On-the-job training, the inculcation and development of skills of employees at the workplace, is a sine qua non for increased productivity and morale. These latter attendant attributes are the bedrock of the broader human resource management strategy, to enable municipalities to improve governance systems. The government has created an enabling environment through the enactment of legislations such as the Skills Development Act, 1998 (Act 97 of 1998) and the White Paper on Public Service Training and Education (Notice 422 of 1997) amongst others, to ensure that municipalities are able to realise this mandate. The ultimate objective is to establish a clear vision and policy framework to guide the introduction and implementation of new policies, procedures and legislation aimed at transforming public service training and education into a dynamic, needs-based and pro-active instrument. Against this background, the role of the training department of the municipality becomes central in enabling the council to counteract employee poor performance levels and poor service delivery by the municipality. This article employs the case study approach at the Emfuleni Local Municipality (ELM), as well as literature review on training and postulates that sustainable human resource management in public service institutions and the ELM in particular, are inextricably linked with the capacity of the municipality to provide on-the-job training to its employees. This is a basic requirement to enable a municipality to provide effective and efficient service delivery.

Cette recherche analyse le processus de socialisation des juges de proximité au sein des Tribunaux d'Instance. Les Juridictions de Proximité ont été créées par la réforme de la Justice de 2002. Pour les réformateurs de la justice, cette juridiction incarne la volonté de déjuridiciser la relation entre la justice et les justiciables. La réaction du corps de la magistrature a stigmatisé la figure des « juges-citoyens » qui ont été soupçonnés de ne pas posséder les compétences pour rendre une justice de qualité. Ainsi, l'accès au poste est restreint à des juristes de formation. L'objectif de créer une justice de proximité est aujourd'hui loin d'être concrétisé. Son organisation a produit un phénomène paradoxal où les juges de proximité rendent une justice plus juridicisée que les juges professionnels. Cette thèse cherche à comprendre les conditions sociales de production de ce paradoxe. L'enquête de terrain consiste en des entretiens avec des juges de proximité, juges professionnels et greffiers ; un dense travail d'observation d'audiences judiciaires et un stage dans le tribunal d'Instance de Sète. L'organisation sociale de la justice de proximité est analysée à travers la socialisation des juges au sein des juridictions et l'accomplissement pratique de leur travail. L'intégration des juges de proximité est importante pour comprendre la stigmatisation dont ils sont l'objet et les stratégies employées pour surmonter les difficultés relationnelles. La construction de l'identité est le résultat d'un processus cognitif d'interprétation des attentes des membres des tribunaux par les juges de proximité. Ils surjouent leur rôle en valorisant leurs connaissances juridiques pour retourner le stigmate. A partir d'une analyse ethnométhodologique, les différentes méthodes utilisées par les juges de proximité et par les juges d'Instance sont comparées afin de comprendre comment le travail est accompli en coordination avec les greffiers. La comparaison est étendue au travail accompli avec les justiciables durant les audiences. Les techniques employées sont décrites afin de démontrer la manière dont les juges de proximité focalisent les interactions aux aspects juridiques, contrairement aux juges d'Instance. Comme conclusion, les juges de proximité rendent une justice plus juridicisée, parce qu'ils cherchent à montrer leurs connaissances juridiques pour se socialiser en reléguant au second plan les habiletés pratiques pour accomplir le travail quotidien. La sociologie de la décision judiciaire contribue à comprendre les conditions concrètes et les inquiétudes séculaires qui guident le processus décisionnel. / This research analyzes the socialization process of “juges de proximité” within the courts in France. The small claim courts (“jurisdictions de proximité”) were created by the Justice reformation of 2002 (se foi mais de uma reforma usa o “of”, se foi só uma deixa o “in”). To its reformers, this institution represents the desire of reducing litigiousness in the relationship between Justice and citizens. The reaction of professional judges' corporation stigmatized the image of the“citizen-judges” who were presumed to not have enough competences to render a Justice of quality. Hence, the access to this position was limited to graduated lawyers. The creation of a closeness justice is nowadays far from being achieved. Its organization produced a paradoxal phenomenon in which “juges de proximité” accomplish a more litigious justice than professional judges. This thesis aims to understand the social conditions leading to this paradox. The fieldwork consisted of interviews with “juges de proximité”, professional judges and court clerks; an intense work of observation of judicial hearings and an internship in the Small Court of Sète. The judges' integration is important to understand their stigmatization and the strategies used to overcome relational difficulties. The construction of identity is the result of a cognitive process of interpretation of court members' expectancies by the “juges de proximité”. They overperform their role by showing their legal competences in order to deviate the attention from their stigma. Through an ethnomethodological analysis, different methods employed by “juges de proximité” and professional judges are compared to understand how the work is accomplished in coordination with the court clerks. The comparison is extended to the work accomplished with lay people during judicial hearings. The employed techniques are described to reveal the way in which “juges de proximité” focus interactions in legal features, contrarily to professional judges. In conclusion, “juges de proximité” accomplish a more litigious justice, because they intend to demonstrate their legal knowledge to socialize, by relegating practical skills to accomplish the everyday work in courts. The sociology of judicial decision contribute to understand the concrete conditions and the secular concerns which guide the decision making process.

