My study is of the provision of career education, health education, personal development and student development programmes for students from Years 7 to 10 in ACT high schools. My purpose was to identify why these programmes are not available to all students and what can be done to make them available. The methods I used were an examination of a longitudinal case study of "Bellbird" High School in parallel with a survey of the current system perspective. Although the study focuses on the ACT in Australia, reference is made to the international literature, as well as local, regarding the attitudes of students, parents and teachers to career education, health education, personal development and student development programmes; data collection and interpretation; and the implementation of change. I have used data from three different survey instruments administered at "Bellbird" High School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument at system level twice, in two consecutive years, in 1988 and 1989. Each of the instruments was developed for a specific purpose and not for gathering data for this study. All three surveys at "Bellbird" High School were designed to determine the attitudes of students, parents and teachers to aspects of the curriculum. They provided both quantitative and qualitative data. Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material for confirmation of significant issues. In addition to using qualitative data from these three instruments, I have also used comments from curriculum committee and School Board documents and evaluation reports from the Living Skills Programme. At system level, a questionnaire was designed to gather data about the provision of career education and health education in high schools in the ACT. This instrument, included questions about barriers to these programmes and strategies for overcoming the barriers. The findings were distributed to the schools. The procedure was based on the 'Research, Development and Diffusion' model. People associated with the successful implementation of the programmes under investigation were interviewed to find out what barriers they had faced, how they overcame them and what suggestions they had for overcoming other baniers to these programmes. Using the data CO-jointly with the literature and my own knowledge of cumculum implementation, I have proposed an action plan for "Bellbird" High School to extend the provision of its student development programme to all students. In conclusion, the suitability of the proposed action plan for use in other ACT high schools is appraised and general principles for the system are drawn out.

Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. individuella utvecklingsplaner – IUP) be introduced for students in elementary school, special schools for disabled children, Sami schools and special schools. The second change came into effect in July 2008. The content of the personal development plan was expanded to contain not only plans for future development, but also teachers’ written assessments of students’ knowledge and learning process. To implement the new regulations and support teachers’ work, many schools have turned to digital tools. The combination of new regulations and digital tools has generated new, unexplored circumstances for teachers, students and parents. The aim of this thesis is to provide a greater understanding of the work process with students ́ personal development planning and the role of digital documentation in this process. The aim is also to investigate students’, teachers’ and guardians’ experiences and participation. The main focus is on experience of the work processes associated with the recent reform of methods for communicating students’ knowledge and learning processes. To better understand this new educational situation, students’, parents’ and teachers’ experience of working according to the new regulations has been analysed and problematized. The research questions address how the use of digital tools influences the process, in what ways the process affects students’ and parents’ participation and in what ways the students’ identity work is affected by the communication and work process. The study is based on qualitative semi-structured interviews, a survey study and a document analysis. The material was analysed through an inductive thematic analysis. The analysis draws on activity theory and theories focusing on participation at higher and lower levels, and on social relationships through concepts of power and control, as well as visible and invisible pedagogy. Patterns in the material were analysed using concepts of communicative and strategic communication, negotiation of influence, self-regulation and techniques for disciplining, positioning processes and the individual’s approach to a prevailing norm. The concept of cultural capital has also been used as an analytical concept. Students, parents and teachers all state that the process is now, finally, about the student’s personal learning. Thus, the study shows that students’ goals and personal planning do not significantly affect teaching in schools. Responsibility for achieving the goals is left to the student alone. Students can decide when and how they will work towards the goals in the plan. The follow-up process is concentrated to the discussion on progress with parents each semester where new goals are set for the student. The study also shows that the process with the personal development plans is focused on students’ behaviour and on transforming students into model students who perform at their absolute best. The study also shows that parents are entering as a new player – their child’s representative in negotiation. Teachers on the other hand are trying to manage the