All human beings are endowed with unique talents and potentialities, and are able to bring to life the hidden gifts or the talisman within them. Being in the prime of their lives, youth should be engaged in developing themselves, acquiring virtues, and striving for excellence. Reports from schools and other sources, however, indicate that many South African youth have become prey to various social ills, such as teenage pregnancy, violence, crime, and drugs and alcohol abuse, which inhibit them from achieving their talisman. In response to this situation, a life skills programme was designed to awaken the sense of talisman in youth. Believing that all human beings are gifted with special talents and potentialities, the Youth Enrichment Programme (YEP) aims to improve and transform the cognitive, social, and moral behaviour of youth, thus bringing them closer to the state of talisman. The programme intends to equip youth with values and skills that improve their social, moral and cognitive behaviour, so that they can become responsible citizens in a united and peaceful society. It pays special attention to the moral and spiritual aspects of the learners, aspects severely neglected by most education systems. The principles of YEP are founded on the spiritual nature of man, the oneness of mankind, unity in diversity, and equality. The programme adopts transformational and multi-domain teaching strategies to transform learners through interactive critical assessment of values in the context of real-life moral and social issues. The main purpose of this study was to analyse and evaluate YEP in terms of its influence on the cognitive, social, and moral behaviour of adolescent learners and to determine its strengths and weaknesses. Various aspects of the programme were investigated, including its underlying theoretical principles, methodological approaches and design characteristics. The researcher evaluated the influence of the programme on the behaviour of adolescent learners in five institutions in two provinces. The qualitative and quantitative data from the learners, teachers and facilitators in the five case studies showed that the programme had a positive influence on the learners in the cognitive, social and moral domains. It broadened their view of life and developed problem solving skills in the cognitive domain, enhanced their communication skills and co-operation in social domain, and improved their general moral behaviour especially in the areas of trust and respect in the moral domain. Overall, the effect of the programme was most prominent in transforming the moral behaviour of the learners, bringing some of them closer to their state of talisman. The study also discovered three unexpected phenomena - the beneficial role of peer learning facilitation, the positive effect of facilitation on the young facilitators, and the salutary effect of the programme on the general learning atmosphere in the schools. All human beings are endowed with unique talents and potentialities, and are able to bring to life the hidden gifts or the talisman within them. Being in the prime of their lives, youth should be engaged in developing themselves, acquiring virtues, and striving for excellence. Reports from schools and other sources, however, indicate that many South African youth have become prey to various social ills, such as teenage pregnancy, violence, crime, and drugs and alcohol abuse, which inhibit them from achieving their talisman. In response to this situation, a life skills programme was designed to awaken the sense of talisman in youth. Believing that all human beings are gifted with special talents and potentialities, the Youth Enrichment Programme (YEP) aims to improve and transform the cognitive, social, and moral behaviour of youth, thus bringing them closer to the state of talisman. The programme intends to equip youth with values and skills that improve their social, moral and cognitive behaviour, so that they can become responsible citizens in a united and peaceful society. It pays special attention to the moral and spiritual aspects of the learners, aspects severely neglected by most education systems. The principles of YEP are founded on the spiritual nature of man, the oneness of mankind, unity in diversity, and equality. The programme adopts transformational and multi-domain teaching strategies to transform learners through interactive critical assessment of values in the context of real-life moral and social issues. The main purpose of this study was to analyse and evaluate YEP in terms of its influence on the cognitive, social, and moral behaviour of adolescent learners and to determine its strengths and weaknesses. Various aspects of the programme were investigated, including its underlying theoretical principles, methodological approaches and design characteristics. The researcher evaluated the influence of the programme on the behaviour of adolescent learners in five institutions in two provinces. The qualitative and quantitative data from the learners, teachers and facilitators in the five case studies showed that the programme had a positive influence on the learners in the cognitive, social and moral domains. It broadened their view of life and developed problem solving skills in the cognitive domain, enhanced their communication skills and co-operation in social domain, and improved their general moral behaviour especially in the areas of trust and respect in the moral domain. Overall, the effect of the programme was most prominent in transforming the moral behaviour of the learners, bringing some of them closer to their state of talisman. The study also discovered three unexpected phenomena - the beneficial role of peer learning facilitation, the positive effect of facilitation on the young facilitators, and the salutary effect of the programme on the general learning atmosphere in the schools. / Dissertation (PhD (Curriculum Studies))--University of Pretoria, 2004. / Curriculum Studies / unrestricted