PURPOSE. This study is entitled, 'An Analysis of some Significant Issues and Problems as Identified by Practical Skills teachers in the provincial high schools in Papua New Guinea'. It is hoped that the importance of this study lies in its contribution in helping provincial school administrators, Practical Skills teachers, curriculum advisory committee members, inspectors, staff and students at the Design and Technology Department to gain an insight into the current problems and issues faced by Practical Skills teachers with the end view of effecting changes in the present set-up to attain the objectives of the Practical Skills programs in the provincial high schools in Papua New Guinea. METHODS USED: The methods employed in this study to collect the data were:- A. Questionnaires, B. Interviews and C. Review of literature. A proposed set of questions for the questionnaires was sent to the Division of Research and Evaluation Unit, Department of Education in Port Moresby, who made some encouraging comments and suggestions which were then used in the formulation of the final questionnaires consisting of 32 questions.

Today‘s changing business environment versus the change in curricula creates a potential shortfall in the competencies gained by the students who complete their degree course against the expectations of prospective future employers. The universities however endeavour to teach a tax syllabus that will equip the students with sufficient information and skills to be able to provide tax compliance on a corporate and personal level without much learning subsequent to university level. To some it would appear that the dominant guideline for universities as to what level of knowledge is required of graduates, is what is considered by regulatory bodies to be sufficient. It would follow then, that future employers may require a more technical and detailed knowledge of tax for their type of business than what the graduate would have been taught as a result of a curricula suited to professional bodies. In addition to a potential disconnect in theoretical knowledge, the dynamic working environment requires graduates to be adaptable and maintain a skill set that will aid them more than their theoretical knowledge. Using a questionnaire, data was obtained from the senior personnel employed in the tax departments of the top 30 listed companies of the Johannesburg Stock Exchange (―JSE‖) in South Africa. The results showed that there is a variation between the current views and preferences of employers in respect of the theoretical tax knowledge of certain topics listed in the study, as well as in all the types of practical skills listed in the study. / Dissertation (MCom)--University of Pretoria, 2013. / gm2014 / Taxation / unrestricted

A central part of the nursing profession is the performance of practical skills. In order to provide adequate care, maintain patient-safety, and feel comfortable in the profession, registered nurses (RNs) need to be equipped with requisite skills. Overall aim: To explore and describe how learning and development of practical skills occurs during the preparatory phases and within the nursing profession. Method: Qualitative (I, III, IV) and quantitative methods (II) were used. Data were collected through individual interviews (I, IV), questionnaires (II) and participant observations, including informal talks (III, IV). Results: Both students and new RNs expressed a need to learn and develop practical skills (I, II, III, IV). Less than half of the new RNs had access to a clinical skill laboratory (CSL), where they could learn and practice practical skills (II). The students described that learning at a CSL had been meaning for their clinical practice. They also expressed a great need for continuing learning in real patient situations (I, III, IV). During clinical practice, preceptors and students took different approaches which affected student’s learning processesö (I, III, IV). There was a tension between learning at a CSL and learning in clinical practice sites because students perceived differences in the performance of skills. Students described that they understood that performance of skills could be done in different ways without injuring patients. However, the data also showed deviations in performances that could jeopardize patientsafety. In these situations, student’s behavior differed (I, IV). One third of new RNs deviated from evidence based guidelines when they performed practical skills which they were unfamiliar with (II). Both students and new RNs reported that reflection in connection with the performance of practical skills was not common (I, II III, IV). Conclusions: Cooperation between university CSLs and clinical settings must be intensified in order to enhance the understanding of learning processes regarding practical skills. A consensus regarding academic approaches should be reached. Universities need to support preceptors in educational issues where the importance of reflection is clarified and exemplified. Increasing patient-safety requires that new RNs receive opportunities for training in artificial environments, and that a culture that reinforces the use of guidelines and a reflective stance is cultivated.