work process rationally by copying and pasting written opinions among several students and formulating and adapting students’ goals to suit their teaching. Students’ personal development plans are significant texts where players other than the student and his or her parents or teachers, are able to scrutinize and criticise the content as the student’s plans are public documents. All in all, the study shows that the whole work process with students’ personal development plans requires both awareness and understanding of the importance of language and wording. The work process is not only about learning; it is also about power, control and negotiation. / ”Ja, det blir typ mycket bättre koll på, jag tror det blir bättre så här koll på vad man behöver träna på”, beskriver Ella 11 år. Ella refererar till de ändringar i grundskoleförordningen som gör gällande att alla elever i grundskolan ska ha en individuell utvecklingsplan med skriftliga omdömen och vad hon tror att de nya bestämmelserna kommer att leda till. Vad får de nya bestämmelserna och arbetsprocessen med de individuella utvecklingsplanerna för betydelse för elever, föräldrar och lärare? Vad får användningen av ett digitalt verktyg i sammanhanget för betydelse? Handlar arbetsprocessen med de individuella utvecklingsplanerna med skriftliga omdömen enbart om att synliggöra elevers kunskaper och lärande eller innefattar den även något annat? Den här avhandlingen handlar om den arbetsprocess som sker när elever, föräldrar, och lärare förbereder och genomför utvecklingssamtal samt upprättar individuella utvecklingsplaner för elevernas lärande med stöd av ett digitalt verktyg. Syftet med avhandlingen är att med stöd av aktivitetsteori och teorier om delaktighet och inflytande samt makt- och kontrollprinciper ge en ökad förståelse för arbetsprocessen med de individuella utvecklingsplanerna. Syftet är också att utforska betydelsen av digital dokumentation och hur arbetet inverkar på möjligheterna till delaktighet och inflytande samt elevernas identitetsarbete i arbetsprocessen. Både elever, föräldrar och lärare uttrycker i studien att det nu äntligen handlar om elevens eget lärande och att arbetet med de individuella utvecklingsplanerna möjliggör ett förändrat arbetssätt i den riktningen. Studien visar dock att arbetsprocessen med elevers individuella utvecklingsplaner handlar om mer än enbart elevens lärande. I studien framträder fenomen som makt, kontroll och förhandling. Det framträder också en förestä̈llning om en mönsterelev som förväntas bidra till ett gott arbetsklimat och som presterar sitt allra yttersta. Eleverna, förldrarna och lärarna deltar i skapandet av mönstereleven frå̊n olika perspektiv, med olika motiv och med olika strategier. Elevers individuella utvecklingsplaner med skriftliga omdömen är betydelsefulla texter vars innehåll både kan granskas och kritiseras av andra än eleven, dess föräldrar och lärare i och med att utvecklingsplanen är en offentlig handling. Detta kräver både en medvetenhet och kunskap om arbetsprocessen och vad språket och formuleringarna i de skriftliga omdömena om eleven kan få för betydelse.

The concept of community is receiving increasing attentionacross organizations and throughout the entire society.Voluntary association, creation of value, and solidarity incommunity contexts get more and more appreciated and nurturedwithin companies and other organizations. At the same time,lack of community is raised lately by Western sociologists as amajor source of alarm while the large participationpossibilities provided by the Internet are seen as a hope forremedy. This thesis aims to contribute in the area of technologydesign for communities by seeking to gain understanding ofvoluntary community work and to design artefacts in support forsuch work. Community work is studied through anethnographically-inspired approach for empirical observation ofcommunity activity and the artefacts that support it. Fieldstudy of‘voluntary working order’was conducted inseveral voluntary communities: amateur radio and three studentorganisations. In studying such working order, one mustrenounce a set of assumptions that are commonly made aboutwork, starting with the very idea of remuneration as a basicmotivation. Instead, challenge as a major motivation isproposed for work in voluntary communities. To draw inspirationfor future design, an examination is made of the way thismotivation is reflected in the features of technology createdby the communities for their own use, in the working contextsof the field settings. Lessons learned about amateur work are then used and refinedwhile reflecting on amateur-work-oriented design of ITartefacts conducted within a student organisation, with aparticular interest in self-sustainability of participatorydesign practices in such settings. Practices of participatorydesign are re-considered in the context of voluntary work, theabsence of the employer-employee conflict, the challenges andlearning trajectories of the members. As development is done bymembers of the student community, design interventions forself-sustainability of amateur software development aredescribed and reflected upon. A generic approach is proposedfor action aimed at self-sustainability in amateur settings.The socio-technical features that resemble across thecommunities studied and practices experienced are then groupedunder the generic name of the perspective developed in thisthesis:“Amateur Community”. The perspective isproposed as a point of departure for further study and designintervention in similar communities. Comparisons are madebetween Amateur Community and other approaches such asCommunity of Practice. Keywords:amateur, volunteer, community, work, amateurwork, participatory design, software development, challenge,contingency, pioneering, public, personal development,learning, hands-on learning, selfsustainability / QC 20100420

