AFRIKAANS: In hierdie studie is daar primêr vasgestel op watter wyse die skool 'n bydrae kan lewer om gesinslewe in Suid-Afrika te bevorder. Tegnologiese, industriële en ekonomiese ontwikkeling het daartoe gelei dat ouers dikwels nie hulle opvoedingsverant-woordelikheid na behore nakom nie, sodat die skool in 'n toenemende mate ook opvoedingstake soos vredes-, verkeersveiligheids-, geslags- en gesinsopvoeding moet oomeem. Die belangrike rol van die skool as 'n instansie wat in diens van die gemeenskap bestaan en wat ook as aanvullende ouer vir die kind moet dien, het baie duidelik in die studie na vore gekom. Die feit dat die skool daarom ook die gesinsproblematiek in die samelewing behoort aan te spreek, het, tesame met die feit dat die Interim Kernsillabus vir Voorligting emstige tekorte toon en onvoldoende leiding aan die opvoeder gee, aanleiding gegee tot die primêre navorsingsvraag: Hoe moet 'n Gesinsopvoedingsprogram vir leerders daaruit sien om hulle voor te berei vir verryking van hulle huidige asook hulle toekomstige persoonlike en gesinslewe? In Hoofstuk 2 is daar deur 'n situasie-analise 'n studie gemaak van die eietydse gesinsproblematiek. Die kwesbaarheid van die moderne gesin het 'n sterk kontras gevorm met die hegte pre-industriële gesin. Die wyse waarop maatskaplike druk en tegnologiese vooruitgang bygedra het tot die ontaarding van en funksieverskuiwing in die eietydse gesinslewe, het bygedra tot groter begrip vir die disfunksionering van die gesin van die een-en-twintigste eeu. Deur 'n studie van die manifestasies van bovermelde disfunksionering in die gesin is gesinspatologieë geïdentifiseer. In Hoofstuk 3 is Gesinsopvoeding vanuit internasionale perspektief bestudeer. Uit die studie het dit duidelik geword dat Gesinsopvoedingsprogramme in die buiteland ook daarop gemik is om sowel die persoonlike as die gesinslewe van die kind te bevorder. Die Histories-Opvoedkundige studie van Gesinsopvoeding in Suid-Afrika, word in Hoofstuk 4 beskryf. Die Interim Kernsillabus vir Voorligting van die Departement van Onderwys is ook bestudeer en tekorte en gebreke is geïdentifiseer. Een van die opvallendste gebreke in die vroeë sillabusse vir Gesinsopvoeding op Nasionale vlak, is die miskenning van die multikulturele behoeftes van die Suid-Afrikaanse samelewing. Die ontwerp van 'n leerprogram vir Gesinsopvoeding in skole is in Hoofstuk 5 gedoen. Gesinsopvoeding is op wetenskaplike wyse en ooreenkomstig pedagogiese grondstrukture, gefundeer. Die mees resente Onderwyswetgewing en beleidsdokument wat betrekking kan hê op die kurrikulering van 'n leerprogram vir Gesinsopvoeding is in ag geneem en 'n uitgebreide studie van Uitkomsgebaseerde Onderwys en riglyne vir opvoeders is verskaf aan die hand waarvan leergeleenthede ooreenkomstig die Uitkomsgebaseerde Onderrigbenadering en die behoeftes van elke besondere klasgroep beplan kan word. 'n Leerprogram vir die Grondslagfase, Intermediêre Fase, Senior Fase en Verdere Onderwys en Opleidingsband is ontwerp. Die onderskeie temas is verbesonder met die oog op die vervulling van die Kritieke Uitkomstes en Spesifieke Uitkomstes. Die Gesinsopvoedingsprogram is ontwerp om aan die eise en behoeftes van die gemeenskap, soos in die situasie-analise geopenbaar, asook aan die vereistes wat deur onderwysowerhede gestel word, byvoorbeeld die eis van Uitkomsgebaseerde Onderwys te voldoen. Die totale ontwerp is uitgevoer ooreenkomstig wetenskaplike vereistes soos daargestel deur 'n verantwoordelike kurrikuleringsproses. ENGLISH: This study primarily aimed to determine how the school could contribute towards promoting family life in South Africa. Technological, industrial and economic development led to parents often not fulfilling their responsibility to bring up their children adequately. This resulted in the school progressively taking over upbringing tasks such as teaching traffic safety, peace, sex education and family education. The important role of the school as an institution serving society and its complementary parental role emerged very clearly in this study. The fact that the school should address family problems in society, together with serious shortcomings and inadequate guidance to the educator in the Interim Core Syllabus for Guidance, gave rise to the formulation of the primary research problem: What should a Family Education Programme for learners be like in order to prepare them for the enrichment of their present and their future personal and family life? Chapter 2 presented a study of contemporary family problems by way of a situation analysis. The vulnerability of the family formed a sharp contrast with the close pre¬industrial family. The way in which social pressure and economic development contributed to the degeneration and shift in function of contemporary family life, contributed to greater understanding of the disfunctioning of the family in the twentieth century. Through a study of the manifestations of the above-mentioned disfunctionings in the family, family pathologies were identified. In Chapter 3 Family Education was studied from international perspective. It became apparent that Family Education Programmes abroad were aimed at promoting both the personal and the family life of the child. In Chapter 4 the historical educational study of Family Education in South Africa was described. The Interim Core Syllabus for Guidance of the Department of Education was also studied and shortcomings and flaws were identified. One of the most conspicuous flaws in the earlier syllabuses for Family Education on national level was the disregard for multicultural needs of the South African society. In Chapter 5 a learning programme for Family Education in schools was developed. It was based on scientific principles and founded according to pedagogic ground structures. The most recent legislation concerning education and policy documents regarding the curriculation of a learning programme for Family Education were taken into account and an extended study of Outcomes-Based Education was undertaken and applied to Family Education. Examples and guidelines for educators were provided according to which learning opportunities in accordance with Outcomes-Based Education and the needs of every particular class group may be planned. Learning programmes were designed for the Foundation, Intermediate, Senior Phases and the Further Education and Training Band. Different themes were specified with a view to meeting the Critical and the Specific Outcomes. The Family Education Programme was designed to fulfill the demands and needs of society as revealed in the situation analysis as well as the demands made by education authorities, for example, the demand for Outcomes-Based Education. The entire design was executed according to the demands made by a responsible curriculum process. / Thesis (PhD (Educational Studies))--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

