The case study analyses the art education content of selected teachers through the school year in context of actual curriculum. The lesson plans are going to be compared with the actual realizations of students, with respect to the expected (art) competencies of themselves. How do the teachers deal with the curriculum and content in art education? The thesis explores that question per interviews with the teachers, document analyses and gathered reflections. It examines the way of dealing with pedagogical content, its transformation into concrete tasks, teacher's reflection and appreciation of the student works. Inspirational resources of the particular teachers are going to be also covered in this study. The contemporary researches of Art education with emphasis on the pedagogical content are going to be the theoretical basis of processing the case study. KEYWORDS Art education, case study, curriculum, lesson planning, pedagogical content, specific subject area, teaching and learning

This graduation thesis deals with the analysis of an educational system and the development of employees in a chosen company. The goal is to create reccomendations for the company based on the learning & development system analysis. Topics: 1. introduction, 2. literature review, 3.metodical approach, 4. practical part, 5. discussion and recommedations, 6. Conclusion,7. Summary.

This graduation thesis deals with the analysis of an educational system and the development of employees in a chosen company. I have analysed the education and development programme in the company E.ON Česká republika, s.r.o. in České Budějovice. The company E.ON Česká republika, s.r.o. realizes that the education of its employees is one of the most important activities within the firm. The main role in education of employees is the department of Development and Recruitment. The current educational system in the company has four phases. The first phase is an identification of educational needs. The second phase is planning the education of employees. Finally the third phase is a realization of education and the last phase is a classification of education. In a discussion part of this graduation thesis are some suggestions for improvement.

This thesis deals with entry knowledge and overall IT education company situation analysis. Based on the analysis, I created an education plan or a model that has goal to enhance training effectiveness as well as to improve information technology know-how and use within the company in order to increase the company profit and at the same time help employees in their professional growth and thus enhance their loyalty and personal satisfaction.

In theory, the South African government advocates additive bilingual education over subtractive bilingual education. However, this study shows that subtractive bilingual education supersedes additive bilingual education mainly because the official African languages of South Africa are being marginalised and not utilised as languages of teaching and learning in schools. The majority of isiZulu speaking learners in KwaZulu-Natal are underperforming academically under a subtractive bilingual educational system. The findings of this study acknowledge that there are numerous contributing factors to this problem, but the most obvious is that isiZulu speaking learners are compelled to write their examinations in English. This study employed a triangulation approach where various literary sources were consulted to illustrate how English has emerged as a dominant language on the local and global stage, and how this has affected the status and use of minority languages. Qualitative approaches were used to gather data from Grade 10 to 12 isiZulu speaking learners who attend the so-called 'Black schools' in the district of Pinetown, in KwaZulu-Natal. Questionnaires and experimental tests were used as the main instruments for gathering data from learners. One-on-one interviews were conducted with educators and other relevant stakeholders. The observation technique was also utilised to monitor the behaviour of isiZulu speaking learners in both affluent and previously disadvantaged schools. By examining Cummins’ interdependency hypothesis (1979, 1996 and 2000) as a theoretical framework, this research study has proven that the continued use of English as the only language of teaching and learning in South African ‘Black schools’ has a negative impact on the academic achievements of the KwaZulu-Natal isiZulu speaking learners. The study, therefore, calls for the introduction of a language policy that will promote dual bilingual education where both isiZulu and English are used as the languages of teaching and learning throughout the KwaZulu-Natal isiZulu speaking learners’ scholastic years. The study has proven that this approach to education will facilitate better understanding of the subject matter and thus curb the high failure rate, especially in the so called 'Black schools'. / African Languages / D. Litt. et Phil. (African Languages)

In theory, the South African government advocates additive bilingual education over subtractive bilingual education. However, this study shows that subtractive bilingual education supersedes additive bilingual education mainly because the official African languages of South Africa are being marginalised and not utilised as languages of teaching and learning in schools. The majority of isiZulu speaking learners in KwaZulu-Natal are underperforming academically under a subtractive bilingual educational system. The findings of this study acknowledge that there are numerous contributing factors to this problem, but the most obvious is that isiZulu speaking learners are compelled to write their examinations in English. This study employed a triangulation approach where various literary sources were consulted to illustrate how English has emerged as a dominant language on the local and global stage, and how this has affected the status and use of minority languages. Qualitative approaches were used to gather data from Grade 10 to 12 isiZulu speaking learners who attend the so-called 'Black schools' in the district of Pinetown, in KwaZulu-Natal. Questionnaires and experimental tests were used as the main instruments for gathering data from learners. One-on-one interviews were conducted with educators and other relevant stakeholders. The observation technique was also utilised to monitor the behaviour of isiZulu speaking learners in both affluent and previously disadvantaged schools. By examining Cummins’ interdependency hypothesis (1979, 1996 and 2000) as a theoretical framework, this research study has proven that the continued use of English as the only language of teaching and learning in South African ‘Black schools’ has a negative impact on the academic achievements of the KwaZulu-Natal isiZulu speaking learners. The study, therefore, calls for the introduction of a language policy that will promote dual bilingual education where both isiZulu and English are used as the languages of teaching and learning throughout the KwaZulu-Natal isiZulu speaking learners’ scholastic years. The study has proven that this approach to education will facilitate better understanding of the subject matter and thus curb the high failure rate, especially in the so called 'Black schools'. / African Languages / D. Litt. et Phil. (African Languages)