Oppression of voice has continued for displaced Syrians, beyond the ‘kingdom ofsilence’ under the Assad dictatorship, in the form of dominant media narratives, oftennegative, which fail to represent their lived realities. This case study explored the waysin which storytelling, within the program #MeWeSyria, creates a space for Syrianvoices in southeast Turkey and how this space could be transformative. The researchfocused on the process of storytelling, as a process of voice (Couldry, 2010) rather thanthe stories themselves as media products. Eleven semi-structured interviews wereconducted with members of the #MeWeSyria community, from three different levels:participants, facilitators and staff. Analysis considered the characteristics of the#MeWeSyria space, in relation to providing a space for the process of voice to flourish,in light of Wheeler et al.’s (2018) ‘transformative storywork’, and demonstrated theways in which this space could be transformative on personal, interpersonal and broadercommunity-societal levels. This research suggests that #MeWeSyria creates a space forSyrian voices by operating as a Syrian-led, participatory, community space whichcreates the conditions for the process of voice to flourish. In this space, personal andcollective consciousness and a sense of agency is developed, which are revealed as thestarting point for engagement in action for further change, on interpersonal, communityand societal levels. #MeWeSyria is shown to defend, at its core, voice as value(Couldry, 2010), the right of each person to tell their own story and the principle thatevery voice matters.

Teachers’ voices have been largely excluded from the academic and political debates regarding the aims and merits of financial literacy education. Through case study research, this project examined the beliefs, practices, and lives of 10 teachers in Québec and Ontario who teach financial literacy at the intermediate and senior levels. Specifically, the teachers in this study report taking a critical approach to financial literacy education–a subject that tends to be framed in simplistic and individualistic terms as mere personal financial decision-making. In an analysis of in-depth interviews and deliberative inquiry focus groups with self-identifying critical teachers and investigation into various documentary sources, I detail the ways in which some of these teachers adhere to mainstream understandings of financial literacy education while others work to reframe it towards more critical and economically just ends. This research results in the development of a framework for critical economic literacy education, documenting the intellectually demanding set of skills, knowledge, and pedagogical strategies a critical economic literacy requires of students and teachers. Findings also bring forth distinctions in teachers’ ideas about criticality, revealing that teachers navigate between common, critical, and transformative sense orientations in sophisticated ways to achieve their pedagogical aims. Last, I investigate how criticality emerges in teachers, narrating the ways in which their personal biographies, professional and political activities, and intellectual pursuits inform their critical teaching in relation to financial literacy. This case study is further contextualized by the current political moment in which escalating economic inequality and the widening racial wealth gap, the current financial crisis, impending climate disasters, and antidemocratic politics worldwide convey a sense of urgency and a timely relevance for a more critical and transformative financial literacy education.