Many law students are required to take first-year writing courses. With the increased emphasis in legal education on practical skills training (Sullivan et al. 2007), legal writing scholars have begun exploring how these writing courses equip students with practical skills (Felsenburg and Graham 2010; Cauthen 2010). However, these scholars have not explored how summer internships serve as opportunities for students to practice the skills they gained in the classroom. Following the lead of writing studies scholars who examine the transition from classroom and workplace writing (Russell and Fisher 2009; Devitt 2004, Wardle 2004; Winsor 1990), this study explores how the genres students learned in legal writing classroom prepared them for internship writing. This study reports results from interviews of eight students who completed 15 internships during the 2014 and 2015 summers. The main findings indicate that students who performed well in the legal writing course eventually served in litigation-based internships. These students perceived a high rate of transfer from classroom to workplace writing. By contrast, students who struggled learning the legal writing classroom genres eventually accepted non-litigation internships where their writing tasks bore little resemblance to those of the classroom. Tellingly, both groups of students were not trained or mentored on how to write during internships because they were expected to be strong writers already. Therefore, these findings suggest that legal writing scholars need to better prepare students who are not pursuing litigation careers or who accept non-litigation internships. This support is vital because students' future internship and career options were deeply connected to their performance in the legal writing course.

Syfte och frågeställningar Syftet har varit är att öka kunskapen om lärares bedömning av elevers praktiska färdighet i innebandy på den nationella idrottsutbildningen (NIU). Vidare syftar studien till att jämföra lärarnas bedömning med kursplanens kunskapskrav. Vilka färdigheter är det som de intervjuade lärarna bedömer hos eleverna? Hur bedömer de intervjuade lärarna elevernas färdigheter? Hur erfar de intervjuade lärarna arbetet med bedömning och betygsättning? Metod Med hänsyn till studiens kvalitativa ansats valdes intervju som metod. Studien avgränsar sig till de lärare som undervisar innebandy som specialidrott. Urvalet gjordes med hänsyn till geografisk spridning. I studien deltog sex lärare från sex olika skolor i landet.Som teoretisk ansats användes en mätteori där verklighetsmängden, lärarnas uttryckta bedömningar, jämfördes mot symbolmängden, kursplanens uttryckta bedömningar. I analysen av lärarnas bedömning användes ”Performance analysis” som utgångspunkt. Resultat Resultatet visade att lärarna bedömde eleverna i teknik, tekniskt användande, taktik, rörelse, och beteende utifrån modellen ”Performance Analysis” samt fysisk förmåga och elevernas utveckling över tid. Bedömningarna skedde på olika sätt, men med en tyngdpunkt på den subjektiva bedömningen. Lärarna erfar betygsprocessen som utmanande och att riktlinjerna för bedömning är otydliga i styrdokumenten. Slutsats Lärarna är väl lämpade för att genomföra bedömningar på goda grunder utifrån forskning om idrottsliga prestationer. Deras erfarenhet tillsammans med de bedömningar de som de gör, ger en god grund för en prestationsbedömning. Det saknas dock tydliga riktlinjer från Skolverket och Svenska Innebandyförbundet om vilka färdigheter som ska bedömas och hur bedömningarna ska ligga till grund för betygsättningen. Detta innebär att bedömningen ser annorlunda ut från skola till skola och på det följer en betygssättning som riskerar att inte vara likvärdig. / Aim The aim of this study has been to investigate how teachers assess students practical skills in floorball at the Elite Sports Programs in the Swedish Upper Secondary School. Furthermore, the study aims to compare teachers assessment with the standards of attainment formulated by The Swedish National Agency for Education (SNAE) What skills do the interviewed teachers assess? How do the interviewed teachers assess the student’s skills? How do the interviewed teacher experience the work with assessment? Method With regards to the study's qualitative approach interview was chosen as method. The study delimits itself to the teachers who teach floorball as special sports. The selection was made taking into account the geographical spread and six teachers from six different schools participated in the study. As a theoretical approach, a measure theory were used where true amount, the teachers expressed assessments, compared to the symbol rate, the curriculum expressed judgments. The analysis of teachers' assessment used the model of "Performance analysis" as departure point. Results The results show that teachers assessed students in technique, technical use, tactics, movement and behavior based on the model, "Performance Analysis", as well as physical ability and pupils development over time. The assessment differed and there was an emphasis on a subjective assessment. Teachers experienced the grading process as challenging and fuzzy regarding the guidelines from the SNAE. Conclusion Teachers are well capable of assessing. Their basis for assessment is in accordance with research of athletic performance. There are no clear guidelines from SNAE or the Swedish Floorball Federation regarding the skills that should be assessed and furthermore how the assessment should form the basis for grading. This means that the assessment differs from school to school, with the risk that the grading is based on different grounds.