M.A. (Social Work) / Please refer to full text to view abstract

For several years, the Family Life Education and Gerontology classes have been involved in an intergenerational teaching/learning project. By matching Millennials and Baby Boomers in computer literacy classes, it builds bridges across generations. The students are teamed up with Seniors through a “Cyber Seniors” project, under the auspices of Collat Jewish Family Services (CJFS), which in turn is supported by United Way. The Seniors are encouraged to develop and expand their computer skills on any electronic device of their choosing. Out of these interactions a number of anticipated and unanticipated outcomes were achieved. The project supports computer related skills, and internet safety and privacy for Seniors. The metacognitive learning that took place in both parties, was unanticipated and most rewarding. Students gained respect, empathy and greater understanding for the Seniors. Teaching, learning and socializing were intertwined and the Seniors spoke highly of the social benefits of these meetings.

In this study the trends of social work were examined and the importance of the family in social work practice was identified. The changing role of the school and its relevance to the total welfare of the child was historically documented. The components of the family life education movement were analyzed as were the social forces which contributed to its growth and development. The incorporation of family life education into the schools was reviewed. The active involvement of several disciplines and numerous national organizations, as well as the federal government, was identified in this process. The opposition to family life education being taught in the schools was identified as the problem to be examined in this study. The writer postulated that parents would be in favor of the school's teaching family life education if their knowledge concerning what was being taught was correct. Furthermore, it was hypothesized that if parents did not have correct information they would be more likely to disagree with the school's teaching family life education. A randomly selected parent sample was drawn from an elementary school to test the hypothetical relationship between variables. A pre-test contributed to the development of a questionnaire that was better suited for use in this study. Nine representative family life education topics were included in a matrix format and five questions were asked to measure their knowledge and attitudes. Personal data concerning the age, occupation, ages of children, education, and church affiliation was supplied by the parents. A second instrument was designed to assess what was actually being taught by the teachers of the school. The same topics were used as on the parents' questionnaire. The final response rate for the parents was 87. 5% and for the teachers the return was 65. 3%. Limitations in the data collected prevented the verification of the hypothesized relationship between the variables. However, the parents of this study reflected higher levels of education than anticipated as 60% had completed various levels of college. Their occupations indicated a higher amount of professional and white collar workers than blue collar workers. These parents supported the school's teaching of the family life topics by a definite majority. However, opposition was expressed by 17% of the sample to "human sexuality" being taught. Another 14% opposed teaching "about one's family." A significant finding of this study was the widespread uncertainty by the parents concerning what was being taught. For seven of the nine topics 40% to 60% of the sample was uncertain if it was being taught. Concern for the training and beliefs of those teaching the topics was expressed by 20% of the sample. Further study in the area of the causes of the parental ambivalence concerning the teaching of family life education and the need to compare this study' s findings and the personal profile of these parents to other schools was indicated. The paradox between the parents' support of the school teaching family life education and the uncertainty as to what was actually being taught suggests a need for further study into the causes of this phenomena.

