There is a growing consensus that the character of pedagogy must shift from one of teacher- and textbook-directed instruction to one of student-centered learning. This transition stems from the need to maintain the United States’ competitive edge in the world market and prepare young people for a society that is more socially, economically, and politically complex. Progressive educators advocate for a “learning reform” facilitated by digital media, and the skills and competencies that young people develop through using participatory media in an informal setting. This study examined how the use of new media can support subject-area knowledge building and 21st century skills development in nine classrooms in an independent high school. A constructivist grounded theory approach guided the collection and analysis of empirical data. This process took the form of semi-structured interviews with students and teachers, classroom observations, and an examination of course-related documents. A symbolic interactionist perspective framed the data analysis. The study examined wiki use, blogging, microblogging, and document sharing in six high school subject areas: ninth grade History, Latin II, Advanced Placement Art History, twelfth grade English, Anatomy and Physiology, and Environmental Science. Conceptual categories derived from the findings suggest that the use of specific new media tools support subject-area knowledge building, both explicit and tacit. This occurs by promoting participation among all students, which helps students broaden their perspectives through universal access to their peers’ thinking. Findings also suggest that the integration and use of these specific new media tools support the development of certain 21st century cognitive and interpersonal skills. The findings from this study support two substantive theories: 1) The use of new media support knowledge building and skills development through increased participation, leading to broadening students’ perspectives about subject-area content, and 2) as students engage in knowledge building activities, specific features of new media support the development of specific 21st century skills within the cognitive and interpersonal domains. The results of this study provide educators with a set of guidelines to consider as they integrate new media into subject-area curricula, and offer an agenda for further research on a local and national level. / text

M. Tech. Business Administration / The study aims to probe into the SANDFs strategic purpose for implementing the MSDS and whether the learners acquire the skills they regard declared as essential. The study will also investigate whether the MSDS fulfils the learners career aspirations and further asses their view regarding the programme.

The system for teaching/learning of the Lithuania language as the statė language in the statė school and pre-school education institutions has been rapidly developed; education institutions have been in search for methods of teaching children of different nationalities to act as active citizens of Lithuania, simultaneously fostering and promoting their own ethnical culture. The Lithuanian Education reform emphasises formation of national minorities' civic and national identity, and the Law on Ethnic Minorities provides for all citizens' rights and possibilities to integrate into the cultural and sočiai life of Lithuania. Efforts to ensure teaching of the statė language are manifested in a number of laws, resolutions and programmes: the Law on the State Language, the Programine of Teacher Training for National Minorities Education Institutions, resolutions of the State Commission of the Lithuanian Language, activiry of Lithuanian language teaching centres, etc. The importance of the Lithuanian language learning itself is not questioned. Not knowing the statė language, a person has limited possibilities in the life of socium: to work with clients (in statė or private service), to receive and disseminate relevant information and materialise their abilities in the activity of interest circles and leisure centres. Knowledge of languages leads to tolerance and cooperation manifested through acceptance of ethnic, traditional and cultural practises, strengthening of ethnic... [to full text]

<p>&nbsp / </p> <p>&nbsp / </p> <p>&nbsp / </p> <p align="left">Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo / multi-pronged&rsquo / skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo / s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998 / Young, 2004 / Brown &amp / Keep, 2000 / Boreham, 2002), as reductive and mechanistic (Bates &amp / Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo / s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. <font face="Times New Roman" size="3"><font face="Times New Roman" size="3">The research shows that South Africa&rsquo / s multi-level National Qualifications </font></font><font face="Times New Roman" size="3"><font face="Times New Roman" size="3">Framework provides for academic as well as vocational training and promotes a &lsquo / multi-pronged&rsquo / skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.</font></font></p>

The purpose of this study was to investigate whether the skills development project which aims at developing income generating skills, impacts on the ability of unemployed women to generate income. Secondly, the researcher wished to know how the women who have been involved with the skills development programme, used the developed skills to generate income. The study, in order to document the experiences of the women in trying to gain these skills and to use them in generating income, has produced life histories of the women who succeeded in generating income after their dressmaking skills were developed. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

