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Dissertations / Theses on the topic 'ECD programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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1

Kemmies, Sharelda Luanshia Davidene. "Parents' perceptions of early childhood development in the Langkloof farming communities / S.L.D. Kemmies." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9665.

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Early childhood development has a lifelong impact on the future of each human being. However, all South Africans do not have equal access to the same quality ECD opportunities and services. As a means to advance knowledge in this regard, this study explores parents' perceptions regarding early childhood development (ECD) and their involvement therein, particularly within the Langkloof farming communities. Furthermore, the objective is to formulate guidelines, which can be applied to promote parents‘ involvement in ECD at home and at the ECD partial care facility the children are enrolled at. For this reason an interpretive, descriptive research design was utilised as methodology, which enables the determination of practical applicability. The data for this study was gathered by means of five focus groups, consisting of not more than eight participants per group. Participants were sampled though a purposeful sampling strategy to ensure that the most informative participants were selected for the study. Gathered data were transcribed and analysed on the basis of the basic qualitative analysis process, incorporating the thematic analysis strategy. The findings of this study indicate that parents have a pertinent understanding of ECD and parental involvement in relation to existing literature on ECD. Participants‘ perceptions complement existing ECD-related literature, indicating that parental involvement in ECD includes a home-centred as well as a facility-centred approach. Participants made reference to their concerns and satisfactions with the ECD services that they are currently receiving. They furthermore made reference to the challenges that prohibit them from optimal parental involvement in the ECD of their children, both at home, as well as at the ECD partial care facilities their children are enrolled at. Participants made suggestions on how they could be supported to address their concerns and challenges in both home-centred and facility-centred approaches in order to enhance parental involvement in their community. In general findings suggest that parents have the skills and are aware of their rights and responsibilities with regard to ECD parental involvement. However, if their insights were to be additionally buttressed in particular ways, their children‘s development in the early years could be enhanced. Based on the findings therefore, this study recommends that governmental departments focus on determining the actual requirements of parents, based on their unique understanding of their circumstances and beliefs by means of practice-based research in less fortunate communities. Furthermore it is recommended that government departments, other role players involved in community-based ECD service delivery and farm owners should play a developmental, empowering and supportive role to assist parents to improve in respect of home-centred, as well as facility-centred parental involvement in ECD. In general the findings of this study therefore suggest that support services to parental involvement in ECD must be individualised based on research and theory and the requirements of parents and children in a specific context.
Thesis (MSW)--North-West University, Potchefstroom Campus, 2013.
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2

Profeta, Michela. "Pre-primary education policy between formulation and implementation : the case of Bangladesh." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51112/.

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Why does the implementation of policies for educational improvement often disappoint? The literature suggests that pitfalls in the formulation stage can hamper successful implementation. This research aims to develop insights into the process of policy formulation in order to establish how this may affect subsequent policy implementation using a case study of Pre-Primary Education in Bangladesh. Uniquely, I have been able to study the development of PPE policy when it was taking place since I was directly involved in the process as a professional advisor working for a donor. The first research question investigated how the pre-primary policy was formed. This had two parts in terms of i) developing understanding of the phases of policy formulation and the stakeholders involved, and ii) analysing the discourses that informed the policy. The second research question enquired into the development of the implementation strategy and its feasibility, and compared expectations with the data available on the characteristics and impact of the initial implementation. This enabled the identification of aspects of policy formulation that shape current and future implementation. Special attention was given to the development of policy that prioritised underprivileged children throughout the process, because of the extent of unequal provision and because this was a high profile goal for educational development. The analysis of policy development derived from relevant policy documents and keyinformant interviews highlighted charismatic and politicised approaches to educational reform, which lacked the involvement of beneficiaries and those tasked with implementation. This has consequences for subsequent impact and the sustainability of the new policy. The initial implementation was generally considered inadequate and uneven by the respondents. It reflected aspirational planning linked to the EFA goals, with ambitious aims to provide a "quantitative breakthrough" in access and attainment without a realistic assessment of the resources available and the capacity to mobilise them. When the implementation strategy was updated and included in the third national programme of primary education (PEDP III), a more phased and comprehensive approach to planning was introduced. However, reports on programme implementation have identified delays and difficulties in starting PEDP III, albeit improvements between year 1 and 2 have been noted. In particular, the implementation strategies identified were insufficiently detailed and different stakeholders' needs were not properly assessed. More equitable delivery to underprivileged children remains poorly articulated. Part of the reason appears to be diminished political will and inconsistent leadership. Finally, opportunities to collaborate with the NGO service providers have not been fully exploited and the implementation planning for PEDP III appeared to have relied excessively on external expertise, with implications for the ownership and continuity of the policy on pre-school. Based on these findings, suggestions are offered to the development partners, the Government and the NGOs to improve the integration of policy and implementation strategies to increase the probability of sustained improvements in Pre Primary provision.
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3