Background: About 60%–80% of decisions regarding diagnosis and treatment are based on laboratory test results. Low adherence to venous blood specimen collection (VBSC) guidelines may lead to erroneous or delayed test results, causing patient harm and high healthcare costs. Educational intervention programs (EIPs) to update, improve and sustain VBSC practices are seldom evaluated. After testing a self-reported venous blood sampling questionnaire, the overall aim of this thesis was to evaluate the impact of a large-scale EIP on healthcare personnel’s VBSC practices. Methods: The study settings were primary healthcare centres (PHCs) in northern Sweden. Participants were VBSC personnel. Data consisted of a VBSC questionnaire of self-reported practices, records of low-level haemolysis index in serum samples (specimen quality indicator), and interviews reflecting VBSC practices. First, experts on questionnaires and VBSC were consulted, and test-retest statistics were used when testing the VBSC questionnaire for validity and reliability. Thereafter, we evaluated the impact of a short, large-scale EIP with a before-after approach comparing self-reported VBSC questionnaire of two county councils. The personnel of the county councils (n = 61 PHCs) were divided into an intervention group (n = 84) and a corresponding control group (n = 79). In order to test changes in blood specimen quality we monitored haemolysis in serum samples (2008, n = 6652 samples and 2010, n = 6121 samples) from 11 PHCs. Finally, 30 VBSC personnel from 10 PHCs reported their experiences. The interview questions were open-ended with reflective elements and the interviews were analysed by qualitative content analysis. Results: The VBSC questionnaire was found to be valid and could be used to identify risk of errors (near misses) and evaluate the impact of an EIP emphasising VBSC guideline adherence. The intervention group demonstrated several significant improvements in self-reported practices after the EIP, such as information search, patient rest, test request management, patient identification, release of venous stasis, and test tube labelling. The control group showed no significant improvements. In total, PHCs showed minor differences in blood specimen quality. Interviews summarized VBSC personnel experiences in the overall theme: education opened up opportunities for reflection about safety.   Conclusion: This thesis is, to our knowledge, the first to evaluate the impacts of a large-scale EIP on VBSC practices. The VBSC questionnaire and monitoring for low-level haemolysis reflected VBSC practices. The frequently occurring near-miss markers made it possible to compare and benchmark VBSC practices down to the healthcare unit and hospital ward. The short, general EIP opened up opportunities for reflection about safety and improved VBSC practices in PHCs with larger deviations from guidelines. EIPs that provide time for reflection and discussion could improve VBSC further. Directed EIPs focused on specific VBSC flaws might be more effective for some near misses in VBSC practices, while some near misses must be changed at a different level in the system. Clinical relevance: Our results indicate that monitoring and counteracting the near misses in VBSC practices is a well-functioning preventive action. We propose that the VBSC monitoring instruments (VBSC questionnaire & haemolysis index) we used and the EIP strategy proposed should be tested in additional countries with different healthcare settings. It is suggested that a national program intended to identify near misses and prevent VBSC errors be developed in the healthcare system. General e-learning programs may be cheaper than, and as effective as, the EIP program and may be performed everywhere and any time. Systematic planning, useful for reflection and with focus on the specific elements in a skill, together with VBSC guidelines, could probably increase improvements. Our studies have led to deeper and extended knowledge of the impact of an EIP on VBSC practices. Our results can be used when considering future VBSC practice interventions. Using a model for practical skills in nursing to describe VBSC in a more holistic and less technical way might highlight VBSC as a practical nursing skill. / Bakgrund: Av kliniska beslut angående diagnostik och behandling baseras 60%–80% på laboratorieresultat. Därför är det helt