Thèse de doctorat : Sciences de l'éducation : Rennes 2 : 2006. / Bibliogr. f. 403-414.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1992.

Per septyniolika nepriklausomybės metų iš Lietuvos į užsienį visam laikui išvyko apie 400 tūkst. žmonių. Lietuvos valstybės pastangos reguliuoti migracijos politiką daugiausia susijusios su migracijos srautų mažinimu. Tačiau vykdomos migracijos politika, kuriamos ir įgyvendinamos programos migracijos srityje nėra efektyvios. Siekiant išsiaiškinti priežastis, dėl kurių emigracijos mastai Lietuvoje nemažėja, buvo atlikta Lietuvos ir Airijos ekonominę migraciją valdančių programų lyginamoji analizė. Darbo objektas: valstybės parengtos ekonominę migraciją valdančios programos ir strategijos. Darbo tikslas: ištirti ekonominę migraciją valdančių priemonių administravimą Lietuvoje, lyginant Lietuvos ir Airijos valstybių ekonominę migraciją valdančias programas ir strategijas. Darbo uždaviniai: 1. Nustatyti migracijos svarbą viešosios politikos ir viešojo administravimo kontekste. 2. Išanalizuoti teorinius lietuvių migracijos diskursus. 3. Išanalizuoti teorinius migracijos ir viešojo administravimo modelius 4. Išanalizuoti ekonominę migraciją valdančias programas ir strategijas Lietuvos ir Airijos valstybėse. 5. Įvertinti ekonominę migraciją valdančių priemonių administravimo efektyvumą Lietuvoje pagal išanalizuotus kriterijus. Darbo metodai. Analizuojant teorinius migracijos diskursus buvo taikoma literatūros šaltinių analizė – nagrinėjama mokslinė ir teisinė literatūra, apžvelgiami internetiniai šaltiniai. Darbe atlikta migracijos teorijų apžvalga, išanalizuotas viešojo... [toliau žr. visą tekstą] / Since Lithuanian independence in 1990, around 400,000 people left the country. Government efforts on migration policy regulations were based on reducing migration flows. Nevertheless the present migration policy, administration of economic migration programmes remain ineffective. A comparable analysis of administrating economic migration programmes in Lithuania and Ireland hade been made in order to find out the reasons of non descending emigration flows in Lithuania. Object of the work: programmes and strategies in economic migration management. Aim of the work: to explore the administration of economic migration programmes in Lithuania by using comparable analysis of economic migration programmes and strategies in Lithuania and Ireland as well. Work objectives: 1. To determine the importance of migration in local administration and local policy field. 2. To analyze theoretical discourses of Lithuanians migration. 3. To analyze theoretical models of migration and local administration. 4. To analyze economic migration programmes in Lithuania and Ireland. 5. To evaluate the effectiveness of administration of economic migration programmes in Lithuania according to analyzed criterions. Work methods. The analysis of nonfiction and law, the review of Internet sources has been used while analyzing theoretical migration discourses. The review of migration theories, the analysis of interorganizational model of local administration have been analyzed as well as the model of... [to full text]

This study is aimed at investigating how quality of teaching in higher educational institutions can be improved and how staff development programmes can play a role in the enhancement of the tertiary teaching profession. Over the years, the field of Academic Development has (AD) undergone many changes and has faced enormous challenges as the South African higher education terrain has shifted in the wake of political transformation. The field of Academic Development has grown into a multidisciplinary endeavour with practitioners working in areas such as curriculum and staff development, assessment of student learning, evaluation, educational technology and student development. In recent years, the demise of soft funding and the financial constraints caused by falling student numbers have resulted in a situation where many Academic Development units have faced job losses and even closure. At the same time, challenges facing the higher education system have opened opportunities for AD practitioners to use their expertise to cope with the demands of teaching and learning. The Academic Development programme contributes to the assurance of this performance by supporting staff in meeting the demands of teaching at a Southern African university with international standards. It does this by running an on-going staff development programme and by providing assistance with curriculum development, assessment and evaluation. The Institute for Higher Education Policy engages in research and provides practical advice and background on key issues in higher education policy for a clientele comprised of public and private organisations, individuals and government structures within South Africa as well as abroad. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

