The aim of the research work is to analyse studies for social educating in Lithuanian universities. Theoretical and analytical parts of the research includes sifting through the documentation what regulate high studies in Lithuania and comparing studies of social education in different universities of Lithuania. The results of the research improve that variority of study programmes' conditions separate skills and competences of social educators.

Study programme addictology and its graduates' characteristics analysis in the context of the field addictology development Amalie Pavlovská ABSTRACT Background: The addictions field has a long and diverse history including development of education for professionals who work in it. In last decades we witness an emergence of a new profession of addiction specialist. Based on analysis of the Czech study programme of addictology and the overview of similar programmes in abroad we identified a need for feedback how the graduates in specialized discipline are successful in entering the labour market, and integration into the existing service systems. Such an extensive survey has never been conducted in the CR, abroad we found only limited attemps. Aims: The main aim was to find out the employability rate of study programme addictology graduates and its specific characteristics, both from the view of the graduates and their possible emloyers. Methods: The sample was created by two groups of respondents, addictology graduates and employers from the addictological services. For graduates the total sampling was used, the number of questionnaires returned was almost 60%. The employers sampling reflected all regions of the CR and all types of organizations. The sample was created by 18 organizations. For the...

Magister Artium (Development Studies) - MA(DVS) / The South African government is promoting Small, Micro- and Medium-Scale Enterprises (SMMEs) as a key strategy for job creation, economic growth for poverty alleviation and a reduction in inequalities. The sustainable development of small businesses is therefore seen as the antidote for high levels of unemployment and poverty alleviation. Academics and policy makers agree that entrepreneurs, and the new businesses they establish, play a critical role in the development and well-being of their societies. If South Africa is to overcome its pressing challenges of unemployment and poverty, it urgently needs to become a more entrepreneurial society. The Field Study Programme (FSP) initiated by the Tertiary School in Business Administration (TSiBA) in South Africa, and the Northeastern University (NU) in Boston, United States of America, aims to guide and support small business owners. The goal of the FSP was, therefore, to support small business owners to improve their understanding of managing their small business and their competency in finding innovative solutions to their current market challenges. Since the inception of the FSP at TSiBA in 2008, very little research has been undertaken to understand the value and benefits of the FSP from the perspective of community small business owners over the past seven (7) years. This study explored the perceptions and experiences of small business owners and the value of the FSP towards their small business venture to assist business schools and higher education institutions to execute FSP’s with greater success and impact. In terms of the FSP, local and international business students acted as ‘consultants’ applying their respective academic knowledge and skills to assist small business owners to adapt their business model to sustain their livelihoods. The major purpose of the FSP was for students to consult with participants regarding their needs or challenges and to transform their needs and challenges through practical intervention towards meaningful and sustainable solutions which are mutually beneficial for all parties involved. The FSP attempted to demonstrate how a joint service-learning and social entrepreneurship approach could contribute to improving the human capital of small business owners. The study applied a qualitative research approach to explore the experiences and perceptions of small business owners who participated in the FSP. Purposive sampling was used to acquire information from small business owners. In this study twenty (20), participants were chosen on the basis that they had run their own small businesses at the time of being selected for the FSP for more than 6-12 months. The FSP was conducted over a seven-month period from February 2014 to August 2014. The qualitative research instruments for this study were pre- and post-interviews with individuals and focus-group discussions. Tape recorded data was transcribed verbatim for each pre-and post-interview with individuals and focus group discussions. The researcher analysed the transcripts using thematic analysis. The study highlighted the following findings: A majority of participants reported a positive experience and satisfaction with their participation in the FSP. Most of the participants felt that the solutions presented had contributed to addressing their challenges and influenced the ongoing operations of their small business venture. It was perceived that a combined service-learning and social entrepreneurship approach to FSP could improve community outreach programs. Despite the positive feedback, more must be done to incorporate black small-businesses into the main economy. A further recommendation is that a more integrated approach is needed between small business owners and students to join forces and provide solutions and relevant skills-training once the FSP has been completed.