The purpose of this study is to examine how individuals who became involuntary unemployed due to the Covid-19 pandemic experience and handle the situation as unemployed. As a result of the COVID-19 pandemic, demand for products and services in certain industries has drastically reduced and work opportunities have decreased.  Whilst working as career counsellors within support during this year we have encountered a new group of job seekers – those who have higher education experience, who, before 2020, were not part of the natural unemployment in Sweden. During the interviews it was noticed that most of these participants expressed a strong professional identity associated with their previous professional role.  This, in turn, could be attributed to having an impact on their coping strategies and their way of reflecting over their situation of being unemployed. The empirical data that was produced using qualitative interviews were later analysed using Hodkinson and Sparkes careership theory, Mezirow's Transformative learning and Ylva Ulfsdotter and Malin Lindes explanation of the term Professional Identity. This study highlighted that most participants continued to have a strong connection to their previous professional identity and that a forced turning point due to the pandemic contributed to a feeling that unemployment would only be temporary. It also concluded that those participants who had an inherent idea of a new career or a new lifestyle acted quickly and were able to make the transition to a different occupation. The turning point also contributed to the participants learning as they planned alternative careers as backups for eventual, future, turning points to come / Det här examensarbetet syftar till att skapa en förståelse för individers upplevelser och hantering av en påtvingad brytpunkt och ofrivillig arbetslöshet orsakad av Covid -19 pandemin. I våra yrkesroller som studie och yrkesvägledare inom Stöd och matchning har vi under 2020 kommit att möta en ny grupp arbetssökanden vilken är målgruppen för studien. Målgruppen vilken vi benämner som den nya gruppen arbetssökanden är individer med eftergymnasial utbildning som vid uppsägningen befann sig mitt i karriären i yrken förknippade med deras tidigare utbildningsval. Den nya gruppen arbetssökande befann sig innan 2020 mitt i karriären och var inte var en utmärkande del av den naturliga arbetslösheten i Sverige.  I många branscher har efterfrågan på produkter och tjänster minskat drastiskt till följd av pandemin och arbetsmöjligheterna är få. Empirin togs fram genom kvalitativa intervjuer som senare analyserades till stöd av Hodkinson och Sparkes Careership teori, Mezirows begrepp referensramar samt Ylva Ulfsdotter och Malin Lindes förklaring av begreppet yrkesidentitet. Under intervjuerna har vi reflekterat över att en stark yrkesidentitet förknippad med tidigare yrkesroll påverkat respondenternas hantering och upplevelse av den ofrivilliga arbetslösheten. Det framgick även att respondenter som haft en inneboende idé om en ny karriär eller en ny livsstil tenderat att agera snabbt och åter komma i sysselsättning. Resultatet visar på att en effekt av brytpunkten var att respondenterna planerade alternativa akademiska karriärer som backup för eventuella framtida brytpunkter.

“Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning“ är en litteraturdidaktisk studie i forskningsämnet pedagogik som tar syftestexten för litteraturundervisningen i det gymnasiala svenskämnet som utgångspunkt. Genom en förstudie där elva svensklärare och en skolbibliotekarie samtalar i fokusgrupper riktas projektet mot sitt huvudfokus som är en läsloggsintervention där 31 elever i gymnasiekursen Svenska 3 läser John Ajvide Lindqvists “Låt den rätte komma in” (Ordfront, 2004/2015). Med hjälp av begrepp från läsforskning (Rita Felski, “Uses of Literature”, Blackwell Publishing, 2008) och erfarenheter från förstudien för eleverna logg över sin läsning. Resultatet av läsloggsinterventionen visar att elevernas metareflektion hjälps framåt av begreppsanvändningen och att eleverna därmed tar steget in i en transformativ lärandeprocess. Licentiatavhandlingen innehåller en analys av den didaktiska potentialen för transformativt lärande med fokus på fokalisation och främmandegöring i Ajvide Lindqvists roman samt en praktisk modell för hur begreppsorienterad litteraturundervisning med läslogg på gymnasiet kan utformas. / The function of reading fictional texts in Swedish secondary school education has been questioned in public debate (e.g. Melin, 2016-07-17), even though the reading of fictional texts has been shown to be important to young people’s academic achievement (Jerrim &amp; Moss, 2019). Swedish policy documents clearly state that upper secondary teaching of literature in the subject of Swedish is aimed at increasing the pupils’ self-awareness and their comprehension of experiences and perceptions of others (The Swedish National Agency of Education, 2011). However, results from a large-scale reading project show that Swedish teenagers find it difficult to reflect upon their own roles as readers of fictional texts (Nordberg, 2018). Therefore, this licentiate thesis targets upper secondary reading of fictional texts, and the possibility of using literary terminology pedagogically to visualize and develop pupils’ transformative learning processes. The overall research question posed is: - How can applied literary terminology be used in upper secondary literary studies todevelop pupils’ transformative learning processes? A pilot study was conducted based on three focus group-sessions with teachers and the librarian at an upper secondary school. The main study was based on reading journals written by pupils reading John Ajvide Lindqvist’s novel Låt den rätte komma in (2004) [Let the Right One In, 2008] as part of the Swedish 3 course. The methodological framework is inspired by participatory research. Consequently, this research-project uses an inclusive approach to the participants – 11 Swedish teachers, 1 librarian and 31 pupils – which means that they are considered as subjects rather than objects of knowledge. My own role in this project is tripartite: as a colleague, a teacher, and researcher. The pilot study was conducted in order to find out which possibilities and obstacles arose when the staff participants worked on teaching literature. The main study, within which the pupils are included as participants, focuses on advancing meta-perspectives of their own reading and made use of results from the pilot study and concepts derived from Felski’s (2008) ‘modes of textual engagement’. The pilot study revealed tensions which obstruct the teaching of literature, including the teacher-experienced importance of pupils ‘stepping into’ stories, as opposed to a great many pupils’ reluctance both towards the text and the act of reading. Moreover, the tension between engaged reading and the heavy emphasis placed on assessable outcomes of teaching and learning was addressed by the teachers. The main study revealed that reluctance is an inherent part of reading fictional texts. Further, that the pedagogical application of concepts used in literary studies can support the reading process, make it move forward, encourage the adoption of meta-perspectives on reading and on the pupils themselves as readers, as well as supporting a cohesive view of the finalized text. In summary, the findings suggest that applying literary concepts in literary studies supports pupils towards advancing their transformative learning and potentially points to a new way of making the goals section of the policy documents tangible for teaching and learning practices. According to this study, transformative learning-goals can be achieved if critical perspectives are preceded by individual engagement with the reading of the text. The suggested concept of transformative potential is beneficial to an analysis of the pedagogical function of a certain fictional text used in a certain learning situation geared towards transformative learning. This finding stands in contrast to trends of using reading as a means of writing practice or imaging historical epochs. / <p>Licentiate Thesis in Education with Specialisation in Didactics.</p>

