The water authority Umgeni Water, has run an adult basic education (ABE) programme from 1989-1996. During 1989 and 1990 Stephen Camp initiated an ad hoc pilot programme for 42 learners using Operation Upgrade. His successor, Rosemary Ward, co-ordinated a planned in-house pilot during 1991 and 1992 which reached 50 learners. She was followed by Kim Weyer, who launched a company wide initiative with the aid of the ABE consultants, BESA, and implemented an ABE policy, forum and data base. Finally from 1994, Sally Frost consolidated a programme catering for 342 learners and run by five full time ABE facilitators. It was aimed at those of the 578 unskilled workers at Umgeni Water who were illiterate. Materials used were increasingly in-house and learners were entered for the external Independent Examinations Board examinations. Evaluation of the programme in 1996 revealed that learning was occurring, though at a much slower and more individually erratic rate than predicted. Overall the programme was considered successful. From a case study of Umngeni water experience a generic model for ABE programme implementation has been developed, applicable to many workplace environment. In the case of Umgeni Water, implementation vision was grounded in educational/social responsibility, productivity and public relations motives. Company funding enabled implementation. Guiding principles for programme implementation included the acquisition of securely employed, high calibre staff / leadership, a directed, demand driven approach, an ABE policy, and ongoing stakeholder involvement and management support. Umgeni Water's production environment was catered for, learner needs were met, sufficient budget provided, and the programme evaluated. Implementation ingredients interacted with one another and often occurred simultaneously. Independent influences affected smooth programme implementation at Umgeni Water. Positive influences included the existence of a demand for English within the organisation and the perception of external pressure to provide. Negative internal influences centred around production demands. The impact of Umgeni Water's big business environment, and of its interaction with internal ABE stakeholders and the external ABE world, were ambiguous. These contextual dynamics were either accounted for, accommodated or harnessed. One can conclude that given the correct enabling factors, ABE can be successfully implemented within a workplace environment. If certain guiding principles are followed, and independent contextual influences accounted for, programme goals and targets for functional literacy can be achieved. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1996.

It is the purpose of this study to take a group of first, second, and third grade children of foreign parentage who are in a segregated school in Fort Worth, Texas, and a group who are in a non-segregated school and compare them.

Aim of this work is the analysis of the system of education and development of workers in selected company, identification of training needs, design changes and recommendations for improving the management of this area.

No description available.

No description available.

No description available.

This paper strives to answer a question most anyone remotely involved with education has encountered: what is the relationship between the content taught and its purpose? In this case, the question is in the context of the Workers’ Education Association in Sweden (ABF) and other educational efforts made by the Swedish labour movement. In order to answer such a question one must first outline in some detail what the content to be taught was, and what purpose the association itself saw as the important one. But the matter is also further explored: the Swedish labour movement appears to view education and culture in a rather non-Marxist manner, which poses a question to be untangled in order to fully understand the connection between content and purpose, namely that of what view they did in fact hold. Here, it will be argued that the Swedish labour movement held a proto-Bourdieuan view of culture as a form of societal and cultural capital which must be distributed in order for the emancipatory and egalitarian efforts to succeed.

In connection with developement of industrial production and with improving of living conditions the western civilisation has faced gradual increase of occurance of civilisation diseases including metabolical syndrome. The definition of the syndrom that is currently used in the Czech Republic is according to the Czech Institute of Metabolic Syndrome, which diagnozes the metabolical syndrome when more that three out of five risk factors are present- abdominal obesity, encreased level of HDL-cholesterole and decreased level of tricylglycerols, hypertension and diabetes mellitus type 2 or insuline resistence. Two aims were stated to process the thesis: 1) Knowledge of nonmedical healthcare staff about metabolical syndrome and its relation to civilisation diseases and particular risk factors influencing its emergence and its referential values, in connection with C/P education during the treating process. 2) Finding out whether the knowledge of nonmedical healthcarestaff about treatment, prevention and occurance of metabolical syndrom depends on level of education of a nurse. The dates for the research part of the thesis were collected in quantitative research- the method of questionnaire-the respondent were the general nurses. The hypotheses were analyzed as follows: H1: Knowledge of civilisation diseases belonging to the Metabolic Syndrome group increases together with nonmedical healthcare workers education. H2: Knowledge of referential values of Metabolic Syndrome risk factors increases with higher education of the nonmedical healthcare workers. H3: Knowledge of referential values of Metabolic Syndrome risk factors increases with the lenght of experience of the nonmedical healthcare workers. H4: Choice of further treatment when finding out Metabolic Syndrome risk factors increases with the level of education nonmedical healthcare workers. All hypotheses were proven on basis of statistical verification (Pearson?s x2 test) and proven. The results of the theses have contributed to mapping of the knowledge of nonmedical healthcare staff about the term of metabolical syndrome. The data analysis shows that the nonmedical healthcare staff is not sufficiently aware of the term of metabolical syndrome. The data can be used for teaching nomedical healthcare staff about medical syndrome education, for extension of the Czech Institute of Metabolical Syndrome websites by the section for nonmedical healthcare staff and also for the Centre of Civilisation Diseases Prevention as basis for educational materials for nonmedical healthcare workers.

