Ph.D--Education, University of Limpopo,2008 / This thesis describes the research carried out in the three education and training innovative projects which are the cases of this study, namely: African Pathways, Ikhwelo and LoveLife. The research was conducted in the context of the on-going research activities of the programme of Adult Education of the University of Limpopo. The aim of the study was to gain insight into current practices and strategies which might be effective when developing and implementing the education and training innovative projects in the Limpopo Province of South Africa. I also intended to investigate the factors that determine the success and failure of education and training innovative projects in a developing context. In order to achieve the aims outlined above, I formulated the following main research questions: • What are the effective strategies for the development and implementation of education and training innovative projects in the Limpopo Province? • What are the factors that determine the success and/or failure of education and training innovative projects in a developing context? This study seeks answers to the above-mentioned research questions. Hence it addresses issues that not only need considerable development and further inquiry for advancing the academic debate, but are also relevant for practitioners who are working in the field and facing these challenges. In trying to answer the questions outlined above, I decided to undertake a multiple case study to investigate three education and training innovative projects which are the cases of the study. This study had elements of development, implementation and evaluation designs. It was also the intention of the study to describe the three educational projects and the real-life context in which they occurred. It was the objective of this study to develop success indicators of education and training innovative projects. These success indicators could possibly lead to a model which could be useful for the establishment and sustenance of innovative projects in a developing context. Chapter two outlines the theoretical framework of the study. Based on the readings of the relevant literature, and preliminary discussions with experts in the fields of innovation and action research, it appeared that for any innovation to succeed factors that determine and influence sustainability need to be taken into consideration. Hence there has been a discussion about factors that contribute to, and influence the sustainability of education and training innovative projects. Critical factors such as: Local context, ownership, bottom-up strategy, cross-sectoral collaborations and effective communication channels were discussed in detail in this chapter. I have also outlined the theoretical model which is essential when investigating the success factors and indicators for education and training innovative projects in a developing context. The chapter concludes with a discussion about a young adult in the South African context, views about social exclusion and lifelong learning. In Chapter three, I describe the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track had to do with fieldwork while the second track was about the mini-conference or the focus group interview of the study. An explanation and discussion of the instruments that were utilised to collect data from different role players in various phases of data collection is also given. I further explain how the data that has been collected from various phases was analysed using qualitative data analysis methods. The chapter concludes by discussing what I call ‘reflections’, a section that was about my main learning areas and the difficulties that I encountered during the process of this research. Chapter four presents the empirical results of the study. It gives an account of the strategies that might be effective when developing and implementing the education and training innovative projects in the Limpopo Province. In this chapter I present an overview of the three projects, that is, African Pathways, Ikhwelo and loveLife, which are the cases of this study. A description of programmes which are offered in each project of this study is given. I also indicate the aims and objectives of each project. The chapter further discusses issues around staffing and learners in each project. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. The chapter concludes by discussing the findings of observations based on each project of the study. Chapter five is a cross-case analysis of the projects. The intention was to compare and contrast cases based on the critical factors of the study, while trying to determine the effective strategies for the development and implementation of education and training innovative projects in the Limpopo Province. During this process, I have been careful in preserving each individual case’s uniqueness with the need to understand generic processes at work across cases. In chapter six, I discuss further the empirical results of the study. It is based on the mini-conference or the focus group meeting that I held with the Project Managers and Educators in the Adult Education Resource Centre of the University of Limpopo. This chapter gives an account of factors that determine the success and/or failure of the education and training innovative projects in a developing context. The final chapter (seven) presents the final conclusion and recommendations of this study. This chapter integrates the information from previous chapters in discussing effective strategies which are useful when developing and implementing the education and training innovative projects in the Limpopo Province. It also provides suggestions which might contribute towards the development and implementation of more effective strategies of education and training innovative projects in a developing context. The chapter concludes by mentioning issues that need to be further researched, as the ABET field seems to be under-researched, particularly the area of education and training innovative projects. / Not listed