Magister Educationis - MEd / This study does an in-depth exploration of how students experience full-time study and part-time employment, focusing on participants in the work-study programme of the University of the Western Cape. By means of the work-study programme, the university provides on-campus term-work opportunities for students in teaching, research, administration and other support services. In particular this study looks at: the reasons why students partake in the work-study programme and the benefits they gain; the type of work that students do; how demanding the work is; the number of hours they work; and the way this impacts on students' experience of higher education. It further looks at the kinds of challenges students face while participating in the work-study programme and the strategies that they use in order to balance working and studying. Student employment is not a new phenomenon but there is limited knowledge available on the students' experiences of campus employment. According to Metcalf (2003:316), research into part-time work of full-time students is important because of the "potential impact [of term-work] on the nature and effectiveness of higher education and equality of provision of higher education". Existing research shows that students who take part in part-time work are as diverse as the situations that compel them to work and study. It further highlights that students of all genders, ages and class have been observed as taking part in part-time work while pursuing full-time studies. Moreover, there are diverse reasons why students take part in term-work: to pay tuition fees and for their subsistence; to maintain their lifestyle; or to gain work experience. The literature also shows that students experience various challenges because of term-work, mainly due to their multiple time commitments. The effect is that working students may find it difficult to meet academic demands and succeed at the same level as non-working students. As a way of studying student experiences on the UWC work-study programme, this study will use quantitative and qualitative methods of data collection by means of a two-stage methodology. The first stage will involve an electronic survey that will provide baseline data on the students in the programme. This stage lays the ground for the second, qualitative stage of the methodology where the researcher will conduct in-depth interviews with some students involved in the programme. The findings show that students’ reasons for participating in the work-study programme are not necessarily about addressing their financial needs, but also about gaining work experience which puts them a step ahead of their peers. Students from the work-study programme worked varying hours. The number of hours was influenced by students’ classes, and also by the number of hours they were allowed to work, as the work timetable is designed around their academic work. The challenges that students experienced were both positive and negative, depending on their personal situation. Furthermore, the students reported many ways of coping and balancing working, studying and maintaining a social life. In terms of benefits, students indicated that they thought that both the students and the university were benefiting from the work-study programme. After the data was collected, analysed and discussed, a student experience typology in relation to the students on the programme was created. The empirical findings in this study provide a new understanding concerning students who are employed on campus. The study found that students, depending on various variables, were finding ways to manage academic demands, social lives and working part-time on campus. Taken together, the findings suggest an added role for work-study programmes in enhancing students’ university experience As a way of studying student experiences on the UWC work-study programme, this study will use quantitative and qualitative methods of data collection by means of a two-stage methodology. The first stage will involve an electronic survey that will provide baseline data on the students in the programme. This stage lays the ground for the second, qualitative stage of the methodology where the researcher will conduct in-depth interviews with some students involved in the programme. The findings show that students’ reasons for participating in the work-study programme are not necessarily about addressing their financial needs, but also about gaining work experience which puts them a step ahead of their peers. Students from the work-study programme worked varying hours. The number of hours was influenced by students’ classes, and also by the number of hours they were allowed to work, as the work timetable is designed around their academic work. The challenges that students experienced were both positive and negative, depending on their personal situation. Furthermore, the students reported many ways of coping and balancing working, studying and maintaining a social life. In terms of benefits, students indicated that they thought that both the students and the university were benefiting from the work-study programme. After the data was collected, analysed and discussed, a student experience typology in relation to the students on the programme was created. The empirical findings in this study provide a new understanding concerning students who are employed on campus. The study found that students, depending on various variables, were finding ways to manage academic demands, social lives and working part-time on campus. Taken together, the findings suggest an added role for work-study programmes in enhancing students' university experience.

The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry. The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners. These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers. The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.

The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry. The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners. These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers. The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.

Der Übergang von Schule zu Hochschule verläuft unbefriedigend, wenn die Passung von Studieninteresse und Fähigkeiten der Studienanfänger_innen mit den Anforderungen des Studiums nicht optimal ist. An der Universität Jena werden ein Online Self-Assessment und ein lernbezogenes Beratungsangebot, aufbauend auf einer multimethodischen Bedarfsanalyse, entwickelt. Erste Ergebnisse zeigen den Zusammenhang von unrealistischen Erwartungen, geringer Studienzufriedenheit und erhöhter Abbruchneigung. Lernbezogene Präventionsstrategien hängen negativ mit erlebter Belastung durch Lernschwierigkeiten zusammen. Der Artikel stellt Ergebnisse der Bedarfsanalyse und die entstehenden Unterstützungsangebote vor.

