British Columbia's Ministry of Education has established fundamental policy standards for teacher practice. These standards ensure the safety and well-being of school children and youth. My study explores the lived realities of novice and experienced teachers focusing on the quantity and quality of their university training and their preparedness to implement standards. Participants' stories reveal vast differences in teacher training institutions curricula, practicums, and overall quality of education. However, there is one similarity; there is a general lack of training in relation to bullying, classroom management, and teaching strategies. Interestingly, teachers have been requesting training in these areas for decades. I contend that there is a gap between ministry policy and teacher training institutions' curriculum development. Thus, teachers graduate without the necessary skills to implement the government's teaching standards, especially in relation to student safety in school. I present practical recommendations for teacher training curriculum development, and I emphasize the importance of a mentorship program for novice teachers to ensure best practice and job satisfaction.

The promulgation of the South African Qualifications Authority Act, 1995, will transform the way in which learning is designed, developed, implemented, managed, assessed and evaluated. Many different organisations, institutions, industries and sectors understand the guiding principles and concepts of this Act but are grappling with all the forces and factors that impact and influence the implementation of the Act. The Act introduces the National Qualifications Framework, which will impact on learning and present many challenges and opportunities for education and training and development practitioners in South Africa. Because of the newness of this Act, many organisations, institutions, industries and sectors are in the process of waiting until all the relevant South African Qualifications Authority structures are in place before embarking upon some sort of action. Traditionally, most learning has been 'inputs' based (course content, course duration, course entrance requirements and course methodology). The South African Qualifications Authority Act, 1995, will refocus learning to 'outputs' (outcomes), with a fundamental shift in thinking about the way in which learning is designed, developed, implemented, assessed and evaluated. This shift may be described as "it does not matter where, when or how one learns, but what one learns, why one learns and if one has learnt". The South African Qualifications Authority Act, 1995, will also transform learning organisations in the way they plan and do things. The seven automobile manufacturers, together with the National Union of Metal Workers of South Africa (NUMSA), are challenged with these paradigm shifts. This dissertation was therefore concerned with these central issues in 'operationalising' the principles and concepts of the National Qualifications Framework within the automobile industry. The study revealed that most of the organisations in the automobile industry: • Are not well enough informed about the latest developments of the South African Qualifications Authority; • Do not necessarily have access to current, relevant and reliable information about the National Qualifications Framework; • Are all dedicated to uplifting the knowledge, skills and abilities of their staff through their 'multi-skilling model' for education and training and development; and • Support the underlying principles and concepts of the National Qualifications Framework. The automobile industry is therefore presented with many challenges and opportunities for the provision of education, training and development. Some challenges and opportunities for the automobile industry are: • The need to refocus education and training and development programmes/projects to ensure national alignment and international comparability; • The need to develop education, training and development staff in line with the 10 education, training and development practitioner roles; • The need to keep abreast with national initiatives impacting education and training and development. / Thesis (M.Ed.) - University of Durban-Westville, 1998.

ABSTRACT In an effort to meet students' arts education needs, the New York City Department of Education (NYCDOE) collaborated with various community organizations to develop the Blueprint for Teaching and Learning in the Arts in 2004. In 2008, the NYCDOE updated the music portion with a publication known as the Blueprint for Teaching and Learning in Music PreK-12. After designing the new "Standards and curriculum guide" with the intention of changing arts education in New York City public schools, the NYCDOE organized various professional development workshops to prepare music teachers. Although the responsibility of music teachers was obvious, the role of assistant principals, who evaluate the performance of music teachers, was not apparent. In this study, I employed questionnaire, interview, observation, and document analysis as data gathering instruments to investigate the implementation and supervision of the music education portion of The Blueprint standards. I used a collective case study approach to conduct the study in the public high schools of New York City in light of the changing conditions of education in the NYCDOE. I found that in the New York City public high schools, not every music educators was familiar with The Blueprint, and the NYCDOE did not make its implementation mandatory to all music educators. Implementation of The Blueprint depended on individual teachers' choice. Because the NYCDOE did not train music supervisors how to supervise and evaluate the implementation of The Blueprint, they did not use the criteria from The Blueprint to evaluate music teachers. Data from classroom observation of music teachers indicated that they were implementing some of The Blueprint's strands. Music educators that were apprehensive about using The Blueprint believed that their established method of teaching music was sufficient, and that the NYCDOE does not always follow through with its policies. Administrative support and resources were not significant barriers except in one case, but time was an obstacle to the implementation of The Blueprint, especially the rehearsal time. Time for other subjects took precedence over music.

