The thesis focuses on a concept of communicative competences in the curricula at the stage of pre-school education and introduces the possibilities of development of these competences in kindergarten. The theoretical part outlines issues of curriculum, key competences and communicative competences in the context of pre-primary education. The research is a presentation of qualitative-quantitative research, which aimed to analyze the concept of communicative competences in the curricula of kindergartens and based on direct observation to find out, how kindergarten teachers meet the communicative competences at this stage of education, how to diagnose them and what opportunities provides kindergarten environment to develop pre-school children communication competences. Based on the analysis of curriculum documents of selected kindergartens we found that schools include communicative competences in their conceptual materials and attach great importance to them, even if these documents have different content and formal level. From our observations and interviews with respondents, we concluded that kindergartens and their teachers usually provide good conditions for children to develop their communicative competences (positive communication climate, proper teacher speech pattern, primary prevention,...

La nature éthique intrinsèque de la pratique médicale procure à l’éthique clinique une place essentielle dans le cursus des étudiants au doctorat en médecine. La faculté de médecine de l’Université de Montréal a donc récemment introduit des ateliers de discussion et d’écriture sur des situations complexes vécues pendant les premiers stages d’externat. Ce projet de maîtrise consiste en une analyse thématique des textes rédigés par les étudiants. Nous avons ainsi répertorié les principaux enjeux éthiques rapportés, en avons fait un portrait quantitatif et nous avons analysé ce que provoquait le vécu de ces situations complexes chez les étudiants grâce à l’interrogation des passages narratifs de leurs récits. Les étudiants sont confrontés à des situations complexes liées à la communication, au consentement et à l’autonomie des patients, à la justice ou encore à la déontologie. Une proportion significative des enjeux décrits sont spécifiques à leur statut d’étudiant, c’est-à-dire ceux liés à l’apprentissage et à l’autorité. Nous avons également documenté que leur vécu des situations se traduit par des sentiments et de l’émotivité, par l’adoption d’une posture critique sur les événements, des descriptions du rôle qu’ils ont joué, des propositions et solutions ainsi que des réflexions sur l’impact qu’on eues sur eux ces situations. Nos résultats démontrent que le rôle de l’externe dans le milieu hospitalier demeure très hiérarchique, ce qui est à la source de plusieurs situations complexes et influence leur vécu et leur façon de réagir à celles-ci. Nos constats suggèrent que les thèmes répertoriés ainsi que la façon dont les étudiants en discutent sont en partie le reflet de la formation reçue, qui contribue notamment à l’omniprésence du souci pour le meilleur intérêt du patient retrouvé dans les vignettes. Finalement, l’introspection générée par la rédaction de tels travaux est d’une grande richesse pour la formation éthique, professionnelle et personnelle des étudiants. Il est essentiel de continuer à s’intéresser aux enjeux éthiques spécifiques aux étudiants, d’être sensibles à la détresse qu’ils peuvent engendrer et de provoquer davantage de situations de discussions de nature éthique pendant et après la formation. / The intrinsic ethical nature of medical practice makes clinical ethics an essential part of the medical school curriculum. The Faculty of medicine of the University of Montréal has recently introduced discussion and writing workshops on complex situations experienced by students during their first clinical rotations. This project is a qualitative thematic analysis of the students’ writings. We have listed the main ethical issues retrieved, have reported them quantitatively and have analyzed what was experienced by students while going through these complex situations by focusing on narrative passages of their stories. Students face ethical dilemmas related to communication, consent and autonomy of patients, justice or deontology. A significant proportion of the issues are specific to their student status, namely issues related to learning and authority. We have also documented that their personal experiences with complex situations are conveyed by discussion about feelings and emotions, by adopting a critical stance on events, by naming the role they have played in the case, by putting forth solutions, and by reflecting on the impact that these situations have had on them. Our results show that the students’ status in hospitals remains very hierarchical, which entails several complex situations and influences their experience and how they react to them. Our findings suggest that the themes identified and the way in which the students discuss them partly reflect their medical education, which among others stands for the universal concern for patients’ best interest observed through their works. Finally, the introspection generated by such narratives is of great interest for students’ ethical, professional and personal growth. It is important that students’ specific ethical dilemmas and the distress they can engender remain an ongoing concern, and we need to make even more room for ethical discussions and writings during and after medical training.