The purpose of this qualitative study is to explore, describe and examine how the child welfare experience affects the personal and social identities of Anishinabe participants. Contextual realities, specifically the cultural and child welfare contexts, and how participants situate themselves in those realities, are explored. A Critical Ekweism conceptual framework is used to inform the design of the study and analyze the unique experiences of participants. The framework seeks to respect and understand the unique historical backgrounds and perspectives of participants as they critically evaluate their contexts as knowers and experts of their own experiences. While participants collectively identified existing dilemmas and practices, they also decided to actively think of ways to re-address and to positively transform these dilemmas and practices. Methods of inquiry included the Aboriginal Circle paradigm that is interwoven with Phenomenological procedures. The Aboriginal Medicine Wheel was used as an organizational tool to illustrate and explain study findings, and Phenomenological procedures were used to explore the meanings participants append to their experiences. Both sharing circles and individual interviews were used to collect data from twenty-seven participants who were involved in the child welfare system at the time of the study. Some were living in Northern Ontario, others in a large city. Data were transcribed and Grounded Theory coding procedures used to analyze the data and identify themes. Four main themes emerged: Place of Understanding’, ‘Place of Disconnection’, ‘Place of Identification,’ and ‘Place of Reconnection’ to represent the sacred knowledge-making spaces where participants through the Reality Circle make sense of their contexts. The meanings that underpin each of these sacred spaces are discussed. An analysis of the meanings of these four sacred spaces further describes how participants’ personal and social identities are juxtaposed in their cultural and child welfare contexts. Of interest is how participants’ child welfare experiences affect their cultural and parenting identities. Child welfare practices are interpreted in terms of parent, social work and First Nations Community responsibilities. A diagram depicting these responsibilities is presented as the ‘Anishinabe Identity Circle.’ The study is significant for the social work profession because an Anishinabe approach to ‘doing’ social work with this particular group of participants is developed and has implications for Aboriginal-based Theory and Aboriginal-based support and policies. Even though this is a small step towards changing some of the existing practices in the Child Welfare System, it may pave the way for larger and more constructive social changes for participants and their children in the future.

The purpose of this qualitative study is to explore, describe and examine how the child welfare experience affects the personal and social identities of Anishinabe participants. Contextual realities, specifically the cultural and child welfare contexts, and how participants situate themselves in those realities, are explored. A Critical Ekweism conceptual framework is used to inform the design of the study and analyze the unique experiences of participants. The framework seeks to respect and understand the unique historical backgrounds and perspectives of participants as they critically evaluate their contexts as knowers and experts of their own experiences. While participants collectively identified existing dilemmas and practices, they also decided to actively think of ways to re-address and to positively transform these dilemmas and practices. Methods of inquiry included the Aboriginal Circle paradigm that is interwoven with Phenomenological procedures. The Aboriginal Medicine Wheel was used as an organizational tool to illustrate and explain study findings, and Phenomenological procedures were used to explore the meanings participants append to their experiences. Both sharing circles and individual interviews were used to collect data from twenty-seven participants who were involved in the child welfare system at the time of the study. Some were living in Northern Ontario, others in a large city. Data were transcribed and Grounded Theory coding procedures used to analyze the data and identify themes. Four main themes emerged: Place of Understanding’, ‘Place of Disconnection’, ‘Place of Identification,’ and ‘Place of Reconnection’ to represent the sacred knowledge-making spaces where participants through the Reality Circle make sense of their contexts. The meanings that underpin each of these sacred spaces are discussed. An analysis of the meanings of these four sacred spaces further describes how participants’ personal and social identities are juxtaposed in their cultural and child welfare contexts. Of interest is how participants’ child welfare experiences affect their cultural and parenting identities. Child welfare practices are interpreted in terms of parent, social work and First Nations Community responsibilities. A diagram depicting these responsibilities is presented as the ‘Anishinabe Identity Circle.’ The study is significant for the social work profession because an Anishinabe approach to ‘doing’ social work with this particular group of participants is developed and has implications for Aboriginal-based Theory and Aboriginal-based support and policies. Even though this is a small step towards changing some of the existing practices in the Child Welfare System, it may pave the way for larger and more constructive social changes for participants and their children in the future.