nödvändigt att laboratorieresultat är tillförlitliga. Låg följsamhet till provtagnings anvisningar kan leda till felaktiga och fördröjda analysresultat, förorsaka skada och lidande för patienter och utgöra en stor kostnad för hälso- och sjukvården. Felaktiga provsvar beror till stor del på felaktig provtagning och provhantering och går oftast att undvika. Interventioner som avser att uppdatera och säkra korrekt venprovtagning kan leda till förbättringar men genomförda interventioner har sällan utvärderats. Efter att en enkät för självrapporterad venprovtagning testats för validitet och reliabilitet genomfördes ett omfattande interventionsprogram som utvärderades med hjälp av den testade enkäten och andra utvärderingsmått. Det övergripande syftet var att utvärdera i vilken utsträckning interventionsprogrammet påverkade provtagande personals praktiska utförande av venprovtagning. Metoder: Studierna i denna avhandling omfattade provtagande personal vid hälsocentraler i norra Sverige. För datainsamling användes en enkät som mäter självrapporterad venprovtagning, förekomst av låggradig hemolys (indikator på blodprovets kvalitet) och intervjuer. Initialt testades enkätens förmåga att mäta vad som avsetts (validitet) och testades enkätens förmåga att vid upprepade mätningar vara tillräckligt stabil (reliabilitet) för att användas i interventionsstudier. Därefter utvärderades ett kort men storskaligt interventionsprogram i preanalys inkluderande venprovtagning med före och efter mätningar. Vi jämförde provtagande personal från två landsting vid 61 hälsocentraler. Landstingens personal delades upp i en interventionsgrupp (n=84) och en motsvarande kontrollgrupp (n = 79). För att mäta kvaliteten av blodproverna extraherades uppgifter om hemolys i serumprover (2008, n = 6652 blodprov) och (2010, n = 6121 blodprov) från elva hälsocentraler i ett landsting. Slutligen, intervjuades 30 provtagande personal från 10 hälsocentraler efter att de deltagit i interventionsprogrammet. Intervjuerna var öppna och genererade korta berättelser och analyserades med innehållsanalys. Resultat: Venprovtagningsenkäten befanns vara valid och kan användas för att utvärdera personalens följsamhet till provtagningsanvisningar i venprovtagning och identifiera riskhändelser. Interventionsgruppen visade flera signifikanta förbättringar i självrapporterat utförande av venprovtagning såsom förbättrad informationssökning, vila inför provtagning, remissförfarande, kontroll av patientidentitet, användning av stas och etikettering av provrör. Kontrollgrupen visade inga signifikanta förbättringar. Blodprovskvaliteten visade små skillnader. Provtagande personals erfarenheter från intervjuerna sammanfattades i ett övergripande tema; utbildningsinsatsen öppnade upp möjligheter för reflektion om säkerhet.   Slutsats: Avhandlingen är så vitt vi vet den första att utvärdera effekten av ett storskaligt interventionsprogram med hjälp av självrapporterat utförande av venprovtagning och blodprovers kvalitet (låggradig hemolys). Med dessa metoder ökar andelen riskhändelser så att jämförelser kunde göras även på enhetsnivå och avdelningsnivå. Utbildningsprogrammet öppnade upp för reflektioner om säkerhet och förbättrade utförande av venprovtagning vid enheter med större brister. Utbildningsprogram som öppnar upp för reflektion och diskussion kan leda till ökad patientsäkerhet i hälso- och sjukvården. Trots utfallet av resultaten, är riktade utbildningsinsatser för sjukvårdsenheter som uppvisar specifika brister troligtvis mer effektiva än breda utbildningsinsatser. Klinisk betydelse: Interventionsprogram avseende preanalys och venös provtagning förbättrade personalens praktiska utförande. Monitorering av och åtgärder för att minska riskhändelser är väl fungerande preventiva åtgärder. Instrumenten (självrapporterande enkät och hemolys) bör också testas i andra kontexter inom hälso- och sjukvården. Ett externt nationellt program för att identifiera och förebygga riskhändelser bör utvecklas i hälso- och sjukvården. Interventioner i form av e-lärande kan då vara ett alternativ som är billigt och effektivt. Dessutom kan systematisk planering och genomförande med fokus på reflektion av specifika delar i en färdighet vara effektivt för att uppnå förbättringar. Våra studier har bidragit till en djupare och utökad kunskap om effekten av ett interventionsprogram på utförande av venprovtagning. Resultaten kan användas vid framtida planering av utbildningsinsatser. Modeller för praktiskt färdighetsutövande inom omvårdnad kan beskriva venprovtagning ur ett helhetsperspektiv och synliggöra venprovtagning som en viktig praktisk färdighet inom omvårdnad. / Preanalys