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Nous rapportons une analyse des 1045 écrits narratifs produits sur une période de 16 ans par des étudiants de troisième année de médecine, dans le cadre d’un atelier sur l’éthique et le professionnalisme. À l’occasion de chaque stage de chirurgie effectué dans un des centres hospitaliers affiliés au département de chirurgie de l’Université de Montréal, les étudiants devaient identifier les enjeux éthiques ou de professionnalisme, rencontrés durant le stage. Par la suite, ils devaient dans un essai en raconter la nature et aussi discuter de leur accord avec les décisions prises par les supérieurs dans le cas de l’éthique clinique ou dans le cas de professionnalisme émettre une opinion sur les attitudes et comportements observés chez les cliniciens ou des résidents. Nous avons constaté que le questionnement des étudiants était majoritairement dirigé sur les problèmes de professionnalisme. La communication avec les patients et leurs familles, l’annonce de mauvaises nouvelles, l’obtention d’un consentement, la révélation de la vérité ou d’une erreur médicale et les relations avec les collègues représentaient la majorité des dilemmes rapportés par les étudiants dans leurs narratifs. Nous avons pu comprendre, à la lecture des écrits, les préoccupations éthiques de nos étudiants et les bases de leur raisonnement moral. Nous avons découvert la nature du curriculum caché dans notre milieu hospitalier et les rôles modèles que jouaient auprès des étudiants nos cliniciens et des résidents. Nous avons fait la comparaison avec la littérature existante sur le sujet. Ce travail a permis de valider l’efficacité de la stratégie pédagogique adoptée pour initier les étudiants à l’approche narrative en éthique et pour produire des narratifs signifiants et de qualité. Notre étude se distingue par la longueur de l’observation et le nombre élevé de narratifs analysés. Nous pouvons donc à partir de notre expérience suggérer des recommandations pour la formation et la recherche. Développer une compétence narrative chez les étudiants dès le début de la formation en médecine serait un avantage pour une pratique humaniste et participerait à la construction de l’identité professionnelle. / This is an analysis of 1045 narrative writings produced by third-year medical students over a 16- year period as part of a workshop on ethics and professionalism held during each surgical internship completed in a hospital affiliated with the Department of Surgery at the Université de Montréal. The students were asked to identify an ethical or professionalism issue they encountered during their rotation in surgery, and then to recount this, followed by comments on the ethical rationale for the decisions taken in the actual case. They were also asked to discuss their agreement with decisions made by superiors in the case of clinical ethics or professionalism dilemmas, and the attitudes and behavior observed among clinicians or residents. The analysis indicates that most of the students’ questioning focused on issues of professionalism. Communication with patients and their families, giving bad news, obtaining consent, revealing the truth or a medical error, and relationship with colleagues represented most dilemmas reported by students in their narratives. In reading the narratives, I was able to identify our students’ ethical concerns and the basis of their moral reasoning. I discovered the nature of the hidden curriculum in our institution and the role models our clinicians and residents played for the students. I further reviewed the literature for a comparison with my own observations. This work validated the effectiveness of the pedagogical strategy adopted to introduce students to the narrative approach to ethics and to produce meaningful, high-quality narratives. This study stands out for the length of the observation and the high number of narratives analyzed. Based on this experience, I can therefore suggest recommendations for training and research. Developing narrative skills in students right from the start of their medical training would be an advantage for humanist practice and would help build their professional identity.