Syftet med denna studie har varit att undersöka hur väl informerade och förberedda svenska gymnasieelever blir när det gäller internationella studier, jobb eller praktik. Resultatet visar att 85 procent av de elever som svarat på enkäten inte anser att de får tillräcklig information när det gäller utlandsstudier, jobb eller praktik. Detta kan sättas i perspektiv till att 79 procent av eleverna själva är intresserade av internationell erfarenhet. Alltså finns det ett behov av information som inte är tillfredsställt. / The purpose of this study is to investigate how well informed and prepared Swedish students are for international studies, work or internship. The result shows that 85 percent of the responding students do not think that they receive sufficient information regarding studies, work or internship abroad. In comparison to the 79 percent of the students who are interested in international experience, the unsatisfied need for information is clear.

Denna studie behandlar ämnena framgång, motivation, komfortzon, personlig utveckling ochallt inom avgränsningen entreprenörer inom generation Y. Studien är kvalitativ och ärgrundad på vetenskapligt granskade publikationer samt annan relevant teori. Syftet med dennastudie är att bidra till en fördjupad kunskap kring begreppet framgång och hur entreprenörerinom generation Y på ett ändamålsenligt sätt definierar det. Fokus kommer att ligga på attidentifiera vad det är som gör att dessa tar steget ur sin komfortzon och vad det är sommotiverar dem till framgång.Inledningsvis kommer studien att beröra de huvudsakliga ämnena framgång, motivation ochkomfortzon innan den teoretiska referensramen går in mer djupt på områdena. Teorin är avstor vikt för studiens analys och resultat. Tack vare studiens teori har vi kunnat skaparelevanta intervjufrågor som har legat till grund för hela det empiriska materialet. Totaltintervjuades åtta entreprenörer, som alla bidrog med kunskap, kompetens och erfarenhet.Inom vår avgränsning entreprenörer inom generation Y valde vi att ha ett brett urval när vikontaktade intervjupersoner och då i form av olika åldrar, kön och yrken. Eftersom vi villeundersöka respondenternas inställning och deras åsikter kring de specifika ämnena valde vi attgenomföra semistrukturerade intervjuer. Samtliga respondenter har tagit steget ur sinkomfortzon och lever idag som entreprenörer med en brinnande tro på sig själv. I analysendiskuterar vi de likheter och skillnader som vi kunde koppla ihop mellan teori och empiri.Uppsatsens slutsats bidrar till kunskap om ämnena framgång, motivation och komfortzon.Komfortzon är en individuell trygghetszon som varje människa har, men genom att testa pånya utmaningar kan denna zon expandera vilket gör att person i fråga känner sig mer bekväm.I och med denna studies resultat har vi kommit fram till att en människa måste ta steget ur sinkomfortzon för att nå framgång och detta är möjligt just genom ens individuella motivation.Entreprenörer inom generation Y motiveras på många olika sätt, bland annat genom att sättaupp både lång- och kortsiktiga mål, omge sig själv med inspirerande människor och attständigt utvecklas genom nya utmaningar som skapar förutsättningar för att uppnå sina måloch drömmar. Motivationen finner generationen även genom att vilja vara en livslång elevsom är villig att förfina sina färdigheter och talanger samt bygga på sina kunskaper för att blien starkare entreprenör. Att vara framgångsrik är ett individuellt begrepp, men överlaghandlar det om att vara lycklig på ett balanserat plan och känna sig tillfredsställd med sintillvaro, det gäller både inom privat- och arbetslivet. Även om en god ekonomi är nödvändigför överlevnad anser inte entreprenörerna inom avgränsningen det som väsentligt förbegreppet