Autonomy involves more or less the right of the responsible administrative officers, management and presidents to govern the institutes free of outside control. The concept of autonomy implies, in addition to the latitude required for administrative action required by executives, the freedom of the academic departments of the colleges and the research institutes within the institutions to make most of the decisions of academic and professional management. Recent developments in Lesotho higher education have led to substantial changes in the relationship between government and higher education. The mechanisms of steering and regulation of the systems have moved from the model of centralised government in favour of increased institutional autonomy; the introduction of quality assessment systems, and an increased demand for institutional accountability. Providing autonomy to institutions in Lesotho has a potential of delivering quality service because there is free choice, which involves providing a wider range of options both for students and learning institutions. Institutions are free to choose any strategy that may bring quality service for the students. The aim of this study is to carry out an evaluation of the effectiveness of autonomy strategy in delivering quality service at LCE. In carrying out an analysis of this strategy, Pearce / Robinson guiding theoretical strategic decision-making process model is used. The Lesotho College of Education (LCE) Mission, external and internal environment are analysed Recommendations are made whether or not autonomy is the viable option for LCE to deliver quality service to students. The data obtained from this study indicates that autonomy is a suitable and an acceptable strategy to pursue, but not feasible as LCE lacks the financial and human resources necessary to fulfil the necessary requirements for autonomy as will be explained in the study. Other recommended strategies are the concentric and diversification strategies. / Thesis (MBA)-University of Natal, 2003.

Thesis (Doctoral)--Universidad Autónoma de Aguascalientes, 1998. / Includes bibliographical references (p. 313-334).

Mkoba Teachers College is one of thirteen Primary school Teachers Colleges in Zimbabwe offering a University of Zimbabwe Diploma in Education programme comprising Theory of Education, Academic Studies, and Professional Studies. This study sought to investigate the validity of current assessment procedures in Professional Studies. Results of the study revealed historical influences upon assessment procedures at Mkoba. Over the years assessment has been by way of two course work assignments in Syllabus B, an end-of-year examination in Syllabus A, and a research of limited scope. The study tended to indicate the need to amplify the scope of assessment procedures beyond the two course work assignments, the end-of-year examination and the research of limited scope. Despite these indications, an analysis of certification results at Mkoba for the period 1976 to 1996 showed that 5955 good quality professionals were produced. The study thus declares assessment procedures at Mkoba Teachers College valid. / Teacher Education / M. Ed. (Didactics)

The purpose of this investigation is to make a survey study of the activities provided by state teachers colleges for intending teachers in the elementary schools. Those experiences are evaluated by comparison with opinions of authorities and the recommendations of the American Association of Teachers Colleges.

The purpose of this study is to compare and analyze the teaching of history in teachers colleges in the Metropolitan region and other regions in Thailand. Variables examined in this study include the following: salary, teaching experience, degrees held, the number of graduate credit hours in history, the number of graduate credit hours in education, attendance at professional meetings, the number of publications, membership in professional organizations, the number of hours devoted to course preparations, teaching load, and teaching behaviors. The comparison is based on geographical location of the teachers colleges by region. The survey instrument, after intensive review and validation by selected faculty both in Thailand and the United States, was distributed to the 180 history instructors in the teachers colleges in the six major regions of Thailand. The total number of responses was 138, or 76.7 per cent. The statistical procedures used in the analyses of data include frequency and percentage of responses, a chi square test of independence, t test, the Yates* correction for continuity, and Fisher's Exact Probability Test (2-tailed). The data findings from this study indicate that there is a high degree of similarity between the respondents from the Metropolitan region and other regions' history instructors in Thai teachers colleges with respect to the majority of the criteria. Although some significant differences were found, it would be difficult to state that there is a difference between history instructors in the Metropolitan region and other regions groups. Recommendations are made for the history instruction programs in Thailand based on the responses from both groups and the information gathered from a review of the literature.

The primary purpose of this study is to determine the efficacy of the rural teachers preparation program in specific curriculum components, field experience and training, and preparation. A secondary purpose is to determine the need for these components and a limited evaluation of other delivery systems for rural teaching in eight nonmetropolitan teachers colleges in Northeast Thailand. The questionnaire of the Rural Education Association (REA) developed by Barbara Jean Jones was employed to collect data from a random sampling of 352 teachers college instructors and administrators and randomly selected 352 elementary school teachers and administrators. Analysis of data from 508 respondents, were analyzed by using the descriptive statistic and t-test, revealed that: (a) the REA model components were available and are essential for teachers preparation program at Thai teachers colleges in the Northeast, (b) public relations and educational technology including computer literacy components should be developed to meet the public need, (c) teachers college faculty members should receive special training for preparing students to teach in a rural environment, (d) teachers colleges should provide a teacher training site in the provinces, (e) teaching in a rural and an urban environment are significantly different, and (f) there is a need for a special preservice training for teaching in a rural environment.