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)

A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learning centres in Soshanguve in Gauteng Province to explore the challenges of diversity during adult learning facilitation. Data was gathered from sixteen adult education facilitators from four adult education centres by means of in-depth interviews, follow-up interviews and observational fieldwork. Findings indicated that facilitators require additional knowledge and skills to achieve the objectives of the intercultural, multicultural and anti-racist models of education effectively; senior adult learners require particular attention from facilitators to prevent learner attrition in this age group; linguistic diversity problematises effective intercultural communication, especially where the facilitator is not proficient in learners‟ home languages; and awareness should be raised of the negative impact of inflexible attitudes towards certain aspects of diversity such as religion and sexual orientation on effective teaching and learning. However, positive adult education facilitation practices were also observed. Based on the findings of the literature review and the empirical inquiry recommendations for the improvement of practice were made. / ABET and Youth Development / M. Ed. (Adult and Continuing Education)

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)

A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learning centres in Soshanguve in Gauteng Province to explore the challenges of diversity during adult learning facilitation. Data was gathered from sixteen adult education facilitators from four adult education centres by means of in-depth interviews, follow-up interviews and observational fieldwork. Findings indicated that facilitators require additional knowledge and skills to achieve the objectives of the intercultural, multicultural and anti-racist models of education effectively; senior adult learners require particular attention from facilitators to prevent learner attrition in this age group; linguistic diversity problematises effective intercultural communication, especially where the facilitator is not proficient in learners‟ home languages; and awareness should be raised of the negative impact of inflexible attitudes towards certain aspects of diversity such as religion and sexual orientation on effective teaching and learning. However, positive adult education facilitation practices were also observed. Based on the findings of the literature review and the empirical inquiry recommendations for the improvement of practice were made. / ABET and Youth Development / M. Ed. (Adult and Continuing Education)

This study investigated issues of gender discrimination in the Cacadu district of the Eastern Cape and the possible role that Community Learning Centres could play in mitigating gender disparities in this particular district. The aim of the study was to recommend ways in which Community Learning Centres could assist people in mitigating gender disparities in the Cacadu district of the Eastern Cape. The study examined scholarly and professional publications, both theoretical and empirical, that support or challenge the proposed focal area. The study was underpinned by post-colonial feminism. Contrary to Western feminism, post-colonial feminism is primarily concerned with the representation of women in once colonized countries.The paradigm deemed to be the most appropriate in undergirding this study was a post-colonial indigenous paradigm which can be seen as context based and inclusive of all knowledge systems. The research approach was qualitative and the research design adopted for the study was phenomenological. Two Community Learning Centres (Xola and Zodwa) located in a rural and an urban area respectively in the Cacadu district of the Eastern Cape were selected by purposive sampling. Data gathering was conducted through semi-structured interviews and focus group discussions. Three adult educators volunteered to participate in individual interviews and twenty-four adult learners volunteered to participate in focus group discussions. Findings indicated that Community Learning Centres in their attempt to promote equity and redress do not help people mitigate gender disparities in their daily lives in the Cacadu district of the Eastern Cape. Based on the findings, it was found that gender disparities emanate not only in the home, but also in Community Learning Centres in the Cacadu district of the Eastern Cape. Finally, strategies were identified in the form of educational practices, processes and developments to assist people to mitigate gender disparities in their daily lives in the Cacadu district of the Eastern Cape. Such educational strategies should be characterised by fairness, equality and the values embedded in social justice with reference to the role of women in society. / Educational Foundations / D. Ed. (Socio-Education)

The formulation of the perceptions of the adult role among adolescent Greek girls in Johannesburg, is a complex matter. The girls are influenced by their Greek cultural upbringing, while also experiencing the effects of inherent gender inequalities in the education system. This study investigated the perceptions of the adult role among adolescent Greek schoolgirls in Johannesburg and the implications for educational provision. A literature survey investigated the formation of gender identity among adolescent girls. Existing research on the issues of gender in education was reviewed. A qualitative study of the life-world of eight adolescent Greek schoolgirls was conducted. Data elicited from semi-structured interviews were analysed, discussed and synthesised. The major findings emanated. The girls were influenced in their adult role perceptions by their cultural backgrounds, but all expressed a desire to strive for new levels of independence. Guidelines for relevant educational provision were proposed. / Educational Studies / M. Ed. (Comparative Education)