framgång. Allt handlar i grund och botten om att omge sig med människor som villens bästa och ser ens potential och kapacitet, vilket gör att individen finner en starkare tro påsig själv som är av betydelse för att bli riktigt framgångsrik. Entreprenörerna har tydligt visatpå en inställning som bygger på att ha en positiv attityd gentemot livet, de hävdar att allthandlar om att ha rätt “mindset” för att kunna utvecklas. Möjligheterna finns överallt runtomkring oss, det gäller bara att öppna ögon för att se dem! / This study deals with the following topics: success, motivation, comfort zone, personaldevelopment and everything within the definition of generation Y. The study is qualitative,and based on peer-reviewed publications as well as other relevant theories. The main purposeof this thesis is to contribute to a deeper knowledge of the concept of success, and howentrepreneurs within the generation Y in an effective way define it. The study will focus onidentifying what makes generation Y step out of their comfort zone, and what motivates themto succeed.Initially, the study briefly deals with the main topics of success, motivation and comfort zone,before the theoretical framework goes deeper into these topics. The theory is of greatimportance for this study's analysis and results. Thanks to the theory we have been able tocreate relevant questions for the interviews, which have been the basis for the whole empiricalmaterial. A total of eight entrepreneurs were interviewed and they all contributed withknowledge, competence and experience. When we contacted entrepreneurs for our interviewswe chose to have a wide range within generation Y, containing both genders in different agesand different professions. Since we wanted to examine the respondents opinions regardingthese specific topics we chose to do semi-structured interviews. All of the respondents havetaken the step out of their comfort zone, and now live their lives as entrepreneurs, with afervent belief in themselves. In the analysis we will discuss the similarities and differencesthat we could find between theory and empirical data.The conclusion of this study will provide knowledge regarding the topics success, motivationand comfort zone. A comfort zone is an individual safe zone that all human beings have. Bytrying new things this zone will expand, which makes the person feel more comfortable. Withthis study we have reached to the conclusion that a person has to step out of their comfortzone to be able to succeed and this is possible through his or hers individual motivation.Entrepreneurs within generation Y is motivated in various ways, for example by setting longandshort-term goals, surround themselves with inspiring people and also develop throughnew challenges that will help them reach their goals and dreams. The generation also findmotivation in the will to learn, refine their skills and talents and widen their knowledge to bestronger entrepreneurs. To be successful is an individual concept, but overall it is about beinghappy in a balanced way and to feel satisfied with both your personal and working life.Although a balanced economy is necessary for survival, the entrepreneurs within generation Ydoes not think it is essential for the concept of success. It is of great importance that yousurround yourself by people who want your best and sees your potential and capacity.This will give you as an individual a stronger belief in yourself, which is necessary if youwant to be successful. The entrepreneurs have clearly shown a preference based on a positiveattitude towards life, they claim that everything is about having the right mindset to be able todevelop. The possibilities are all around us, we just have to open our eyes to be able to seethem.