Bakalauro darbe analizuojama praktinių ir papildomų užduočių (mokymas sverti, matuoti) įtaka vidutinių specialiųjų ugdymosi poreikių turinčių mokinių gebėjimams ir įgūdžiams atliekant veiksmus su matiniais skaičiais ugdyti. Lyginama, kaip mokiniams sekėsi atlikti užduotis su matiniais skaičiais, pateiktas raštu ir atliekant specialias pratybas. Suformuluota hipotezė, kad praktinių užduočių ir specialių pratybų taikymas matematikos ugdymo procese padeda vidutinių specialiųjų ugdymosi poreikių turintiems mokiniams geriau įsisavinti mokomąją medžiagą apie matus ir matinius skaičius, formuoti teisingus įgūdžius atliekant veiksmus su matiniais skaičiais. Tyrime dalyvavo 6 Šiaulių miesto Specialiojo ugdymo centro XI klasės vidutinių specialiųjų ugdymosi poreikių turintys mokiniai, kurie ugdomi pagal adaptuotą matematikos mokymo programą. Tyrimas atliktas nestandartizuoto testo raštu metodu, pokalbio, kokybinio duomenų analizės metodu. Tyrimo pradžioje mokiniai testo užduočių nesugebėjo atlikti savarankiškai, todėl iš pradžių buvo pasiūlyta atlikti praktines užduotis. Specialios pratybos (svėrimo, matavimo) padėjo ugdytiniams savarankiškai atlikti užduotis. Atlikdami kiekvieną testo užduotį mokiniai prisimindavo praktinių užduočių atlikimą ir remdamiesi įgytomis žiniomis bandė atlikti testo užduotis raštu. Pokalbio ir pratybų metu mokiniai gebėjo atlikti nesudėtingus veiksmus su matiniais skaičiais, suvokė, kokiu būdu ir kaip reikia matuoti bei sverti daiktus. Tačiau mokinių... [toliau žr. visą tekstą] / In the bachelor‘s final work there are researched the influence of practical tasks (teaching to weight, measure) for educating abilities and skills in performing actions with flat numbers of pupils with medial special educational needs. There is compared how pupils can to perform tasks with flat numbers in writing and in special practice. There was formulated the hypothesis that using practical tasks in the mathematics education process help pupils with medial special educational needs to master schoolwork about measurements and flat numbers and to form skills in performing actions with flat numbers. Six pupils of eleventh class with medial special educational needs which are educated according to the adapted mathematics educational program from Šiauliai Special Education Centre took part in the research. Doing this research there were used nonstandard test (in written), conversation, quality data analysis and practical methods (practice). At the beginning of the research pupils couldn’t carry out tasks independently therefore they were proposed to fulfill practical tasks at the first. Special practice tasks (weighting, measuring) helped pupils to perform tasks independently. Caring out each task of the test pupils remembered practical tasks fulfilling and on the basis of their acquired knowledge tried to perform writing tasks. During the conversation and practice pupils could to fulfill actions with flat numbers and recognized how to measure and weight things. However... [to full text]

This thesis investigates latent theoretical knowledge and practical skills in zoology in differently aged sets of basic- and grammar school pupils and students of biology- and natural history education at faculty of education. Examination was taken by test complemented by screened set of photographs and pictures of animals, which was submitted to sample of 844 respondents. It was discovered, various year-class of basic- and grammar schools pupils and students of biology- and natural history education keep in only slightly above-average latent theoretical knowledge and skills of basic zoology curriculum. Biology education and naural history education students finishing their curricula prove less then 85 % success of theoretical and practical parts of the test used for investigation. It was discovered, the time period after the zoology curriculum had been taught has different effect to level of latent knowledge of differently aged respondents from different types of schools. Results of investigation found between the years 2006 - 2008 are analyzed, evaluated and compared with results of similar past studies.