A review of histories, studies, and various writings was made in order to form a concept of the nature and extent of the child study movement in an effort to discover how the emphasis upon the child centered movement of the past is now influencing the training which the public school teacher of tomorrow is receiving. In studying the general background of education, it was found that the emphasis of early education was not centered upon the individual within a society, but upon group conformity. It was further noted that as social advances were made, man realized the need for some system of organized education. Through reviewing the field of educational literature, it was found that many common or public schools came into existence after about 1350. These schools were devoted to the task of giving instruction in reading and writing the vernacular language. These schools were mentioned as a means of showing that a number of important social changes were factors which influenced the development of a pattern which later became the public schools which are found in America today. Mention was made to the three separate viewpoints of education which were characteristically classified into the colonies of New England, the Middle Colonies, and the Southern Colonies. By dividing the colonies into these three groups it was possible to see that the early education of America had many facets rather than one common cultural and social origin. The control of schools and of education was noted to have been placed in the hands of the people of individual States through the tenth amendment to the Constitution. Thus, education became a matter of the States during the early years of the nation's history. Although each State controlled its own schools and set the patterns for the underlying emphasis of those particular schools, all of the States shared the characteristic of devoting little major emphasis to the systematic investigation of child nature. It was not until about 1880, when Granville Stanley Hall was at Clark University, that the scientific study of child nature and development was pursued in the United States. Emphasis of this newly started movement centered the attention of educators upon the notion that the child was a slowly developing personality, demanding subject-matter and method suited to his stage of development. This new conception of teaching was that of directing education instead of hearing recitations and "keeping school." This movement focussed attention sharply on the child, his nature and needs. While the scientific study of children was conducted by a variety of individuals and groups, it was possible to infer within limits that there was a degree of continuity throughout the movement. Therefore, a criterion was compiled consisting of fifteen points which characterized the child study movement. A review was conducted of the current (1959-1960) course offerings in professional studies in education of seven schools. These schools, the State supported schools in Virginia which offered courses in professional education to undergraduate and/or graduate students who are preparing to teach in either elementary or secondary schools, were: 1. The College of William and Mary 2. Longwood College 3. Madison College 4. Mary Washington College of the University of Virginia 5. Radford College, Woman's Division of Virginia Polytechnic Institute 6. The University of Virginia 7. Virginia State College. Considering the schools individually, a careful study of each course description was prepared. Appendices "A" through "G" contains the courses and course descriptions of the schools which were considered for this study. These course descriptions were studied with regard to the previously mentioned criterion of the child study movement. It was noted that many characteristics of the child study movement were present in the descriptions of the current course offerings. In this manner, it was possible to discover a list of current course offerings which reflect characteristics similar to those of the child study movement. It was also noted that several generalized areas existed among the overall course offerings. These generalized areas within the current course offerings which seemed to reflect major emphasis and repetition in appearance were: 1. Child growth and development 2. Mental hygiene 3. Educational tests and measurements 4. School-pupil guidance 5. Principles and problems of instruction 6. Reading difficulties 7. The teaching-learning process. It would, therefore, seem to follow that there is an influential element of the child study movement in certain current course offerings of the Virginia training institutions of today. / M.S.

The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators.

This study is a brief history of college libraries in the former Transkei, from 1882 (the period of the missionaries) to 1994 (the year when Transkei was reincorporated into the Republic of South Africa). The history of college libraries in the Transkei has never been fully documented, despite the fact that some of the colleges and their libraries have been in existence for some time. Besides, there were some colleges which were without libraries. Even those that existed had not been fully developed, and the reasons for this have not been articulated. The author, therefore, considered it relevant to research the development of college libraries in this region. Fourteen college libraries were examined chronologically, starting from the colleges established during the missionary period (1882-1953), to the colleges established during the period of independence (1977 -1994) . Other periods covered were those of Bantu Education (1953-1962) and self-government (1963-1976). In order to provide a framework for the study, the historical development of each of the college libraries was examined in terms of the following criteria: adequacy of library accommodation; staffing; budget; the size and type of collection; users and types of services offered. The researcher gathered data by consulting and interviewing relevant people. Both primary and secondary sources were consulted. Conclusions drawn in this study clearly show that college libraries in the former Transkei were far from being centres of teaching, learning and research. Library staff were hampered in their efforts to improve library services, not only by a lack of funds and resources but also by the lack of a clear government policy regarding college libraries and by a lack of moral support. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1999.

Thesis (Ph. D.)--University of Toronto, 2005.