The research project explores the effect of empowerment to schools. All stakeholders should be empowered for improvement of quality education and school effectiveness. Two groups of schools were identified, that is, low performing and high performing schools. The aim of this research is to investigate why some schools performed better than others. The purpose of research is to prove that effective schooling can take place through empowerment and that school management can be successful where there is high commitment. The qualitative research method was employed. It refers to research that elicits participant's account and meaning, experience or perceptions. It also produces descriptive data in the participant's own written or spoken words. To gather empirical data, the following research methods were employed; literature study and focus group interview. The following categories emerged: -  Discipline  Lack of commitment and motivation in the learning environment  Management leadership styles applied in schools  Lack of support / Educational Studies / M.Ed. (Education Management)

This thesis addresses the paradigm shift required for an MBA qualification in a world order of inclusive globalisation (WOIG) – where humankind‟s security is assured, and where global poverty has been eradicated. A new research methodology, termed critical metasynthesis, which is the enrichment of critical management research with metasynthesis and Socrates‟ dialectic method of systematic inquiry has been used. The critical metasynthesis derives its outcome from the insights of global leaders from the developed and developing world, refuted by Nobel Laureates from the past decade. From the Socratic dialogue an end-purpose Statement of Visions for a new world order, society, business, business leadership, and the postmodern MBA emerged, namely: to deliver a WOIG; requiring a society that finds its greatness in protecting both its humanity and its economy as a whole; requiring world-class businesses – financially robust across business cycles, with global stewardship as the dominant business logic; requiring global business leaders with an ability to envision the WOIG, and then to lead thereto in an entrepreneurial and path-breaking manner exerting leadership qualities associated with the golden Rule of Humanity; requiring an MBA that educates and inspires the business leader to lead (and, to co-lead with societal and political leaders) the planetary turn-around to a WOIG. For this, a fundamental change of paradigm for the MBA emerged as a prerequisite. The first prerequisite is a Social Contract with Business as a trichotomy of global business responsibility towards society, politics and the Earth. This, becomes the raison d‟être of the postmodern MBA. The second prerequisite is an educational context aligned with the values and aspirations of a WOIG society. The outcome of the postmodern MBA is a fundamental personal re-orientation as thé kairos moment - through holistic critical reasoning excellence and achieving a WOIG mindset. Flowing from this to craft, build and to manage enterprises for the turn-around from today‟s world order of destructive globalisation to a WOIG. The thesis contributes a new educational context, vocabulary, and guidelines for a new canon of MBA knowledge. The thesis concludes by describing new vistas of follow-up research in four interlocking priorities for the professoriate, namely: discovering, integrating, applying and teaching a postmodern MBA in a WOIG – to deliver MBA graduates who can lead any business in any industry sector in any country towards positive sustained results for all stakeholders. / Business Leadership / D.B.L.