La investigación tuvo como objetivo general contribuir en la organización de un conjunto de criterios para la evaluación del desarrollo axiológico del profesorado de la Escuela de Educación de la Universidad de los Andes, a fin de promover programas de desarrollo profesional, personal y de evaluación que garanticen mejoras en la institución. Constituye el requisito indispensable para optar al Título de Doctor del Programa de Doctorado: Innovación y Sistema Educativo. Para su desarrollo, se prestó atención especial a descriptores referidos a la moralidad, eticidad, desarrollo profesional, desarrollo personal, evaluación, mejora educativa, códigos deontológico y valores educativos. Unido al propósito central, el desarrollo de la investigación permitió el establecimiento de fines secundarios que apuntaron a determinar implicaciones pedagógicas que se generan cuando el profesorado alcanza y mantiene un desarrollo axiológico adecuado, contribuir con el desarrollo teórico y práctico de la concepción axiológica de la mencionada escuela la cultura de la evolución institucional y del profesorado, contribuir en la elaboración de una tabla o escala de valores que oriente el comportamiento moral y ético del profesorado y proporcionar el establecimiento de códigos deontológico en la escuela objeto del estudio.La investigación se sustentó en varios pilares teóricos. Destacan aquellos que están referidos a los distintos modelos contemporáneos que explican el problema de la ecuación moral; en especial, se colocó énfasis en el modelo de educación moral como proceso cognitivo - evolutivo sustentado en la teoría de Lawrence Kohlberg. Asimismo, se apoya en los modelos de evaluación del profesorado; en particular, se colocó atención a la evaluación del profesorado y mejora educativa. De igual manera, se encuentran referencias teóricas que contribuyeron a dilucidar el problema de los valores, la eticidad y la moralidad. Además de los anteriores soportes teóricos, la investigación, está dirigida sobre la creencia de que la mejora educativa sólo es posible si es adelantada por el profesorado que demuestra y mantiene cierta madurez en sus estructuras axiológicas.El diseño metodológico que se empleó corresponde al modelo holístico - inductivo de tipo descriptivo y de campo, bajo las consideraciones y permisas que orientan la investigación cualitativa. Resalta por ser un "estudio de casos instrumental". El escenario donde se desarrollo, la contituye la Escuela de Educación de la Universidad de los Andes de Mérida - Venezuela. La población objeto de estudio estuvo formada por los profesores, alumnos y administradores que hacen vida en la citada escuela, las distintas muestras fueron seleccionadas por medio de "muestreo no probabilísticos". En particular, se aplicó el "muestreo accidental o causal" y el "muestreo internacional u opinático". Para recabar la información se diseñó una serie de instrumentos. A los alumnos se les consultó en tres oportunidades a través de tres instrumentos con escala tipo Likert y escalas de clasificación, a los profesores en dos ocasiones, por medio de una encuesta y el autoinforme, y a los gerentes y administradores a través de una entrevista cualitativa en profundidad. Todos los instrumentos empleados fueron revisados y sometidos a consideración de expertos, se estimó su validez de contenido por medio del Coeficiente de Proporción de Rangos (CPR). Los datos fueron presentados y analizados a través del Modelo Interactivo de Miles y Huberman, lo cual permitió el diseño de esquemas, dibujos, gráficos y mapas conceptuales que coadyuvan a la comprensión de información recabada. Las conclusiones apuntan que para pretender mejoras educativas es necesario la interrelación de procesos que abarquen la evaluación del profesorado, el desarrollo profesional y personal y la gestión de la calidad educativa. Para que ello sea posible es inminente y de gran importancia que el profesorado sea colocado como el foco de atención. En este sentido, y en atención a estos presupuestos, la investigación permitió recoger algunas impresiones de los profesores de la escuelo objeto del estudio y, con todo ello elaborar unas conclusiones y propuestas. Descriptores: Desarrollo axiológico, evaluación del profesorado, desarrollo personal, desarrollo profesional, ética, moral, valores, mejora educativa. / The general objective of the research was to contribute to the establishment of a group of criteria for the evaluation of the axiological development of the faculty of the School of Education of the Universidad de los Andes with a view to promoting professional, personal and evaluation programs that would guarantee improvements in the institution. This research is a requisite for candidacy to the title of Doctor of Philosophy under the Doctoral Program: Innovation and the Educational System. In its development special attention was paid to key words related to morality, ethics, professional development, personal development, evaluation, educational improvement, deontological codes and educational values. Together with the principal objective, the carrying out of the reaches and maintains adequate axiological development, the promotion of a culture of institutional and faculty evaluation within the context of the previously mentioned school, the contribution towards the elaboration of a table or scale of values to orientate the moral and ethical development of the faculty can be evaluated and the promotion of the establishment of deontological codes in the school under study.The research is based on several theoretical pillars, the foremost being those