1 ABSTRACT The diploma thesis deals with the analysis of the educational needs of adults in professional education, specifically focuses on the analysis of the educational needs of grammar school teachers, which the student choses for the implementation of research. Today, the further education of pedagogical staff is a much-discussed topic, as one of the goals of the Strategie 2030+ document is to transform schools into learning organizations. But before a educational program can be determined, educational needs must be analyzed and identified. Therefore, the aim of the diploma thesis is primarily to analyze and identify the educational needs of grammar school teachers and then to design a program for their implementation. The work is divided into theoretical and empirical part. The theoretical part is based on the study of professional literature and other available sources. It deals with the definition of basic concepts related to the topic, competencies, self-education, further education of teachers, issues of adult education, motivations and barriers in adult education, lifelong learning, educational needs, especially their analysis and last but not least the teaching profession, the prestige of the profession, personalities of teachers and contemporary teacher education. The practical part is then...

The purpose of this study was to help the reader hear and begin to understand each of the 4 generations, resulting in an awareness of how each generation perceived the world in general, and specifically its perception of work in an academic setting. The researcher studied 4 participants currently or formerly involved in the higher education environment; each represented one of the 4 generations examined and was studied through stories, autobiography, notes, conversations, interviews, family stories, and life experiences. Today's American workforce is unique in that never before has there been such a diverse group of individuals working together. Research suggests that the mixing of race, gender, ethnicity, and generation in the workforce of today is remarkable. First, the 4 generations in this qualitative study were identified. For this study, the generations were known as The Veterans or Traditionalists born approximately between 1922 and 1945, The Baby Boomers born approximately between 1946 and 1964, Generation X born approximately between 1965 and 1980, and Generation Y born approximately between 1981 and 2000. After the collection and analysis of the 3 sets of data (interactive interviewing, written descriptions, and descriptive observations), the researcher created a coding and catalog content analysis. Much of the researcher's work consisted of a process method of analysis to discover characteristics and patterns similar to the 4 generations represented in the qualitative Narrative Inquiry methodology. Through the narrative inquiry method of this qualitative study, the examination of multiple generations within the workforce produced more similarities than differences. Common ground spanning over 80 years was evident more often than not. All 4 generations ultimately wanted the same thing with regard to their jobs: an enjoyable job, fulfillment and purpose, good benefits and pay, a perspective on what is important, respect, stability in the company and job, validation, and appreciation (Gibson, 2009).

This study wants to investigate internal driving forces of employees who want a career change, what type of career-related support they need to move forward, and how this support can be made available, as well as their thoughts on the potential of career-interventions supporting the career-health of employees. Peavy’s socio-dynamic counseling theory, Antonovsky’s SOC and previous studies on career-counselling and health build the theoretical framework for the study. The CIP-theory was used as a methodological tool to generate empirical evidence. Eight semi-structured qualitative interviews were conducted with an interview guide built on SOC’s comprehensibility, manageability and meaningfulness. Results show that these employees experience some negative health-effects and difficulties to proceed on their own, hence describes a need for support at different stages of the process. All participants mention meaningfulness as an important driving-force and they express a wish for conversational support to investigate what could be meaningful for them. / Syftet med studien är att undersöka drivkrafter hos anställda som önskar en karriärrelaterad förändring, vilket karriärrelaterat stöd dessa anställda upplever sig ha behov av för att komma vidare och hur stödet kan tillgängliggöras, samt deras tankar kring karriärvägledningens potential för främjandet av karriärhälsa. Peavys konstruktivistiska vägledningsteori och Antonovskys KASAM har använts som teoretiskt ramverk tillsammans med tidigare forskning kring vägledning och hälsa. CIP-teorin har använts som metodologiskt verktyg för att generera empiri i denna kvalitativa intervjustudie. Åtta semistrukturerade intervjuer har genomförts med hjälp av en intervjuguide skapad utifrån KASAMs tre begrepp begriplighet, hanterbarhet och meningsfullhet. Resultaten visar att anställda som önskar förändring kan uppleva negativa hälsoeffekter och svårigheter att på egen hand ta sig vidare och beskriver behov av stöd under olika faser av beslutsprocessen. Samtliga deltagare nämner meningsfullhet som en drivkraft och de önskar samtalsstöd i utforskandet av vad som skulle kunna vara meningsfullt för just dem.