Samhällsutvecklingen skapar nya förutsättningar och ger nya möjligheter för organisationer samtidigt som den bidrar till ständigt tuffare konkurrens. För att offentliga organisationer ska kunna överleva på marknaden måste de anpassa sig till utvecklingen och nya krav. Detta förändrar förutsättningarna för organisationen och det offentliga ledarskapet. Med utgångspunkten i de konsekvenser som en radikal förändring medför har vi valt att titta på Arbetsförmedlingen som befinner sig i en historisk omfattande organisationsförändring. Organisationen tillämpar transformativt ledarskap och självledarskap som ledningsfilosofi. Syfte med studien är att bidra med kunskap om hur chefer värderar organisatoriskt stöd vid radikala förändringar samt kunskap om vilka personliga strategier och ledarskapsstrategier chefer använder sig av för att säkerställa kvalitetsnivå under förändringen. Studien rymmer inom ramen för en fallstudie och datainsamlingen görs genom kvalitativa intervjuer utifrån en semistrukturerad intervjuguide. Studiens resultat visar att cheferna uttrycker motstånd och ifrågasätter förändringen, samtidigt som de fortsätter arbeta inom ramen för deras uppdrag. Cheferna anser att självledarskap är ett mycket bra verktyg och alla använder olika strategier inom ramen för självledarskap för att hantera förändringen. Vidare visar studien att cheferna använder sig av strategierna såsom kommunikation, skapa förutsättningar för delaktighet och coachande förhållningssätt för att skapa förutsättningar för kvalitet under förändringen. / The development of society creates new conditions and provides new opportunities for organizations, while at the same time contributing to ever-tougher competition. In order for public organizations to survive in the market, they must adapt to the development of society and the new requirements. This changes the conditions for the organization and the public leadership. Based on the consequences of a radical change, we have chosen to look at the Swedish Public Employment Service, which is in a historically comprehensive organizational change. The organization applies transformative leadership and self-leadership as a management philosophy. The purpose of the study is to contribute with knowledge about how managers value organizational support during radical changes and knowledge of personal strategies and leadership strategies managers utilize to ensure the level of quality during the change. The study takes place within the frame of a case study and the data collection is done through qualitative interviews based on a semi-structured interview guide. The result of the study shows that the managers express resistance to change and are questioning the purpose of the change but are still continuing to work within the frame of their assignment. The managers believe that self-leadership is a very good tool, and everyone uses different strategies within the framework of self-leadership to manage the change. Furthermore, the study shows that the managers use strategies such as communication, create conditions for participation and use a coaching approach to create conditions for quality during change. / <p>2019-06-27</p>