Kamko, Margaret P. "A need assessment for an Employee Assistance Programme at the Johannesburg Hospital." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-102916.

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4

Matiáš, Marek. "Specifika kvantitativního uvolňování ECB a strategie exitu." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-201855.

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Goal of master thesis Specifics of Quantitave Easing of ECB and exit strategy is to analyse monetary policy called Quantitative easing and its exit strategy. Largest part of thesis addresses this monetary policy on example of European central bank but there is also summary transmission mechanisms and opinions of effectivness of this monetary policy on examples of other central banks. On example of ECB this work describes process of quantitative easing. Also there is empicital analysis of impacts of purchases under Securities market programme on yields of goverment bonds. Result of this anylsis is finding that SMP was effective only partly, mainly at time of its announcement. Further the work analysis current balance sheet of ECB from the perspective of exit from quantitative easing concluding that ECB would be able to execute exit strategy to these days.
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Stofile, Sindiswa Yvonne. "Factors affecting the implementation of inclusive education policy: A case study in one province in South Africa." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1850_1269472547.

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The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour.

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Pillay, Roshini. "A comparison of Employee Assistance Programme (EAP) and HIV and AIDS workplace programmes in the Gauteng Provincial Government." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09292008-083448.

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7

Biehl, James. "The activation of the helping professions of the South African Police Service (SAPS) with respect to an internal Employee Assistance Programme in the West Metropole." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02072005-153014.

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8

Erazo, Jorge G. "An emulator system for the MC146805F2/G2 microprocessors." Ohio : Ohio University, 1985. http://www.ohiolink.edu/etd/view.cgi?ohiou1184001657.

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Chege, Stella E. W. "Assessing youth participation in decision-making processes in community development programmes: a case study of the Spes Bona High School Dream2be Peer Education Programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6109_1360933352.

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During this study, the challenges and best practices of youth participation in problem identification, planning, implementation, monitoring and evaluation of programmes were investigated and the effect of project outcomes on the youth and its implications for community development observed. The use of the qualitative research methodology to examine the extent to which the youth are involved in the decision-making processes was employed. In addition, a literature review that pertained to youth development and participatory community development was conducted. In particular, the participatory concept, and its relation to the inclusion of the youth at the decision-making table, was examined. By providing evidence from the empirical data, an argument is 
presented that there are internal rigidities that are a hindrance to the youth in expressing their voice in the decision-making platform. However, the conclusion can be drawn that in order to understand the process of participatory development, it is crucial for the youth, community development practitioners and other stakeholders to understand the socio-economic conditions surrounding the youth as these will ensure positive programme outcomes as well as subsequent sustainable youth development.
 

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Emilie, Shane Antonio. "An investigation of stakeholder participation and learning in two schools within the Seychelles Eco-School programme." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011961.

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The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.
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11

Namathe, Mametja Faith. "The need for an employee assistance programme at Reamogetswe Secure Care Centre, North West Province." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09062005-124632/.

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12

Mbana, Phiwe Thando Vuyo. "A social work study on the impact of legislation on the practice of Employee Assistance Programmes in the South African mining industry." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05062009-153805.

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13

King, Nancy. "Towards eco-friendly communities and sustainability : a study of a government environmental education programme : research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2844.