This research evaluates the causes for the failure of DoL training projects to produce a skilled and employable workforce after being trained through the Skills Development Act initiatives. The actual teaching process during training is a focal point in this research, unlike the past Job Placement Verification Studies which ignored this development. The fundamentals of evaluation are discussed with emphasis placed on the purpose of a training programme offered by the DoL. In this study, a qualitative paradigm that in essence entails the systematic noting and recording of events, behaviours and artefacts in the social setting was the design and methodology which underpins my choice of case study and observations. I targeted a particular group in the full knowledge that it does not represent the wider population but simply represented itself, thus I cannot make generalizations from the results. Different theories on programme evaluation, adult learning and learning theories are highlighted and a link between different theories and approaches to training programmes is created. Analysis of data has shown that peripherals and antecedents have been largely ignored by the previous studies, and influenced the actual training programme, trainees and training outcomes adversely. Additionally the enquiry has uncovered several instructional related factors that have contributed to non-delivery. These range from the level of readiness of trainees, the competency of the instructor and adequacy of the learning material to the actual instructional context and learning environment. All revealed that every aspect mentioned has a critical role to play in achieving the training objectives. The research concludes with a brief discussion on recommendations to review the entire process of DoL training programmes. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Science, Mathematics and Technology Education / unrestricted

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-10-25T18:59:50Z No. of bitstreams: 2 Dissertação - Jackeline Império Soares - 2016.pdf: 1795608 bytes, checksum: 95743f1480928e2ce5ceac684c89b264 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-08T17:52:26Z (GMT) No. of bitstreams: 2 Dissertação - Jackeline Império Soares - 2016.pdf: 1795608 bytes, checksum: 95743f1480928e2ce5ceac684c89b264 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-08T17:52:26Z (GMT). No. of bitstreams: 2 Dissertação - Jackeline Império Soares - 2016.pdf: 1795608 bytes, checksum: 95743f1480928e2ce5ceac684c89b264 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The dissertations is linked to the research line "Training, Teacher Professionalization and Educational Work" of the Postgraduate Program on Education from the College that belongs to the Federal University in Goiás. It integrates the work developed by the Researchers Net about teachers from centralwest (Redecentro). Based on dialectic historical materialist method with on quality of approaching, was developed a bibliographical research looking for the following objective: Understanding the discursive meanings about the educational quality written in Revista Brasileira de Educação; Estudos Pedagógicos; Revista Ensaio; Cadernos CEDES; Educação & Sociedade, from 2013 to 2015 and training projects linked the specific objectives where according to the contents the dissertation chapters: analyzing and understanding the different conceptions of educational quality in the educational field and their corresponding epistemologies; contextualizing and understanding the political, economic and social of Latin America since 1990 and the university inside that context; analyzing and understanding as the neoliberal politics influenced on the training, professionalization and teacher work field, bringing hegemonic quality and defense movements of the social quality; analyzing and understanding the quality of concepts mentioned at the selected scientific articles. We wondered: What are the discursive meanings about educational quality published in the national magazines in the field of education between 2013 and 2015 and training projects are related? The collection of information was done through analyses setting the followings: Conception of Educational Quality; Political statement; Base that sustains the "being a teacher" means; Base epistemological; Training Project linked to the conception of Education Quality. Through the analysis of written seeing we could see the hegemonic quality is more frequent in the articles analyzed cropping, also highlighted a pseudoneutral considering the demands and educational projects. According to the dialectic, through the category of contradiction, there was the defense of the work and valuing teachers featuring another design quality, social quality in education, and as a fundamental basis access to public education and the formation of social subjects , autonomous and emancipated. With the results of the analysis recommends the publication of more articles with political positioning meet the demands of the educational policies so that thus the speeches counterhegemonic about quality of education to do more strongly present. / Esta dissertação está vinculada à linha de pesquisa “Formação, Profissionalização Docente e Trabalho Educativo” do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade da Federal de Goiás. Integra os trabalhos desenvolvidos pela Rede de Pesquisadores(as) sobre professores do Centro–Oeste (Redecentro). Com base no método materialista histórico dialético, com abordagem qualitativa, desenvolveu-se uma pesquisa bibliográfica na busca do seguinte objetivo: Compreender os sentidos discursivos sobre a qualidade da educação nos periódicos Revista Brasileira de Educação; Estudos Pedagógicos; Revista Ensaio; Cadernos CEDES; Educação & Sociedade, período de 2013 a 2015, e os projetos de formação com os quais se vinculam. Os objetivos específicos corresponderam à constituição dos capítulos da dissertação: analisar e compreender as diferentes concepções de qualidade da educação presentes no campo educacional e suas epistemologias correspondentes; contextualizar e compreender o cenário político, econômico e social da América Latina a partir dos anos 1990 e a universidade nesse contexto; analisar e compreender como a política neoliberal influenciou os campos da formação, da profissionalização e do trabalho docente, resultando em demandas de qualidade hegemônica e ensejando movimentos de defesa da qualidade social; analisar e compreender as concepções de qualidade explicitadas nos artigos científicos selecionados. Construímos a seguinte questão norteadora: Quais os sentidos discursivos sobre qualidade da educação publicados nos periódicos nacionais do campo da educação entre os anos 2013 e 2015 e a quais projetos de formação se vinculam? A coleta de informações deu-se por meio de instrumento de análise em que foram estabelecidas as seguintes categorias: Concepção de Qualidade da Educação; Posicionamento Político; Base ontológica que sustenta o “ser professor”; Base epistemológica; Projeto de Formação ao qual se vincula a concepção de Qualidade da Educação. Por meio da análise dos discursos identificou-se que a qualidade hegemônica está presente com mais frequência nos artigos do recorte analisado, nos quais também se destacou uma pseudoneutralidade frente às demandas e projetos educacionais. Como aponta os pressupostos da dialética, pela categoria da contradição, observou-se a defesa do trabalho e valorização docentes caracterizando outra concepção de qualidade, a qualidade social para a educação, tendo como base fundamental o acesso à educação pública e a formação de sujeitos sociais, autônomos e emancipados. Com os resultados das análises recomenda-se a publicação de mais artigos com posicionamento político frente às demandas das políticas educacionais, para que, assim, os discursos contra-hegemônicos sobre a qualidade da educação se façam veementemente mais presentes.