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Thesis (MTech (Technology))--Cape Technikon, Cape Town, 1992 / Although there are too many applicants for the number of posts available in radiography courses, the standard of the applicants has not improved and the rates of attrition have not decreased. The problem was investigated against the background of South Africa and the 21st century, with particular reference to manpower needs, demography, population trends, education, health and the economy. An attempt was, therefore, made to provide recommendations to improve the situation in radiography. Before the research was conducted, the background of radiography, pertaining to South Africa was sketched. Reference was made to the various international organisations which had contributed to the development of the profession of radiography in this country. The position of the technikons, as tertiary education institutions was highlighted and their relation to radiography training mentioned. To understand the close liaison between the technikons and the employers of student radiographers, the present position of radiography as a vocation and as a profession, and of radiographers as professionals, was discussed. This included the concept of co-operative education and experiential training. The significance of technology versus human beings, and of its relevance to education, radiography and science was explored to illustrate the background for which procurement and selection must be made. Principles of procurement relevant to radiography were then discussed. Particular mention Was made of the need for a job analysis and its constituent description and specifications regarding selection of students.

Thesis (MTech. (Technology))--Cape Technikon, 1992. / Summary in English and Afrikaans. Includes bibliographical references (leaves 114-128). Also available online.

This mixed method study sought to explore the perceptions of key stakeholders in education, on the role and contribution of ICT in Scottish secondary schools towards generic skills development among pupils for post school transitions. The timing of this study coincided with a period characterised by contextual pressures globally, marked with technology changes, youth unemployment and curriculum reviews. A review of literature was conducted systematically to evaluate the explicit permeation of ICT in Scottish schools. A sequential mixed method design was adopted for the two phased study commencing with a convenience sampling technique for the first phase, involving 1364 upper secondary school pupils from all eight schools, 64 teachers and the 17 employers in one local Council in Scotland. A purposive sampling technique was applied to select two sample schools for the second phase, based on best use and practices of ICT. Questionnaires were administered online and in person at the first phase, followed by a semi structured interview at the second phase. SPSS was used for descriptive statistics, correlation analysis and one way Anova, while Nvivo 10 software was used for thematic analysis from the interview transcript. The study offers a framework for personalisation starting with identification of pupils’ ability and ICT skill level at inception classes, followed by a personalised learning design incorporating pupils’ interest, ability and post school destination. The study also proposes separate roles for teachers and policy makers in order to maintain teachers’ autonomy, as policy makers’ interference has been identified to have an impact on teachers’ professionalism, effectiveness and confidence necessary for imparting generic skills in pupils. A series of recommendations are provided for future research, including a longitudinal evaluation of generic skills acquired from individual school subjects through the upper school years to post school destination, to ascertain effective transfer and sustainability of generic skills.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The Department of Higher Education and Training (DHET) in the White Paper for Post-School Education and Training outlines access, participation and barriers as critical issues in post-school education (DHET, 2013). The main aim of this research paper was to investigate the relationships between access, barriers to participation and success among adult students registered for the National Accredited Technical Diploma (NATED) specialisation in Early Childhood Development (ECD) at a TVET College in the Western Cape. Although I concentrated on the interplay between the adult students’ experiences related to access, participation and barriers, my primary interest relates to how and why adult students succeed despite the barriers that they encounter.

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The research examines the discourses surrounding disengaged young people, particularly those under the age of 16, and the role of Scotland’s Colleges in making provision for them. Consideration is given to the voices of the young people themselves: how their college experiences compare to school and how they view themselves over this transition period. Consideration is also given to the policy in this area and how it has developed since the Beattie watershed of 1999. The debate surrounding the involvement of colleges in the provision of education for this group of young people touches on issues of social justice and the construction of children and young people, as well as throwing up questions about the roles and identity of Scotland’s schools and colleges. Among the questions it raises about colleges, it raises issues of pedagogy and of the professional status of its teaching staff and offers recommendations about the lessons each sector might learn from the other . Ultimately, it proposes that Scotland’s Colleges are uniquely placed to seek ascendancy in the post-school sector, welcoming and developing the role that they now play in the transition of young people to adulthood.