Please read the abstract in the section 00front of this document / Dissertation (MEd (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

This study investigates the assessment criteria of Unit Standard 115789: Communication Studies and Language. In general unit standards are registered, standardised statements of expected education and training outcomes including assessment criteria and other regulatory information required by training providers and assessors to train and assess learners under the Skills Development Act of 1998. However, it was found that many training providers and assessors share the view that in the case of Unit Standard 115789, among others, the assessment criteria and their descriptors are generic, vague and non-context specific to the extent that trainers and assessors have difficulty in developing appropriate and reliable assessment tools and instruments that allow them to adhere to the basic principles of assessment, namely transparency, validity, reliability, consistency, practicability, fairness, flexibility and usability. The main concern of the study is that learners will be declared communicatively competent individuals in a variety of professional and industrial environments when in fact they are not. The study traces the origins and development processes of Unit Standard 115789 in order to gain a clearer understanding of the problems experienced by training providers and assessors in the implementation of the assessment criteria. It then proposes a set of guidelines that will assist training providers and assessors to make the assessment criteria more accessible and the assessment processes more reliable, valid and consistent. Finally, it makes a number of recommendations to ensure that the problems of implementation of Unit Standard 115789 currently experienced by training providers and assessors are alleviated.

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Communication Science at the University of Zululand, 2017 / The South African education system requires urgent intervention to improve the quality of its tarnished image. The Department of Basic Education has been criticised and referred to as a national catastrophe which is characterised by pockets of disasters by Basic Education Minister Angie Motshekga. There are numerous challenges and crises which diminish the image of the Department of Basic Education. The media has further influenced the negative perception by stakeholders of the education system leaving the reputation of the Department of Basic Education and local schools tarnished. This thesis examines how reputational management could be used to promote the image of basic education in uThungulu. The first part of the study reviews literature on reputation management, media effects, crisis management, challenges and strategies for reputation management. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the relevance of reputation management at public schools. A questionnaire was used to glean information about impact of utilising reputation management to improve Basic Education. Staff from the uThungulu district municipality, as well as, members of the local community responded to the questionnaire. MoonStats was used to organise data from the questionnaire into logical, sequential and meaningful categories. Further, MoonStats and Excel assisted in generating descriptive statistics, graphs and bivariate statistics which made it easier to compare variables. Penultimate chapters blend the insights gained from the literature review to interpret the results obtained through the study. Among other issues, it was interesting to note both sample groups agreed that local schools and the Department of Basic Education are faced with numerous crises and challenges which diminishes its reputation, therefore, it was recommended that the implementation of effective reputational management communication strategies will actively address these issues and restore a positive image within the Department of Basic Education.

The purpose of this study was to evaluate selected psychometric characteristics of the Ethical Judgment Scale (EJS). Specifically, to determine (a) content validity, (b) internal consistency reliability, (c) correlations of the Likert-type, stage 5, and panel scoring methods; and, assess (d) the relationship of certain demographic factors of community college counselors and EJS scores. A survey research design, employing the EJS with modified instructions, requested an actual and ideal response for each of 25 hypothetical incidents that represented various ethical dilemmas in the counseling field. Ninety-one community college counselors in the state of Virginia participated in the final study. A nonrespondent survey also was completed. The results suggested that content validity of the EJS was supported by expert ratings of the hypothetical incidents; however, an evaluation of the response choices indicated that 20 of the incidents had at least two inappropriate response options. An examination of internal consistency reliability of the EJS, using Cronbach’s <b>alpha </b> and KR-20 statistical procedures, indicated unsatisfactory to lower than desirable correlations for the three scoring methods employed in this study. Similarly poor correlations were obtained for the relationships of the scoring methods. Scale discrepancies and the unreliable scoring methods prevented firm conclusions regarding the association of EJS scores and selected demographic characteristics of the study sample. Findings of the study suggested that a lack of confidence with the measurement instrument may be justified. Suggestions for further research were offered and included the further evaluation and possible revision of the scale. / Ed. D. / incomplete_metadata

This study identified definitions of adult education appearing in three major adult education journals (Journal of Adult Education, Adult Education Journal, Adult Education) and three handbooks of adult education (1948, 1960, and 1970) over a period of 40 years, 1939 to 1979, and concluded there is no one universally accepted definition of adult education.