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Type 2 Diabetes Mellitus (T2D) is a major public health issue. Diabetes prevalence is growing and is the 7th leading cause of death in the US. Virginia has a slightly higher prevalence than the national average. Community-based diabetes lifestyle management programs that include a physical activity component are effective at improving glycemic control and influencing lifestyle behavior changes among people with T2D. The Balanced Living with Diabetes (BLD) program uses an active learning approach to improve glycemic control and healthful lifestyles. The Lifelong Improvements through Fitness Together (LIFT) program uses behavioral strategies to improve functional fitness, participant engagement, and program adherence. Participant retention is a challenge for community-based program. Participants may start the program, but then fail to complete the program and/or adhere to program recommendations. Two pilot studies were conducted to evaluate strategies for increasing participant retention and improving outcomes. The first evaluated the implementation and impact of a retention plan implemented in BLD programs conducted from 2015-2017. There were more participants returned to the reunion class session prior the development of the retention plan. There were improvements in some health behavior and self-efficacy indicators in programs that used the retention materials, however, impacts on outcomes were mixed. Preliminary findings showed that the retention plan could be a tool for providing additional support to participants, however strategies for dissemination of the retention plan needs to be reevaluated. The second study evaluated the impact on participant engagement and program outcomes when the LIFT program is incorporated with the BLD program. There was an increase in participant retention, self-efficacy and one health behavior for physical activity and health behaviors related to diet in BLD+LIFT programs. Extension Agents are willing to implement the BLD+LIFT programs, however, clarity of program logistics is needed prior to implementation. Extension Agents indicated that implementation of these programs in locations with older adults that have greater disability may not be the best locations. Having larger studies on the effect of incorporation of LIFT with the BLD with older adult populations that have fewer co-morbidities are needed to determine the impact of addition of the LIFT program with the BLD program on program outcomes. / Doctor of Philosophy / Type 2 Diabetes is a chronic disease in which the body does not use insulin as it should or does not produce enough insulin. The Centers for Disease Control and Prevention (CDC) indicates that the prevalence of diabetes was 23.1 million among US adults in 2015. The prevalence of diabetes in Virginia is slightly higher than the national average. Community-based diabetes lifestyle management programs that include a physical activity component are effective in improving glycemic control and influencing lifestyle behavior changes among people with T2D. The Balanced Living with Diabetes (BLD) program uses an active learning approach to influence better glycemic control and healthful lifestyles. The Lifelong Improvements through Fitness Together (LIFT) program uses behavioral strategies to improve functional fitness, participant engagement, and program adherence. The challenge with implementing community-based programs is retention. Participants may initially agree to participate in a program, but then fail to complete the program and/or follow program recommendations. Two pilot studies were conducted to evaluate strategies for increasing participant retention and program outcomes. The first evaluated the implementation and impact of a retention plan implemented in BLD programs conducted from 2015-2017. There were more participants returned prior to the development of the retention plan. There were improvements in some health behavior and self-efficacy indicators in programs that used the retention materials, however, impacts on outcomes were mixed. Findings showed that the retention plan could be a useful tool for providing additional support to participants, however distribution of the retention plan needs to be reevaluated. The second study evaluated the impact of program outcomes when the LIFT program is combined with the BLD program. There was an increase in participants' self-confidence to perform physical activity and making changes in their diet in BLD+LIFT groups. Extension Agents were enthusiastic about conducting more BLD+LIFT programs, however, program procedures and the time commitment needs to be understood before doing so. Expanding the conduct of BLD programs that incorporate the LIFT program can be effective in improving glycemic control and increasing physical activity, however, working with organizations that service people that have diabetes with fewer health conditions that limit physical activity may be more effective.

The aim of this study is to examine how students at disadvantaged schools in Costa Rica experience and cope with the educational transition between 6th and 7th grade. Furthermore, to analyse which are the major contributing factors and how to aid this passage for students at risk through the term, Lifelong learning. This study will be conducted through an analysis of Costa Rica’s contemporary education policy documents through OECD’s educational report (2017). Thereafter the empirical data will be collected from seven semi-structured, qualitative interviews. Central findings shows that the school should provide more individual attention, equal career counselling in primary schools, start earlier with topics concerning identity and more engaging with parents or persons that are responsible.