The global move towards human rights, the publication of King 11 reports and the post democratic legislations coerced the South African mining industry to diversify its workforce. The Employment Equity Act was the major driving force behind this, aimed at eliminating discrimination in the workplace and implementing Affirmative Action measures so that the workforce would reflect the economically active population. The question remains as to whether it could achieve a representative workforce, since the Commission of Employment Enquiry reports (2009-2010) and the Quarterly Labour Force Survey (second quarter, 2010) indicated that progress is very slow throughout all the industries. The mining industry is still predominantly White-controlled and emphasis is being placed on stimulating Black empowerment in the industry. Since the early 1990s the industry has seen significant restructuring and changes, including the phasing out of the traditional mining houses and the incorporation of the designated groups (females and Blacks) in ownership and management. However, rising gold prices and pressures on the global economy have forced the industry to embark on measures which impacted badly on the employment equity, leading to measures such as downsizing both the operations and staff, limiting training, centralising and outsourcing through contractual work. Migrant labour still plays an integral part. In order to analyse the application of Employment Equity Act and workplace diversity in the mining industry, a literature review was conducted to conceptualise the major constructs, and a survey through a close-ended questionnaire was administered to establish the progress made in this regard. The questionnaire was divided into three sections: section A was a biographical/demographic analysis focussing on the personal attributes ranging from gender, age, race, education and job grade. Section B and C were in the form of five-point likert scale to analyse the extent of understanding and knowledge, as well as attitudes and behaviour of the respondents respectively. The results were compared to secondary data in the form of reports collected from the senior metallurgy human resource manager. The convenience sample was taken from a sample of employees staying in the mining complex known as the 'Quarters', which comprised 345 houses, of which a response rate was 54%. Findings from the primary data indicated some progress in changing the organisational culture, with the majority of the respondents giving positive perceptions towards gender, disability and language used, while they identified the following as barriers (negative perceptions): lack of commitment by management; unfair labour practices in recruitment, promotions, training and development; insufficient knowledge about EEA and diversity; racial discrimination; and negative turnover intentions. They believed that diversity could improve productivity. The secondary data revealed that there was slow progress in attaining the numerical targets, especially in the D-band upwards (senior and top management levels). The females and people with disability were under-represented in all categories. The majority of employees in the skilled (C-band), semi-skilled and unskilled (B1-B7) were terminating their services. It is suggested that training of personnel about EEA and diversity be considered to get their active support and to prepare them for the change from the status-quo, extensive development of management on labour relations and good practices, as well as formation of committees to steer and monitor the adherence to policies. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The global move towards human rights, the publication of King 11 reports and the post democratic legislations coerced the South African mining industry to diversify its workforce. The Employment Equity Act was the major driving force behind this, aimed at eliminating discrimination in the workplace and implementing Affirmative Action measures so that the workforce would reflect the economically active population. The question remains as to whether it could achieve a representative workforce, since the Commission of Employment Enquiry reports (2009-2010) and the Quarterly Labour Force Survey (second quarter, 2010) indicated that progress is very slow throughout all the industries. The mining industry is still predominantly White-controlled and emphasis is being placed on stimulating Black empowerment in the industry. Since the early 1990s the industry has seen significant restructuring and changes, including the phasing out of the traditional mining houses and the incorporation of the designated groups (females and Blacks) in ownership and management. However, rising gold prices and pressures on the global economy have forced the industry to embark on measures which impacted badly on the employment equity, leading to measures such as downsizing both the operations and staff, limiting training, centralising and outsourcing through contractual work. Migrant labour still plays an integral part. In order to analyse the application of Employment Equity Act and workplace diversity in the mining industry, a literature review was conducted to conceptualise the major constructs, and a survey through a close-ended questionnaire was administered to establish the progress made in this regard. The questionnaire was divided into three sections: section A was a biographical/demographic analysis focussing on the personal attributes ranging from gender, age, race, education and job grade. Section B and C were in the form of five-point likert scale to analyse the extent of understanding and knowledge, as well as attitudes and behaviour of the respondents respectively. The results were compared to secondary data in the form of reports collected from the senior metallurgy human resource manager. The convenience sample was taken from a sample of employees staying in the mining complex known as the 'Quarters', which comprised 345 houses, of which a response rate was 54%. Findings from the primary data indicated some progress in changing the organisational culture, with the majority of the respondents giving positive perceptions towards gender, disability and language used, while they identified the following as barriers (negative perceptions): lack of commitment by management; unfair labour practices in recruitment, promotions, training and development; insufficient knowledge about EEA and diversity; racial discrimination; and negative turnover intentions. They believed that diversity could improve productivity. The secondary data revealed that there was slow progress in attaining the numerical targets, especially in the D-band upwards (senior and top management levels). The females and people with disability were under-represented in all categories. The majority of employees in the skilled (C-band), semi-skilled and unskilled (B1-B7) were terminating their services. It is suggested that training of personnel about EEA and diversity be considered to get their active support and to prepare them for the change from the status-quo, extensive development of management on labour relations and good practices, as well as formation of committees to steer and monitor the adherence to policies. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

Thesis (M.A.) (Honours) -- University of Western Sydney, Nepean, 2000. / A thesis presented in fulfilment of the requirements for the degree of Master of Arts (Honours) - (Performance), School of Applied Social and Human Sciences, University of Western Sydney, Nepean, 2000. Bibliography : Vol. 1, leaves 202-209.

This qualitative study explored and described the role and contribution of training and skills development for sustainability in SMEs in the manufacturing sector in Durban and East London, South Africa. Individual face-to-face semi-structured interviews took place with 15 SME owners. Five themes and 11 sub-themes emerged in a content thematic analysis. The findings indicate that SMEs acknowledge that training and skills development positively influences their financial performance and sustainability. Whilst SMEs implement learning and skills development interventions, they lack suitably structured human resource development (HRD) policies and strategies; do not properly document training and skills development activities; and experience difficulty in evaluating learning. This study recommends that SMEs formulate and implement well-structured learning and development plans and schedules. It is also advised that SMEs liaise with academics and form Communities of Practice (CoPs), among other initiatives, to implement and monitor training and skills development for their sustainability. / Business Management / M. Com. (Business Management)

This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment. The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment. From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia. The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)