of the NC(V), namely the vocational part of the curriculum, as well as the lack of training for the college lecturer in meeting the expectations of the curriculum in both the academic and practical components. The end result is that the demands of both the government as well as industry to alleviate the skills shortage South Africa is facing, may not be fulfilled. Lastly, the analysis of the data also indicates that in the absence of support structures, be it in the form of supervision or mentorship, the enactment of the NC(V) could result in students not receiving the overt curriculum as per the policy guidelines. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

The purpose of this study was to develop operational guidelines for the construction of an area vocational-technical school. The data collected were incorporated into an outline of a manual concerned with the construction of an area vocational-technical school.The research was planned to outline, with the use of systems, the constructing, equipping, and operating phases of an area school. A questionnaire was sent to the administrative head of twenty four selected schools to collect data concerned with constructing, equipping and operating their vocational-technical schools. After the questionnaire responses were tabulated and reported, a summary was given showing how each part was dependent upon the whole. A sequence of the thr9e phases was set up to show how each phase was dependent upon the whole for completion of the project.Tie greatest expressed concern in the category of construction was the planning of a facility with a specific educational program in mind. Major concerns in the category of equipment dealt with space requirements and written specifications to be drawn up.In the operation of a facility, high priority was given to the establishment of a governing board and to the availability of funds for actual operational costs.In addition to the questionnaires, a personal interview was conducted with a superintendent of schools; a secondary school principal; and a representative from each of the following categories: labor, management, city council, teachers other than vocational, a school board member, and a chamber of commerce. The interviews were used to determine the degree of awareness of vocational-technical principles and of problems that need to be considered before building an area vocational-technical school in a specific community. While the author had to define some terms to the people being interviewed, these people were experts in at least one of the following areas: School Administration, Superintendent; School Administration, School Board; School Administration, High School Principal; School Instruction, Academic Instructor; Community, Labor Leader; Community, City Council; Community, Management; Community, Chamber of Commerce.In Chapter V of the paper the initial draft of "A Manual for Initial Development of an Area Vocational-Technical School" was outlined. The text of the manual included the philosophy of an area school, the components of a feasibility study, use of existing facilities and equipment, selecting and obtaining new facilities and equipment, curriculum development, legal counsel, bid procedures, laboratory design, related classrooms, operation of a facility, revenue from all sources, expenditures by accounts, and supporting services.

Higher education state governance fulfils an important function in providing policies and procedures, which in turn provides guidance and strategic vision to higher education in South Africa. The reformed South African higher education policies have to guide, rebuild the nation and drive transformation that is necessary in post-apartheid society. However reformation and transformation of regulations require change and restructuring in order to ensure alignment within the entire system. The Faculty of Art, Design and Architecture (FADA) is positioned in a newly restructured and merged educational landscape within a comprehensive university, in which new strategic goals and objectives have been formulated. The faculty is also in the midst of a programme offering debate due to the circulation of the draft Higher Education Qualification Framework (HEQF), which revealed the lack of inclusion of previous technikon type qualifications in this framework. FADA is considering recurriculation and conversion from diploma to degree programmes in order to create a competitive advantage, and ensure a postgraduate future for the faculty. However the majority of the FADA academic staff are specifically qualified and experienced in technikon type programme offerings. The aim of this study is therefore; to determine the challenges and expectations presented in reformed state regulation that should be considered in the strategic management of faculty programme offering in order to ensure strategic alignment to state regulation. The primary research objectives of this study are: • To determine the role and impact of reformed state regulation and state policies on the strategic management of the programme offering in FADA. • To establish the challenges and expectations that the faculty face, in order to strategically manage programme offering that is in line with relevant state policy expectations. • To identify and assess the concerns and expectations expressed by FADA academic staff, that will impact on the strategic management and strategic alignment of faculty programme offering. The research design follows a qualitative research approach in order to observe and document the perspective of the academic within higher education. A case study approach is adopted in examining FADA which is a single higher education faculty. Using literature survey, documentary and policy analysis and interviews with academics within the faculty, the study has provided a comprehensive review of higher education state policies. This review also presents the challenges and expectations that will be required within strategic management, of faculty programme offering to ensure strategic alignment to state regulation. The most important findings revealed that greater focus is placed on management in higher education. An increasing move towards a management paradigm is evident in the restructured higher education environment. Furthermore, the reformed higher education system is described as being extremely rigid with an increase in bureaucracy, which relates to the increase in the number of reformed higher education policies and procedures. The increase in policy requirements resulted in a greater administrative workload which impacts on teaching contact time and interaction with students. The research recommendations have identified that FADA should ensure that the faculty management team is experienced and skilled in strategic management and that they include a market orientated approach in strategic planning. FADA should also aim at reducing the negative impact of state regulation on lecturers and ensure that continuous growth and development takes place in the faculty. / Ms. M. Clark

M.Ed. (Education) / This study of the design of support material for educational television programmes has been undertaken for the following reasons: in order to realize educational television's full potential it must be supplemented with support material; several types of support material had to be identified; problems regarding the design of support material had to be identified. A literature study concerning learning and the learner was undertaken. It was concluded that the adult learner may choose whether he is going to enter the learning situation or not. If he feels threatened by or dissatisfied with the learning situation he can leave and seek a learning situation that suits his needs. The adult learner also undergoes different stages of adulthood and this determines his specific learning needs. A literature study of specific institutions and projects that utilize support material as well as specific types of support material was done. The following conclusion was drawn that the majority of projects or institutions make use of television, textbooks and/or study guides. A variety of other media may be used to support the above...