In this thesis, I explore 42 autistic individuals’ transitions into further and higher education (FHE) in England, drawing on personal experience as well as interview data. I was diagnosed with Asperger’s Syndrome in 1998 at the age of 13. At the age of 15, my mother introduced the topic to me, and autism soon became the foundation of my socio-political identity. The discussion is divided into three themes; stigma and perception management strategies, formal and informal support networks and the interplay of autism with institutional factors. I draw upon Tringo’s (1970) work on the hierarchy of impairment and Goffman’s (1963) work on stigma. Tringo’s (1970) hierarchy of impairment led me to my intra-communal hierarchy of impairment (perpetuated by autistic individuals against autistic individuals) and Goffman’s (1963) work on stigma led me to my four degrees of openness; autistic individuals can be indiscriminately open, or indiscriminately reticent, but openness if relevant, and openness if necessary, are more common strategies. UPIAS’ (1976) work on the social model of disability laid the foundation for my socio-political identity and this thesis. I argue autism has been largely absent from the political arena. I outline how there are four ideals; the ideals of self-regulation, normalcy, ability and independence. Eager to conform to these ideals, eager to self-present as ‘independent’, ‘self-regulating’, ‘normal’ or ‘capable’, some autistic students are reluctant to request support and accommodations, complicating the transition to FHE.

The present thesis focuses on further education of pedagogical personnel at high schools in Central Bohemia Region. The aim of this thesis is to explore, whether the teaching staff continue with their education. The thesis is divided into two parts - theoretical and practical part. The theoretical part is split into two chapters which offer definitions of key words and explain the basic terms closely related to further education of pedagogical personnel. The following chapter describes the implementation of further education of pedagogical personnel, educational methods and tools. The theoretical part also deals with gaining financial sources for further education. The practical part of the thesis is split into two chapters employing the method of questionnaire survey which was sent to the teaching staff in the Central Bohemia Region. This method was used to explore the motivation of pedagogical personnel to continue their education, and to monitor the conditions for their education. In the conclusion, the thesis adverts to several recommendations arising from the questionnaire survey.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.

本研究旨在探討高職廣告設計科應屆畢業學生升學就業意願的影響因素，並了解高職廣告設計科應屆畢業生升學就業的現況，包括個人因素、家庭因素、實施教學與輔導計畫，以及不同縣市、性別、主要撫養者學歷、技術士證照與學業成績等對於影響高職廣告設計科應屆畢業生升學就業因素的看法，進而歸納目前高職廣告設計科的缺失及改善之道。 本研究以北、中、南三區公私立高職廣告設計科應屆畢業生為研究對象。配合研究編製影響高職廣告設計科學生升學就業因素之探討問卷調查表，問卷分為「基本資料」及「問卷內容」兩部分，共寄發1,803份，回收1,361份，有效問卷共1,344份，回收率為75%。 研究方法則採取文獻分析、問卷調查，透過文獻分析以作為調查研究分析的基礎。在統計方面的使用上，依背景變項的特性而有差異，在「性別」變項上採用t-test的方法進行顯著性考驗。變項則採用單因子變異數分析（one-way ANOVA）來進行顯著性考驗。一旦達統計上顯著差異者，則進一步採用薛費法（Scheffé method test）來進行事後比較。 本研究歸納出主要結論如下： 一、就父母期望方面，不同性別、不同學校所屬區域、有無廣告設計工作經驗等有其差異性。在希望待遇擁有不同種類證照及張數、學業及實習成績方面則未有顯著性影響。 二、就父母期望方面，主要撫養者年齡、職業、教育程度及每月平均收入不同，則其看法亦有所不同。 三、就對廣告設計的願景上，背景變項不同，如不同性別、不同學校所屬區域、有無廣告設計經驗在希望待遇之影響不顯著。在證照、學業與實習成績上則有顯著的差異。 四、就對廣告設計的願景上，不同的家庭變項，並未呈現顯著的正相關。 五、就對廣告設計的興趣方面，其背景變項不同，亦呈現不同的差異性。如性別、區域、經驗、待遇上無差異性。而證照種類愈多、張數愈多則興趣愈高；學業與實習成績愈高，則興趣愈高。 六、就廣告設計的興趣上，其在家庭變項方面，不同年齡、不同職業之主要撫養者及家庭收入等未有顯著差異；而主要撫養者的教育程度會與其對廣告設計的興趣有顯著的相關性。 七、在個人升學、就業的意願方面，性別、學校所屬區域、有無廣告設計經驗、待遇、證照張數，未有明顯差異；而證照種類愈多，學業與實習成績愈高，則其升學與就業意願愈高。 八、在個人升學就業的意願上，家庭變項不同，亦未有顯著影響。 最後依據研究結果提出以下建議： 一、對教育行政機關建議 （一）重視高職招生不足現象 （二）正視高職升學途徑的困境 二、對學校建議 （一）加強學生專業技能的培養 （二）加強輔導學生取得各類技術士證照 （三）加強產學合作，增加校外實習機會 （四）加強教學體系現代化 三、對學生建議 （一）加強培養帶著走的能力 （二）加強實作能力 / The main purposes of this study are to explore the factors influencing Advertisement and Design (AD) department graduates’ aspiration of further study and employment in vocational high school, to understand the current situation of the students’ further study and employment, and then to suggest the strategy of improvement for AD department. The study adopted literature analysis and questionnaires survey. The total copies of questionnaires were 1803, and the effective responses were 1344, with a return rate of 75 percent. After statistics analysis of the collected data, the main findings are as follow: 1. As for parents’ expectation, the significant differences existed in students’ genders, schools’ areas, AD-related job experience and parents’ ages, education levels, occupation types and monthly income; otherwise no significant differences existed in students’ expecting income, hoping to have more different kinds of licenses and academic achievement. 2. As for the vision of AD, the significant differences existed in students’ hoping to have more different kinds of licenses and academic achievement; otherwise no significant differences existed in other variables. 3. As for the interest in AD, the significant differences existed in students’ hoping to have more different kinds of licenses, academic achievement; and parents’ education levels. 4. As for the aspiration of further study and employment, the significant differences existed in students’ hoping to have more different kinds of licenses and academic achievement. According to the findings, the suggestions are as follows: 1. For the government, put emphasis on the insufficiency of students in vocational high schools and the difficulty in the ways of students’ further study. 2. For the schools, put emphasis on students’ practical skills, encourage students to get more licenses, cooperate with the industry, and modernize the facilities. 3. For the students, put emphasis on the with-going ability and practical skills.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The study involved BTec National (level 3) engineering students studying at a large Further Education College in the South West region. The disciplines of Electrical/Electronic, Mechanical, Operations and Maintenance, Manufacturing, Telecommunications and Fabrication where all included in the study. Several students were sent by their employers on day release programmes and apprenticeships, and these formed the majority of the part time students. There were also other employed students who attended full time for terms 1 and 3 as part of a block release programme. The remaining students were full time, and mainly 16-18 years old. The study focused upon the core mathematics module everyone studied, and mathematical resources which were available through a virtual learning environment. The resources used layering, enabling earlier work to be built on and applied. Two separate cohorts were studied after substantial changes had been made to the qualification standards. The main findings were that the mathematics resources were very useful support, had a significant positive impact on student success, and enhanced the student experience. They helped part time students, especially, to improve their confidence and their achievements. The unlimited availability of these resources were a major consideration in their usefulness. The use of layering within the mathematics unit enabled better recall and comprehension.