This thesis explored the experiences of five principals enrolled on the Advanced Certificate in Education: School Leadership henceforth referred to as ACESL, and their reflection on the programme in relation to their professional practice. The ACESL is a professional qualification programme that is currently funded by the Department of Education through a number of service providers. The paucity of research on the influence of management development programmes on the professional practice of principals formed the background to this study. In 1996, the Department of Education set up a Task Team to explore possibilities of such management development. The purpose of the programme was to provide structured learning opportunities that promote quality education in South Africa through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management within the vision of democratic transformation. This purpose points to the pivotal role of education leadership and management in transforming schools in South Africa. This research attempted to address this gap in knowledge by examining the experiences and reflections of principals on the ACESL programme and it also explored the influence of this programme on their professional practice. The study focussed on the subjective experiences of principals on the ACESL programme. This being the case, this research was located in an interpretivist, qualitative paradigm. The central intention of the interpretivist paradigm is to understand the subjective world of human experience. The findings of the research suggest that the experiences of the principals on the ACESL are largely positive. Some elements of the programme did give rise to negative experiences. The principals were unanimous in articulating the positive effect of the programme on their professional practice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This research project is aimed at investigating the reading programmes, in four schools in KwaZulu- Natal, which serve to encourage learners to read. The schools involved in this research project were single- sex schools that were either private or government funded. My research involved interviewing the Librarians and English Heads of Department (HoDs) at each school to establish their experiences and perceptions of the reading programmes that are run at each school. I also interviewed a group of Grade 10 learners at each school in an effort to gauge their experiences and perceptions of the reading programmes at each particular school. The reading programmes at each school are also described and critiqued within my investigation and offered as examples of what successful reading programmes entail. These reading programmes were defined as successful by the Librarians and English HoDs who collaboratively run these programmes. Many learners who participated in these programmes did not deem them a success and offered suggestions for the Librarians and English teachers to amend these programmes. The qualitative components of my research (interviews) were complemented by the use of a questionnaire that was randomly distributed to 50 Grade 10 learners at each school. This questionnaire constituted the quantitative aspect of my research as the results were statistically analysed in a bid to validate the results of the interviews. Other strategies employed by the Librarians and English HoDs were also assessed and are offered as suggestions to other teachers or librarians who are struggling to encourage a positive attitude towards reading amongst their learners. Through my research I was able to conclude that the reading programmes that were investigated are generally a successful means of motivating adolescents to read because all the learners involved read more than they normally would. These programmes do not, however, always instil lifelong reading habits in learners because they do not facilitate the promotion of reading as a pleasurable activity that can be enjoyed in one’s leisure time. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This qualitative study aimed at exploring the policy-making process of the Internship Policy (2004) within the Msunduzi Municipality. The context of this policy is in the domain of education, with emphasis on skills development. This study applied the functional policy stages model to the Msunduzi Municipality Internship Policy (2004), using the policy cycle as a model for analysis, with the purpose of describing and understanding it better. This study will contribute in the public policy field and assist service providers and policy-makers in government with a better understanding of the dynamic realities of the policy-making process. A qualitative research method was used. In-depth interviews and key informant interviews were conducted with Human Resources Development Management Committee members, Human Resources Support Managers, Sound Governance and Human Resources Management Committee members and former training officer (Policy Champion) - to collect data, together with an analysis of secondary data of policy literature and publications on national policy frameworks of internships and skills development. The analysis used the models of policy processes to frame the discussion of the research findings. Content analysis was used to analyse data, with research findings categorized into themes. Those themes were: definitions of the internship programme within the Msunduzi Municipality, policy agenda setting, policy formulation, policy decision-making, policy implementation and policy evaluation. It emerged from this study that the internship programme is not a new phenomenon in the Msunduzi Municipality; it has been in existence since 1998, operating informally without a codified policy. The Skills Development Act No. 97 of 1998 and its implementation frameworks – the National Skills Development Strategy for South Africa (1997), the Human Resources Development Strategy for South Africa (2002); the Public Service Sector Education and Training Authority (PSETA) (2000); the Public Service Act (1994); Public Service Regulations (2001); Workplace Skills Plans (WSPs) and the relevant white papers informed and supported the establishment and implementation of internship programmes in the Msunduzi Municipality. The problems of the previous internship programmes and political motives from Councillors and staff acknowledging the need for having a formal codified policy to govern the functioning of the internship programme in the Msunduzi Municipality merged and created a new policy agenda. Developing the Msunduzi Municipality Internship Policy (2004) was an alternative and it was approved as a final policy after several discussions and consultations. It is implemented by strategic business units and utilizes the bottom-up approach. The weakness that the Msunduzi Municipality Internship Policy (2004) has in its policy document is that it lacked an evaluation strategy, which is problematic because there are no set objectives that have to be followed during the evaluation process. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, 2010.