Debido al avance tecnológico podemos acceder a una amplia gama de información, la cual debe ser revisada, seleccionada y estructurada de acuerdo con la necesidad de cada colaborador (personalizamos el desarrollo). Pensamos que las brechas existentes demandaran un programa de capacitación personalizado en la organización a través de desarrollo de actividades, talleres, cursos en línea, que validaremos con la evaluación de desempeño de cada colaborador. Nuestra propuesta incrementará la rentabilidad de las organizaciones al contar con jefes empoderados y dotados de herramientas que les permitirá desarrollar un liderazgo transformador de su propio crecimiento profesional y el de sus colaboradores. Este proceso se medirá a través de diversos instrumentos de evaluación como: evaluación de la autogestión, encuestas de satisfacción del cliente externo y medición del desempeño. Por lo antes expuesto, podemos concluir que es aplicable a diferentes organizaciones porque es una metodología accesible, práctica e innovadora que se puede aplicar a todos los niveles de la organización. Asimismo, es viable administrativa y económicamente. / Due to technological innovations we can now access a wide range of information, which has to be revised, selected and structured to suit the need of each employee. (We personalize the development by making a personal action plan) In our opinion, the existing gaps will demand a personalized Training Program in the organization which will consist of the development of different activities, workshops, online courses, which will be validated with the performance evaluation of each employee. Our proposal will increase the revenues of the organizations due to the fact that we will be able to have empowered leaders who will be able to manage different tools that will enable them to perform a type of leadership that will have as a result not only self-professional growth but that of the members of their teams. This process will be measured through different evaluation tools like self-evaluation, internal and external client satisfaction surveys and employee's performance evaluation. Thus, we can conclude that our proposal is relevant and can be applied to different organizations, bearing in mind that it is a very accessible methodology, as well as practical and innovative, which can be used in every level of the organization. Likewise, it can be easily proved that it is a feasible tool, both financially and administratively. / Tesis

Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

La tesi analizza l’industria dell’ospitalità in ottica Trasformative Service Research (TSR). Nella prima parte si concentra sul caso dell’Albergo Diffuso studiando come esso influenzi positivamente il benessere individuale e collettivo di tutti gli attori coinvolti. Allo stesso tempo si tiene in conto di eventuali effetti negativi derivanti dalle attività dell’hotel. Il risultato è l’Enhancing Transformative Factors’ Framework dove si evidenziano i fattori che aiutano l’Albergo Diffuso ad avere un effetto trasformativo sugli attori coinvolti. Nella seconda parte della tesi si prende in considerazione il caso del Green Hotel e si studia come il soggiorno presso tale struttura eco-sostenibile influenzi le abitudini sostenibili degli ospiti. Il risultato è una Transformative Travel Experience che evidenzia come il soggiornare presso l’hotel influenzi a seconda della durata del soggiorno, le abitudini sostenibili dei clienti che muteranno i loro comportamenti tornati alla loro routine. Nell'ultima parte della tesi si considera il caso delle charities o enti di beneficenza operanti nel settore ospitalità. L’obiettivo è studiare come questi enti attivino un processo trasformativo in ottica Service Ecosystem sulle persone da loro supportate. Il risultato è il Transformative Service Ecosystem che descrive come tali persone vengono riabilitate socialmente con il conseguente miglioramento del loro benessere psico-fisico. / The thesis analyses the hospitality industry from a Transformative Service Research (TSR) perspective. In the first part, it focuses on the case of the Albergo Diffuso studying how it positively affects the individual and collective well-being of all actors involved. At the same time, negative effects deriving from the hotel’s activities are taken into account. The result is the Transformative Factors’ Framework, which describes the factors that have a transformative effect on the actors involved. In the second part, the case of the Green Hotel is taken into account and we study how the stay at the eco-hotel influences the sustainable habits of the guests. The result is a Transformative Travel Experience that highlights how staying at the hotel influences the sustainable habits of customers who change their behaviour depending on the length of their stay, once back to their routine. In the last part, we consider the case of Charities operating in hospitality. The goal is to study how these organisations activate a transformative process on the people they support from a Service Ecosystem perspective. The result is the Transformative Service Ecosystem, which describes how such people are socially rehabilitated with the consequent improvement of their psychophysical well-being.

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