related to the different contemporary models that explain the problem of moral education. Special emphasis is placed on the moral education model as a cognitive-evolutive process based on the theory of Lawrence Kohlberg. It is also based on models for faculty evaluation; in particular, attention is placed on the evaluation of the professional development of the faculty and on the assumptions on which faculty evaluation and educational improvement are based. Likewise, theoretical references are found that contribute to the explanation of the problem of values, ethics and morality. Besides the preceding theoretical bases, the research is guided by the belief that educational improvement is possible only if it is promoted by a faculty that demonstrates and maintains certain maturity in its axiological structures.The methodology used was the holistic-inductive model of a descriptive and field type, using at the considerations and premises that orientate qualitative research. It is predominantly an "instrumental case study". The research was carried out at the School of Education of the Universidad de los Andes in Mérida, Venezuela. The population under study was composed of professors, students and administrators of the school. The different samples were taken by means of "chunk sampling". In particular, "accidental or casual sampling" and "purposive or opinion sampling" were used. A series of instruments was designed for gathering information. Students were consulted on three occasions using three instruments with Likert type scales and classification scales, the professors on two occasions by means of a survey and a self-survey, and the managers and administrators through an in-depth qualitative interview. All the instruments used ere reviewed by and submitted for the consideration of experts. Their content validity was estimated by using the Range Proportion Coefficient (RPC). The data were presented and analyzed by means of the Miles and Huberman Intercative Model, Wich allowed diagrams, drawings, graphs and conceptual maps to be made that contributed to the comprehension of the information gathered. The conclusions indicate that in order to obtain educational improvements the interrelation of processes that encompass the evaluation of the faculty, professional and personal development and the attaining of quality education is necessary. For this to be possible, it is necessary and of great importance that the faculty be the focus of attention. In this respect, and in view of these assumptions, the research allowed the gathering of some of the impressions of the professors of the school under study and thereby the drawing of conclusions and the elaboration of conclusions and the elaboration of proposals.Key words: Axiological development, faculty evaluation, personal development, professional development, ethics, morals, values, educational improvement.

The military leadership is a specific type of activity, presenting motivational, emotional and intellectual chellenges to the character of a military leader. The United States Army defines leadership as 'the process of influencing people by providing purpose, direction, and motivation while operating to accomplish the mission and inproving the organization' (Department of the Army 2006, pp. 1-2).The United States Air Force (USAF) has the similar definition of leadership: 'the art and science of influencing and directing people to accomplish the assigned mission' (Department of the Air Force 2006, p.1). In these two definitions we can quite clearly highlight two important elements, which are inherent to the leadership process, it is the mission to lead people and followers who should perform delivered tasks. In our opinion, the army has achieved a big success in the development of leadership unlike other organizations, because the issue of leadeship was arising in the military sphere much earlier than in civil organizations. In proof of this position, we can recall scientific works, which were written by such great people as Sun Tzu (The Art of War, about 500-600 B.C.), Maurice (The Strategikon, 6th or 7th century A.D.) and Carl von Clausewitz (On War, published in 1832).

Personal Viability (PV), an entrepreneurial skills and personal development training program, has become a national phenomenon in Papua New Guinea since its introduction in the country in 1995. With the support of various key leaders in Government, civic and social organisations, the Government of Papua New Guinea officially launched the program in 1996 mandating the Entrepreneurial Development Training Centre (EDTC) to carry out the training in all 20 provinces of the country. This thesis is concerned with the influence of PV training in the context of large-scale natural resource development, with the focus on Lihir, an open-cut gold mine community in the New Ireland province of Papua New Guinea. Since the gold mine operation started on the island, Lihir has experienced dramatic social, economic and political changes as a society. One element of this has been the effect on traditional gender roles and relations as a result of people‘s increased engagement in the global capitalist economy. As PV is promoted as a contemporary strategy for economic development thus motivating people to cultivate a spirit of entrepreneurship, this thesis explores its influence on the lives of women and men in Lihir, and in particular their attitude and behaviour toward the usage and management of wealth and resources; their participation in customary activities; and changes in their traditional gender roles and relations.