Darbe atlikta teorinė studijų kokybės vertinimo ypatumų analizė. Iškelta hipotezė, kad studentų požiūris į socioedukacinių studijų programų (socialinės pedagogikos/darbo) kokybę yra sąlygotas subjektyvių veiksnių (universiteto, specialybės, studijų programos ir pan.) Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - išanalizuoti, kaip Lietuvos universitetų bakalauro lygio aukštesniųjų kursų dieninio skyriaus socioedukacinių studijų programų (socialinės pedagogikos/darbo) studentai vertina pasirinktas programas, jų kokybę. Atlikta statistinė (aprašomoji dažnių, procentų, vidurkių, standartinių nuokrypių, koreliacijos (r)) duomenų analizė. Tyrime dalyvavo 193 Lietuvos universitetų bakalauro lygio dieninio skyriaus socioedukacinių studijų programų (socialinė pedagogika/darbas) studentai. Empirinėje dalyje nagrinėjama, kaip socioedukacinių studijų programų studentai vertina pasirinktas studijų programas ugdomų gebėjimų, studijų apimties dalykų, studijų blokų, modulių, skatinančių/neskatinančių veiksnių sistemingai dirbti semestro metu, praktikų ir nacionalinės švietimo politikos aspektais. Svarbiausios empirinio tyrimo išvados: 1. Hipotezė tikėtina, kad studentų požiūris į socioedukacinių studijų programų (socialinės pedagogikos/darbo) kokybę yra sąlygotas subjektyvių veiksnių pasitvirtino . 2. Socioedukacinių studijų programų (socialinės pedagogikos/darbo) kokybės vertinimus lėmė tokie subjektyvūs veiksniai kaip respondentų specialybė, kursas bei universitetas... [toliau žr. visą tekstą] / The theoretical analysis of the evaluation of the quality of study was carried out in this paper work. The hypothesis that students attitude towards the quality of socioeducational study programmes (social pedagogics/work) is effected by subjective factors (university, speciality, study programmes and so) was made. According to the method of questionnaire there was a research made which aim was to analyse how Lithuanian Bachelor full-time students in higher courses of socioeducational study programmes (social pedagogics/work) evaluate the programmes, their quality. A statistic data analysis was made (descriptive frequency, percentage, average, standard deviation, correlation (r)). 193 Lithuanian Bachelor full-time students in higher courses of socioeducational study programmes (social pedagogics/work) participated in this research. In the empirical part students evaluate the programmes they have chosen, what skills are developed, study components, modules, stimulating/non-stimulating factors influence work and study systematically on the aspects of practical and national educational policy. The most essential conclusions of the research: 1. The hypothesis is reliable that students attitude towards the quality of socioeducational study programmes (social pedagogics/work) is determined by subjective factors. 2. The evaluation of the quality of socioeducational study programmes (social pedagogics/work) was determined by subjective factors such as the respondents speciality... [to full text]

This thesis is devoted to a closer comparison of Universities with an accreditation for physical education teaching in the Czech Republic. These Universities I compare in four basic problem areas which are history, accredited study programmes, personnel constitution and material facilities of individual departments. This thesis is based on sources valid for academic year 2011/2012. The results of this work are also confronted with the information contained in the thesis from the year of 2002 which is written on the same topic.

Der Übergang von Schule zu Hochschule verläuft unbefriedigend, wenn die Passung von Studieninteresse und Fähigkeiten der Studienanfänger_innen mit den Anforderungen des Studiums nicht optimal ist. An der Universität Jena werden ein Online Self-Assessment und ein lernbezogenes Beratungsangebot, aufbauend auf einer multimethodischen Bedarfsanalyse, entwickelt. Erste Ergebnisse zeigen den Zusammenhang von unrealistischen Erwartungen, geringer Studienzufriedenheit und erhöhter Abbruchneigung. Lernbezogene Präventionsstrategien hängen negativ mit erlebter Belastung durch Lernschwierigkeiten zusammen. Der Artikel stellt Ergebnisse der Bedarfsanalyse und die entstehenden Unterstützungsangebote vor.