This thesis reviewed selected educational literature in almost 350 texts published by The Church of Jesus Christ of Latter-Day Saints (Mormon) from General Authorities and manuals which included content curriculum in adult family life education; for the adult women's organization (Relief Society); for the men's Melchizedek Priesthood; and for parents instructing their children at home (Family Home Evening).Topics were ranked by century, according to frequencies of occurrence (FO) in the five major publications. Topics were also summarized by each decade. Tables were provided which summarized the top 40 of 78 topics identified. Recurring Themes suggest family is the basis of society and central to the counsel received by members of the LDS Church, and that the content of the counsel has not changed across the century. For example, the role that faith and religion plays in strengthening families, the importance of parents teaching their children, love of spouse and family, the reality of forgiveness as a tool to healing relationships, the teaching of moral values, including chastity (premarital abstinence) and fidelity in marriage, are constant and basis ingredients of LDS family life education.

Sexuality education in public schools in the US is a set of curricula geared toward sexual health, sexual identities, sexual acts, associated values, as well as intimacy and relationships (Naz, 2014). Taught under the curricular umbrella of family life education in the present study, it is governed by state and federal legislation and shaped by community values. It is also uniquely controversial both politically and personally (Drazenovich, 2015; Giroux, 2011). In this study, I developed research questions grounded in Sexual Configurations Theory (SCT): a contemporary, comprehensive theory of sexual identities and behaviors (van Anders, 2015). I also used the theory of legitimate peripheral participation, which is a well-established theory of social interaction that can explain how learning occurs within and around a community (Lave and Wenger, 1991). I analyzed the curriculum of two rural public school divisions in the southeastern US to identify salient categories of curricula relevant to the research questions. I also interviewed 29 school personnel and community partners involved in the curriculum development and guest lectures. I aimed to identify differences in their perceptions of the curriculum as well as how students may have learned about sexuality in out-of-class contexts (for example, the internet, pornography, peer-to-peer, in households, etc.) (Charmaraman, Lee, and Erkut, 2012; Tight, 2016). Results indicated that participants perceived adolescents engaging in informal learning about sexuality elsewhere. The participants reported trying to help adolescents bridge these gaps in instruction with community partnerships, guest lectures from health professionals, and referrals to resources inside and outside of the school. I conclude that curriculum, context, and community are overarching principles in teaching and developing sexuality education. The evidence gathered and interpretations presented provide a rich description that drives implications for stakeholders interested in increasing curricular comprehensiveness. / Doctor of Philosophy / Sexuality education (or sex ed, also sometimes called family life education) in US public schools is a course that teaches adolescents about sexual identities, sexual activities, values, and relationships. It is a controversial topic due to its history, the politics associated with it, and differing values surrounding it across communities. In this study, I looked at the sexuality education curriculum of two rural school divisions in the southeastern US. I also interviewed 29 school personnel and community health partners involved with the curriculum and guest lectures, paying special attention to different perspectives that were raised about the topic. Results showed that participants were perceived that adolescent students would search for information on sex (such as among their peers, at home, on their phones, and watching pornography) when not given the information they wanted in the classroom. Participants also perceived concern that adolescents would engage in sexual behaviors as a result of out-of-class learning, and they attempted to provide referrals to in-school and community resources to bridge the gap between what was taught in the classroom and what was learned out of class. The research also uncovered different views on opting out of sexuality education, abstinence, pregnancy, disease (STI) prevention, and use of technology and apps.