This thesis deals with a topic that factors influencing the professional development of school principals. Its aim is to determine the quantitative and qualitative research which factors and to what extent the professional development of directors house of children and youth and leisure centers (the DDM and SVČ) in the Pardubice region influence. The core issue is the continuing education of directors DDM and SVČ, whether in their professional development in further education. The thesis also includes a six-year term of office, which can have a significant impact on the professional development of directors of DDM and SVČ. Research suggests that the Director of SVC and DDM most important factor that affects their professional development, continuing education. The research results are used in the field of school management and management education as an extension of knowledge about the work of the directors of DDM and SVČ and their professional development, which is negatively and positively influenced by various factors. Key words Further education director, management, schools, house of children and youth, leisure centers, professional development

The final thesis on the topic specific educational needs of visually impaired teachers as part of continuing professional education focuses on needs and opportunities related to education and lifelong education of visually impaired teachers in the Czech Republic. The thesis is divided into theoretical and practical part. The theoretical part deals with the support, rehabilitation and use of assistive devices for this education. Furthermore, mapping companies and organizations supporting the visually impaired and offers examples of good practice. The practical part analyzes the possibilities of further professional education of visually impaired teachers, and seeks to identify the needs and currently offers this education into practice. KEYWORDS visual handicap, educational needs, further professional education, professional increase, compensatory aid

This thesis deals with a topic that factors influencing the professional development of school principals. Its aim is to determine the quantitative and qualitative research which factors and to what extent the professional development of directors house of children and youth and leisure centers (the DDM and SVČ) in the Pardubice region influence. The core issue is the continuing education of directors DDM and SVČ, whether in their professional development in further education. The thesis also includes a six-year term of office, which can have a significant impact on the professional development of directors of DDM and SVČ. Research suggests that the Director of SVC and DDM most important factor that affects their professional development, continuing education. The research results are used in the field of school management and management education as an extension of knowledge about the work of the directors of DDM and SVČ and their professional development, which is negatively and positively influenced by various factors. Key words Further education director, management, schools, house of children and youth, leisure centers, professional development

(in English): This thesis is focused on solving life situation of long-term unemployed people through further education. It's based on the current state of active employment policy and on the survey of particular adult education possibilities in the region of Hradec Králové. The actual survey will be made through questionnaires given to job seekers in the Hradec Králové region. The main objective is to answer the question: Which education forms are available to the unemployed dealing with their life situations. The thesis also aims to find out whether they are informed about these forms and whether they are interested in them. The theoretical part deals with general topics of unempoyment and adult education. The research part compiles the results of questionaires which are used to prove or disprove preset hypothesis and to make a conclusion described in the final part.