The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

Résumé : Introduction : Au Québec, jusqu’à l’âge de 21 ans, les enfants et adolescents ayant une déficience intellectuelle (DI) profonde ont des services de pédiatrie adaptés et l’opportunité de fréquenter des écoles spécialisées publiques. Toutefois, au-delà de cet âge, l’accès à ces services spécialisés est plus limité : le financement pour la fréquentation scolaire cesse et les jeunes adultes transfèrent des services de santé pédiatriques vers le secteur adulte. Malgré la mise en place de solutions visant à faciliter cette transition, des difficultés tendent à persister, une situation pouvant avoir des effets négatifs considérables au niveau de la personne ayant un handicap et de sa famille. Cependant, peu d’études se sont intéressées aux facteurs qui influencent le vécu de la transition vers la vie adulte des familles de jeunes personnes présentant une DI profonde, rendant difficile l’adaptation des programmes déjà existants de planification de la transition à la réalité de ces familles. Objectif : Ce projet vise à décrire les besoins des personnes présentant une DI profonde et de leur famille lors de la transition vers la vie adulte, en décrivant le vécu des parents lors de cette période et les facteurs qui l’influencent, ainsi qu’en explorant les pistes de solution à mettre en place. Méthodologie : Afin de réaliser cette étude qualitative, un devis descriptif interprétatif a été choisi. Deux entrevues semi-dirigées individuelles ont été réalisées auprès de quatorze parents, la deuxième entrevue permettant de valider et d’approfondir les résultats à l’aide d’un résumé de la première rencontre. Résultats : Plusieurs facteurs multisystémiques de l’ordre du soutien matériel, informatif, cognitif et affectif semblent influencer la transition vers la vie adulte. Ces différents facteurs contribuent au vécu particulièrement difficile des familles, qui vivent beaucoup d’anxiété et de frustration face au peu de soutien qui leur est offert. Plusieurs idées intéressantes ont été proposées par les parents pour répondre à ce manque de soutien, autant au plan du partage des connaissances, de l’amélioration de la collaboration inter-établissement que du soutien psychologique. Conclusion : Cette étude souligne l’importance d’impliquer l’ensemble des acteurs œuvrant auprès du jeune adulte et de sa famille dans la planification de la transition. La compréhension de la réalité des personnes avec une DI profonde et de leur famille devrait permettre de développer des interventions concrètes leur étant destinées dans de futurs projets. / Abstract : Introduction: In Quebec, until the age of 21, children and teenagers with profound intellectual disability (ID) have adapted pediatric health services and the opportunity to attend specialized public schools. However, beyond this age, access to specialized services is more limited: funding for school attendance ceases and young adults have to transfer from pediatric health services to the adult health services. Despite the implementation of solutions to facilitate transition to adulthood, some difficulties tend to persist, a situation that could have significant adverse effects on the person with a disability and their families. However, only few studies have focused on factors that influence the experience of the transition to adult life of families with a young people having profound ID, making it difficult to adapt transition planning programs to the reality of these families. Objective: This project aims to describe the needs of people with profound ID and their families during the transition to adulthood, by describing the experience of parents during this period and the factors influencing it, and by exploring potential solutions to implement. Methodology: In order to achieve this qualitative study, an interpretative descriptive design was used. Two individual semi-structured interviews were conducted with fourteen parents, the second interview was made to validate and deepen the results with a summary of the first interview. A semi-structured interview guide was created for the first interview and was previously validated by two families with a child with ID. Results: Several multisystemic factors targeting material, informative, cognitive, and emotional support seem to influence the transition to adulthood. These factors contribute to the particularly difficult experiences of families who live a lot of anxiety and frustration facing the lack of support offered. Several interesting ideas have been proposed by parents to address this lack of support, both in terms of knowledge sharing, improvement of inter-institutional collaboration, and psychological support. Conclusion: This study highlights the importance of involving all stakeholders working with young adults and their families in planning the transition. Understanding the reality of people with profound ID and their families will help to develop concrete actions for future projects.

This is a longitudinal study that aimed to explore the planning and preparation, and experiences of post-school transition of young people with learning disabilities in both, mainstream and special schools within one local authority in Scotland. Data were drawn from semi-structured interviews with the young people, parents and professionals, and also from questionnaire with parents, at three different stages, covering a period from the final year at school, up to the first year at college. In addition, observation was undertaken of two review meetings in one special school. The results found that despite all young people’s post-school destination being college, they went through a variety of experiences, suggesting that a different approach needs to be taken to planning and preparation to ensure a smooth and seamless transition. The study revealed that despite many improvements, there was still a lack of information about the post-school provisions for the young people among the school staff and other professionals. The study proposes that the role of parents is as important as the role of the school staff. The study also makes some recommendations for future research, policy and practice.