Orientador: Silvio Ancizár Sánchez Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T19:49:06Z (GMT). No. of bitstreams: 1 Albuquerque_JoelmadeOliveira_D.pdf: 1773739 bytes, checksum: 1c49479247f84422cb3af91953ec5ecf (MD5) Previous issue date: 2011 / Resumo: A presente tese se refere à problemática mais geral da formação humana, em particular a formação dos trabalhadores do campo no início do século XXI - um período pré-revolucionário. O objeto da crítica foram 433 teses e dissertações produzidas entre 1987 e 2009 que abordam a problemática da educação no meio rural no Brasil. Questionamos sobre os fundamentos gnosiológicos e ontológicos relacionados à teoria do conhecimento, educacional e pedagógica das teses e dissertações acerca da educação no meio rural no Brasil, e quais limites e possibilidades apresentam para a formação da classe trabalhadora neste período histórico de transição a outro modo de produção. O objetivo foi desenvolver uma análise crítica de teses e dissertações sobre a educação no meio rural no Brasil, no que diz respeito às teorias do conhecimento, educacional e pedagógica sobre a qual estão assentadas, apontando antíteses sobre tendências para a educação dos trabalhadores no processo de transição a outro modo de produção, especialmente no que diz respeito à base técnica e científica do trabalho. A crítica se pautou nas hipóteses: a) a produção científica em Educação do Campo no Brasil apresenta como base técnica e científica dimensões idealizadas do real, desconsiderando as características do modo de produção, do grau de desenvolvimento das forças produtivas, das relações de produção, da base técnica e científica do trabalho, o que entrava o desenvolvimento teórico sobre a Educação do Campo. b) a produção do conhecimento em Educação do Campo no Brasil apresenta antíteses a partir das quais é possível identificar contribuições significativas acerca da necessidade e possibilidade da base técnica e científica do trabalho como um eixo para a educação dos trabalhadores no processo de transição a outro modo de produção. Defendemos que o aspecto estruturante de uma proposta educacional para a classe trabalhadora em luta que almeja a transformação social radical para além do capital se relaciona com a educação escolarizada de acesso a todos, centrada na apropriação da base técnica e científica do trabalho e das relações sociais que o determinam. / Abstract: This thesis refers to the more general issue of human development, particularly the training of field workers in the early twenty-first century - a pre-revolutionary period. The objects of criticism were 433 theses and dissertations produced between 1987 and 2009 that address the issue of education in rural areas in Brazil. We question the gnosiological and ontological foundations related to the educational, pedagogical and knowledge theory of theses and dissertations on education in rural areas in Brazil, and which limits and possibilities do they present for the formation of the working class in this historic period of transition to another production mode. The goal was to develop a critical analysis of theses and dissertations on education in rural areas in Brazil, regarding to the educational, pedagogical and knowledge theories on which they are seated, pointing antitheses on trends for the education of workers in the transition process to another production mode, especially regarding to the technical and scientific basis of the work. The Criticism has centered on the following hypotheses: a) the scientific production on the Field Education in Brazil is based on technical and scientific dimensions of the idealized reality, ignoring the characteristics of the production mode, the degree of development of the productive forces, the production relations, the technical and scientific basis of the work, which affects the theoretical development on the Field Education. b) the knowledge production on Field Education in Brazil shows the antithesis from which it is possible to identify significant contributions regarding to the need and possibility of scientific and technical basis of the work as an axis to education of employees in the transition to another production mode. We argue that the structuring aspect of an educational proposal for the struggling working class that aims the radical social transformation beyond the capital relates to the schooled education access to everybody, focused on the appropriation of scientific and technical basis of labor and social relations which determine it. / Doutorado / Filosofia e História da Educação / Doutor em Educação

The main goal of this work is to create an idea of how an educational system for non-physician healthcare professionals in the departments of anestesiology, resuscitation, and intensive care should look like with regards to interpreting and evaluating ECG curves that would lead to a better knowledge of understanding ECG curves. This certain idea of an educational system should be another option on how to educate healthcare professionals, thus improving their competence. The theoretical part of this work compares the educational system of healthcare professionals in the Czech Republic to other foreign countries and the competence of non-physician healthcare professionals working mostly in intensive care in hospitals. It also introduces and explains the basics on how to record an ECG curve that competent workers should be able to read and interpret correctly. The empiric part is based on the quantitative method of making a survey, in which the respondents are non-physician healthcare workers working in anestesiology, resuscitation, and intensive care in Czech hospitals. The survey study focuses not just on finding out the knowledge of ECG in non-physician healthcare professionals in anestesiology, resuscitaiton, and intensive care, but also whether it's necessary to teach them more about ECG. The...