Submitted in fulfillment of the requirements of the Degree of Masters of Technology: Public Management, Durban University of Technology, 2013. / Poor quality of work life is a challenge in higher education institutions (HEIs) and it impact negatively on performance, attraction and retention of quality staff. The purpose of the research was to report on the factors that impact on the quality of work life of employees at the University “A”. The findings from this investigation will assist employees and management alike to understand factors that can improve performance and assist University “A” to be an employer of choice to attract, develop and retain suitably qualified employees. The rationale for the study was to investigate and obtain a better understanding of the quality of work life status in University “A”. Higher education institutions face a serious challenge of retaining adequately qualified and competent staff due to regular resignation and termination of employment contracts of employees. This has resulted in a steady backlog of vacant positions and which has a detrimental effect on the quality of teaching and learning. The deficit of staff leads to increased teaching workloads and consequently impacts negatively on the quality of service being offered including teaching and learning. This study is grounded in both quantitative and qualitative research traditions whereby a survey was conducted in the form of a structured questionnaire and in depth-interviews to university employees. The structured questionnaire was analysed using Statistical Packages for Social Scientists version 12 generating the reliability coefficient Alpha of 0.898 indicating the high degree of acceptance and consistent of the results. This study used the probability stratified random sampling whereby 160 structured questionnaires were distributed to both academic and non-academic employees with 142 returned successfully generating the response percentage of 89%. The findings of this research suggested that career advancement was one of the main reasons that were identified to lead to poor quality of work life. Furthermore, another primary concern was job insecurity, employees felt that their jobs are not reliable and secure. It was also noted in the research outcomes that a high proportion of the respondents were generally not well. The study findings suggest that respondents were not involved in decisions that affect them in their area of work and they feel that they are not given a lot of freedom to decide how to do their jobs. The research results indicated that the increase percentage of the respondents disagreed that their employer provides adequate facilities and flexibility for employees to adjust their work with their family time. It was evident from the responses that even though some policies exist, employees were unaware of their application and also the absence of performance management systems. Another prominent finding from the study was that employee expressed that their health and safety of their working conditions should be improved. The findings and results will assist management and employees alike in the practical implementation of quality of work life programmes with the aim of improving the retention of current employees and attracting potential employees. This study will contribute to the body of knowledge as published studies on the quality of work life is scant in higher education institutions. There is minimal research that has been conducted on the QoWL of employees in higher education institutions, and the results from this research could be utilized by management and supervisors, in order to minimize the potential factors that could negatively impact on the QoWL of employees in HEIs.