國軍為社會之一環，也必須隨著社會進步，積極提昇人員的本質學能，才不致於為社會所淘汱，國軍自85年「精實案」後，93年再實施「精進案」，其所透露的訊息即是國人希望國軍部隊是一個「質精，量小，戰力強」的勁旅，在未來的人員逐漸遞減，國防業務依舊繁重的情況下，國軍幹部必須大幅提升個人工作能力及效率，才足以應付各項挑戰。目前既有的軍事教育體系所無法一時滿足的，準此，國防部積極推動「終身學習制度」並以學費補助配套措施為誘因，鼓勵國軍幹部利用公餘進修，希望能將所習得的知識運用於工作上，大幅提昇工作效率。 　　我空軍二代兵力自86年起相繼成軍，高科技精密武器與裝備業已順利獲得，而戰力之發揮，有賴我空軍官兵高素質人員之操作，如此方可發揮我空軍最大戰力，因此，解決迫切的人員素質提昇，便是空軍幹部「終身學習」的重要課題。 空軍政戰軍官在未實施精進案第二階段組織調整前，雖佔空軍軍官人數的十分之一（約1000餘人），未來精進案組織調整定編後，可能更少於這個數字。然而，其分佈於空軍每一個層級，小至排、連級，大至師、軍團及總部級，只要有官兵的地方，一定就有政戰軍官在列。　　空軍政戰軍官已參與終身學習，雖有逐年增加，但比例仍算少，如何瞭解影響空軍政戰軍官終身學習的真正原因，進而提昇空軍政戰軍官終身學習意願，除對提昇空軍整體終身學習具有指標作用外，對空軍未來發展將有重大影響。 　本研究擬對空軍政戰軍官終身學習影響相關因素，做一分析探討，並針對其影響因素提出具體建議，以為學術單位及空軍組織提供終身學習政策之參考，主要研究目的有以下四點： 一、瞭解空軍終身學習制度是否週全。 二、大學院校終身學習管道能否配合空軍政策需求。 三、空軍政戰幹部個人及組織單位、家庭狀況及社會關係等問題，影　 　　響其終身學習意願程度如何。 四、將研究結果做成具體建議，以為空軍組織及學術單位提供終身學 　　習環境與政策之參考。 　　最後依據研究結論，提出以下建議： 一、對國軍終身學習主管機關的建議 （一）貫徹「上下班制」，有助終身學習參與 （二）提高「學費補助」，促進終身學習參與 （三）加強「終身學習」政策推廣與宣導 二、對教育機構的建議 （一）進修科目排定，以進修者實需考量 （二）課程時間安排，採彈性化調整 （三）教學地點設置，採增設或彈性調整 三、對單位組織的建議 （一）主官（管）支持，鼓勵參與進修 （二）開放連結網際網路，增進資料蒐集 四、對個人及社會的建議 （一）充實本職學能，提昇國軍戰力 （二）爭取社會支持，獲得進修動力 / The Armed Forces, one part of the society, should actively enhance each individual’s profession in order not to be knocked out. After “Jingshih Program (The ROC Armed Forces Strengthening Program)” in 1996, the Armed Forces brought “Jingjin Program (The ROC Armed Forces Refining Program)” into practice in 2004. These moves meant that all ROC’s citizens expect the Military to be an armed force with “refined quality, low quantity and strong power.” In the future, military faculty is in gradual reduction but national defense affairs are still burdensome; therefore, in order to tackle all challenges, every cadre has to advance his personal working ability and efficiency in great deal. Presently, educational system in the army couldn’t satisfy the need. Because of this, the Ministry of National Defense (MND) actively sets ”Lifelong Learning System” into practice and provides tuition subvention as a seducing motive, encouraging all cadres go for advanced study on holidays. MND hopes all cadres to utilize their acquired knowledge in their works, consequently enhancing working efficiency. The second generational forces in Air-Force were formed since 1997. We also obtain high-tech weapons and equipments successfully. It still depends on the operation of all Air-Force members with high quality. In this way, Air-Force could bring its fighting power into full play. Accordingly, the significant problem of “Lifelong Learning” in Air-Force cadres is to solve the urgent enhance of personal quality. Before the second phase organizational modulation in Jingjin Program, political warfare officers were only 1/10 (about 1000 people) of all officers in Air-Force. In the future, the number would be less after the organizational modulation in Jingjin Program. However, political warfare officers are in every order in Air-Force, from a platoon and a company to a division, a legion and even the Headquarter; wherever there are officers and soldiers, there are political warfare officers. The number of political warfare officers in Air-Force who go for advanced study increases year by year, but it grows in low proportion. To understand the real reasons that affect lifelong learning in political warfare officers in Air-Force and to improve their will to learn would play the role as a directional function in enhancing the whole lifelong learning in Air-Force and have great influence on the future development in Air-Force. This research aims to do analysis and discussion about the relating factors that affect the lifelong learning for political warfare officers in Air-Force. To supply academic institutes and Air-Force organizations with the information concerning policies about lifelong learning, the research lists some practical suggestions by integrating those effecting factors. Four main objectives of this research are as follow: I. To understand if lifelong learning system in Air force is thorough. II. To know if the ways to lifelong learning in all colleges could meet the needs of Air-Force political policy. III. To see how personal problems, organizations, family situations and social relationship affect Air-Force political warfare officers’ will to lifelong learning. IV. To provide Air-Force organizations and academic institutes with information about lifelong learning environment and policy after summing up some practical suggestions based on the research results. Last, I offer some suggestions according to the conclusion: I. Suggestions about the military lifelong learning for the authoring institute: (I) Implement of “Working Hours from 9 to 5” helps participation in lifelong learning. (II) The increase of “tuition subvention” stimulates participation in lifelong learning. (III) Promotion and propaganda of lifelong learning policy. II. Suggestions for educational institutes: (I) Arrangements of learning subjects must meet the learners’ practical needs. (II) Schemes of timetables should be flexible. (III) Arrangements for teaching locations should be in larger quantity or in flexibility. III. Suggestions for the authority: (I) Support for the authority stimulates the participation in advanced study. (II) Free Internet connection helps data collection. IV. Suggestions for individuals and the society: (I) Fullfill personal profession to improve fighting power in the armed forces. (II) Gain social support to motivate advanced study. Keywords: The Armed Forces cadres,Lifelong Learning of the Armed Forces cadres,Lifelong Learning of the Armed Forces,Political Warfare Officers,Effecting Factors of Lifelong Learning

In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.

The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)