The advent of democracy in South Africa has opened up a window of opportunity for issues or social ills to be brought forward to the attention of policy makers. South Africa is faced with a high number of unemployed graduates and one factor attributable to this is their lack of experiential training which is a requisite for entering the highly competitive labour market making it difficult for them to access employment. The government, in one attempt to address this policy issue, adopted internships as a remedial initiative in 2002. The youth make up a very high percentage of the South African population and therefore it is detrimental to the country if this high percentage of the population remains unlinked to the economy. It is now imperative also to understand that the assembling of what seems a good corrective measure of an issue does not guarantee success. The reality in South Africa indicates that there is a major problem around the implementation of policies and programmes by government. The implementation phase of the internship programme plays a very crucial part in ensuring an effective delivery of programme benefits, thus the importance of continuously evaluating implementation processes in implementing departments like the Department of Public Service and Administration. The findings of the study reveal that there are flaws in the implementation of the Internship Programme in the DPSA, relating to access strategy, the target population and the relevance of on the job training provided to interns. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The purpose of this study is to explore the perceptions of teachers with respect to the intentions of the Developmental Appraisal Policy, how the policy was implemented at school level and its influence on Teaching. How this policy came to be understood and interpreted at school level during its implementation phase is the subject of this study, focussing on a teacher-union sanctioned policy aimed at Teacher Professional Development. A combination of quantitative and qualitative methodologies characterise the data collection strategy. A survey questionnaire was administered to 181 teachers in the Verulam Circuit in KwaZulu-Natal. Indepth semi-structured interviews were conducted using a stratified random sample of 15 teachers in proportion to the three variables namely, gender, age and race. The study's findings reveal the following: 1) The implementation of the policy was largely executed in a technical administrative fashion which provide semblances of being well understood and accepted as a new form of appraisal replacing the former "judgemental approach" to Teacher Appraisal. 2) In the actual practical operation of the proposed teacher professional appraisal procedures, teachers at the institutional level were seen to be using the Developmental Appraisal Policy in not so different a fashion as the former judgemental model, which promoted nepotism and a superficial attention to deep teacher professional changes. An important question needs to be borne in mind: Does a union-driven policy lead to deeper changes in Teacher Professional Development in a democratic ethos? 3) Most of the teachers claimed that sharing of resources and assessment techniques had positively influenced their Teaching- Practice. However, these activities had been in practice long before the introduction of the Appraisal policy. There were also conflicting views whether the Developmental Appraisal Policy or Outcomes-Based Education (OBE) Policy had caused an influence on Teaching Practice. There was very little to no evidence to suggest that the appraisal policy had influenced the teachers' Teaching Practice. 4) The study revealed that the different genders, ages and races interpreted the impact of the Developmental Appraisal Policy in relation to their unique expectations of their school context, their lived! executed experiences of teaching and their stages of development as professionals. A "one-size- fits-all" Developmental Appraisal Policy is thus discouraged. The results suggest three broad implications for school-based Teacher Professional Development viz.: • changes needed at the policy landscape (at the Department level), • changes needed at the school landscape (at institutional level), • and changes needed at an individual level. Firstly, the Department of Education as the employer tries to regulate the school from the "outside". Changes at this level include for example, the need for Department officials to rethink the way they perceive and communicate with the broader constituency of teachers. The gap between the Department as "bureaucrats" and teachers need to be narrowed. Both Department officials and teachers need to realise that they are "partners" towards improving the quality of teaching and learning. Secondly, the thesis argues that there are many changes necessary at an institutional level to engage with Teacher Professional Development. For example, school personnel such as teachers and managers need to design a flexible school timetable to accommodate time for teachers to engage with Teacher Development. Thirdly, personal factors such as love for children, passion and dedication towards the profession emerged as important factors in engaging with Teacher Professional Development. Thus, the thesis argues that Teacher Professional Development entails developing also the "inner qualities" of the teacher. Teacher Professional Development cannot be confined to faithful compliance to delivery of state-designed curricula. Finally, the thesis argues that we need to integrate harmoniously the changes at these three levels i.e. the Departmental, institutional and individual levels so that effective Teacher Development can take place. This study contributes to understanding more qualitatively and quantitatively the Teacher Development landscape of post-apartheid educational transformation from the perspective of teachers within their institutions engaging with policies targeting their professional growth. / Thesis (Ph.D.) - University of Durban-Westville, 2003.

Background: Due to the increase of crime in South Africa and the overcrowding of correctional facilities, there has been increasing pressure on courts to find and implement alternatives to imprisonment. In this regard, the so-called "desirability of prosecution" reports and diversion for youths is in general use throughout the country. A new trend is, however, an increase in requests of "desirability of prosecution" reports for adults by some courts, while others are still unaware of their potential use and its accompanying diversion for adults. This state of affairs has caused some uncertainty amongst probation officers regarding what precisely is expected of this type of investigations and the reports that must be presented to the courts. Objective: The primary aim of the study was to determine the nature and required content of the so-called "desirability of prosecution" report for adults. Method: The empirical research focused on magistrates' and control prosecutors' expectations regarding the particular type of report. It utilised a combination of quantitative and qualitative research methods and involved three magistrates and seven control prosecutors from three different towns in three different provinces in central South Africa. Results: From the questionnaires and interviews it, first of all, became clear that not all the respondents were aware of the fact that the so-called "desirability of prosecution" reports and accompanying diversion can also be used for adults. It, secondly, showed that the vast majority of respondents viewed it as a mechanism that showed great promise and that it has already been utilised with some success by some courts. The study also produced a variety of guideline for the compilation of such reports. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2007.