本文以癌症病人慧心的生命故事敘說作為探究人之自我陶養的取俓。以探問生命主體如何面對「死亡」的威脅，以及自身對「死亡」之憂懼為起點，以生命故事訪談的方式，自2005年至2007年進行三次訪談。旨在回溯與探究主體歷經種種足堪造成生命斷裂的重大事件—病痛及死亡威脅，重新詮釋、乃至轉化自身生命意義的自我陶養過程。 本文以人生如歌的意象將章節結構分為三部分。第一篇《前奏曲》可視為進入慧心生命故事前的準備，共分為兩章。第一章「緒論」 從研究者之生命經驗出發，回溯自身對死亡與生命意義之怖畏與好奇，並探究自病痛將主體推至多重乃至終極的斷裂（死亡）中，主體創造與尋求出口的「轉化」與「超越」的能力與可能性。第二章「生命的陶養」則提出陶養理論，論述自古典陶養理論對「人之本質」、「自我陶養」，「個人與他者及世界的關係（從異化到回返自身）」的討論，到後現代陶養理論所持之「去目的」、「自我學習」、「自我理解」與「自我創造與轉化」的觀點。第三節「病痛的生命故事敘說」則解釋本文之研究方法、研究目的與問題，並簡介訪談對象之背景。 第二篇 《如歌的行版》包括有三章。第三章「慧心生命歷程分析」首先描述三次訪談歷程與內容，並從「時間性」之向度分析文本結構，第三節則描繪文本中所浮顯之敘說者慧心形貌，並給出一慧心生命故事速寫，筆者並以同樣身為女性的、女兒的、妻子的、思索生命意義與死亡者、以及研究者之不同角度與身份，後設地剖析自身與慧心之間的關係，以及對其文本詮釋角度所帶來的影響。第五章之後則開始正式進入文本解析與討論，探究慧心在生命不同時期的自我發展與轉化過程。第四章「自我的澄明與追尋」主述慧心在染患病痛（癌症）前的生命歷程中，如何在追隨模仿他者與婚姻生活中迷失與覺醒，最後藉由投身於藝術世界之行動來追尋自我。「尋找我之所是的生命圖像」的生命追求因而浮顯，並貫穿於三份敘說文本中，成為其終極關懷。第五章「病痛的挑戰」則解析慧心面對病痛與死亡威脅所帶來的挑戰，成為自己的英雄，並如何以信仰為最大的精神支持系統與治療方式，逐步重新詮釋病痛、死亡與生命意義，由生命圖像由「悲劇英雄」漸轉化為「修行者」。 在第三篇 《無名之歌》裡，第六章「療癒」以「生命主控權的重獲」與「愛與願」兩節解析慧心的療癒與轉化歷程。藉由1.將病因自我歸因、2.重新掌握對病因、治療方式、待治療對象的詮釋權、3.自身的修行、4.關懷他者、5.重詮苦痛經驗等五項要素，慧心得以將「治療」轉為具積極性的「自療」，因而重獲生命的主控權。同時，她也得以化解原伏藏於內心身處的恐懼，將其轉化為對他者的大愛，從自利轉為利他的願力進而萌發，成為懷抱大愛與大願之「願者」。第七章「成為一個人」則綜合整析慧心自我陶養的歷程，尤重其在歷經病痛與死亡威脅後自我陶養之可能性與內涵。本章並就「存在目的」、「人生觀」、「對病痛的詮釋」、「人我關係」、「新世界之生成」、「生死觀」五向度，討論慧心從「悲劇英雄」、至「修行者」到「願者」的轉化歷程中在此五向度上的轉變，並融塑出屬慧心之「信、愛、願、行」的生命特質。其次，本章並根據研究結果形構一慧心自我陶養模式，包括下列七項因素：1.「對界限處境的體驗與正視」、2.「調適變動的策略」、3.「新世界的構作」、4.「自我解離與自我反思能力」、5.「非線性、盤旋而生的陶養歷程」、6.「宗教作為支持系統的輔助與啟明」、7.「敘說、重詮與創化」。本章最後則進一步根據本研究發現進一步省思陶養教育實踐的可能性，並特別針對生死（生命）教育的進行提出建議。 / By interviewing a cancer patient, Huai-shih’s life story, this thesis aims at exploring how the subject re-interprets the meaning of disruptions in her life, including illness and the ultimate disruption-death, and how she transforms the meaning of life. Research data were collected over two years from the year of 2005 to 2007. All these so called disruptions evolve Huai-shih’s life transformation and constitute the process of Self Bildung. Inspired by the metaphor that life is as a graceful melody, the whole thesis is divided into three volumes. The first volume-“ Prelude ” can be concerned as a preparation before going into Huai-shih’s life story. Three chapters are included in it. The first chapter traces back from the researcher’s anxiety and curiosity of life and death from her own life experience, and intend to enquire the possibilities of the subject seeking for transcendence. The second chapter aims at the theory of Bildung, several concepts such as“ human nature”, “self-Bildung”, “relationship between self and others and the outer world ”, “self-understanding” , “self- learning” and “self-transformation are discussed. The history of life education in Taiwan is also articulated in this chapter. The third chapter is to present the research method, research purpose and research question. Our interviewee, Huai-shih is also briefly introduced in this chapter. The second volume is named as “Andante Cantabile”. The fourth chapter analyzes and constitutes the structure of text and portrays a vivid image of Huai-shih’s character. The fifth chapter analyzes the process of how Huai-shih struggled to find her self-identity from the marital relationship before she contracted breast cancer. A main life picture of a subject who works hard to find the answer of who I am has emerged and become Huai-shih’s ultimate concern. The sixth chapter analyzes how Huai-shih adopting her attitudes to face illness and the threaten of death. With the empowerment of religion, she reinterprets the meaning of illness, death and life, and initiates new life belief and inner power. Here Huai-shih is not a “tragic hero” as she named herself before, she has already transformed into a “practicer” who dedicated herself into the faith of Buddhism and practice. Three chapters are included in the third volume. The seventh chapter focuses on how Huai-shih re-controlling her life and digging out that there is a strong love inside her life. She learns to love not only people around her and also strangers again and wishes all human beings can find their happiness and leave far away from sufferings。“Self attribution”, “Re-interpreting the cause of illness and the meaning of therapy ”, “Self-practice”, “Caring for others”, “Re-interpreting personal suffering and illness experiences ”are main elements that enforcing the process of life transformation. She becomes the one who has love and willing of helping others. In the eighth chapter, with the following elements a model of self-Bildung of Huai-shih is constituted : 1.“Facing up to the boundary situations”, 2.“ Adjustment strategies of changes ”, 3.“Constitution of new worlds”, 4.“ The ability of self-detachment and self-reflectoin ”, 5.“A non-linear, spiral process of self-Bildung ”, 6.“ The illumination and support of religion”, 7.“ Narrative, repretation, and creation”. Through this clarification and analyzing of life and death phenomena, the conclusion intends to enrich the field of life and death education and create the possibilities for learners to proceed their own self-learning and understanding from others’ life stories.

This thesis looks at child development based on membership in 4-H clubs.

Thesis (M.S.)--Miami University, Dept. of Family Studies and Social Work, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 26-27).