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This qualitative case study reports on how the NSW Department of· Environment & Conservation and the Local Community Services Association, developed and delivered community education promoting sustainability. The Eco-friendly Communities programme is critically examined to determine whether it aligned with key objectives of the United Nations Agenda 21, Chapter 36, and the NSW state government's Learning for Sustainability education plan. The study also investigated whether the adult education delivered was effective in terms of meeting established principles. Interviews and document analysis were used because the writer sought to understand in depth how the partnership worked and which adult education pedagogies were employed. Six core issues are discussed. These are the contested term 'sustainability', social, economic and environmental connections, the lack of integration across sectors, models for delivering ESD, differences between ESD and EE and the value of social marketing as a tool for educators. This study provides a community education model capable of being transferred to other sectors, and examines the themes of leadership/direction, involvement and integration. Most importantly, it shows how an education programme can be structured to facilitate social change at three levels individual, organisational and community while still meeting wider objectives.
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Mamburu, David Nyadzani. "Evaluation of the Poverty Relief Programme in the Limpopo Province within the context of the Reconstruction and Development Programme a Social Work perspective /." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01142005-082757.

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15

Budrytė, Vaida. "ECDL programos klausimyno 4 ir 5 versijų palyginimo ir pritaikymo tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_183155-82984.

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Kompiuterinio raštingumo tematika atlikta nemažai tyrimų, apginta disertacijų, kas metai pateikiami kompiuterinio raštingumo monitoringo rezultatai – kompiuterinio raštingumo svarba ir būtinybė informacinės visuomenės plėtros kontekste įrodyta ir neginčijama. Aktualūs išlieka kompiuterinės kompetencijos vertinimo būdai ir priemonės, t.y. kompiuterinio raštingumo sertifikavimas. Šiame darbe aptariamos galimos ECDL programos 4 versijos klausimyno turinio kitimo tendencijos ir priežastys bei reikšmė ECDL sertifikavimo reikalavimų koregavimui. Darbo tikslas - pasiūlyti ECDL programos klausimyno 4.0 ir 5.0 versijų palyginimo metodą ir, remiantis ECDL programos 4.0 versijos turinio kitimo tendencijomis, pateikti reikalavimus Vilniaus universiteto Kauno humanitarinio fakulteto informatikos studijų programos koregavimui. Tikslui pasiekti įgyvendinti šie uždaviniai: įvertinti kompiuterinių įgūdžių sertifikavimo reikalavimų koregavimo poreikį; pasiūlyti ir aprašyti ECDL programos klausimyno 4.0 ir 5.0 versijų palyginimo metodą; numatyti ECDL programos 4.0 versijos turinio kitimo tendencijas bei priežastis; pateikti rekomendacijas VU KHF informatikos studijų programos koregavimui pagal ECDL programos 5.0 versijos reikalavimus. Siūlomam ECDL programos versijų palyginimo metodui pagrįsti, atlikta ECDL programos 4.0 versijos klausimyno pokyčių analizė, turinio pasikeitimo pobūdžio („Apjungta“, „Išskaidyta“, „Pakeista“, „Nauja“, „Nesikeitė“) ir turinio pasikeitimo priežasties („Aiškumas“... [toliau žr. visą tekstą]
The topic of digital literacy is not new. We can find it in some researches, defended dissertations and annual reports about computer literacy monitoring results – the importance and necessity of digital literacy is undeniable. However, the methods of the digital literacy competence assessments are still reliable. In this paper, we describe the most possible reasons of changing the content of ECDL syllabus version 4 and the ways of how the ECDL certification program must change. The goal of this paper is to suggest the original methodology of ECDL syllabus version item comparison; to provide the tendencies of how the ECDL syllabus content must change; to prepare a list of requirements for ECDL syllabus version 5 and basic informatics study program item coordination. The method of ECDL syllabus version item comparison was demonstrated by performing the research of ECDL syllabus version 4 to 5 item comparison in two ways: by analyzing the content of ECDL syllabus version 4 and syllabus version 5 and by comparing them together. Two aspects measured the results: ECDL syllabus version 4 status to ECDL syllabus version 5 (the fact of changing the content: “New”, “Changed”, “Split”, “Merge”, “Same”) and the reason of changing the content of ECDL syllabus version 4 (“Clarity”, “Quality”, “Currency”). Finally, we were able to prescribe how the ECDL syllabus version 4 was changed, how many new requirements were involved and how the ECDL certification program must change. At the end we... [to full text]
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Malan, Stephanus Francois. "Social Classroom : symbol of function beyond programme." Pretoria : [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-12042008-094753.

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Revelle, Meghan Kathleen. "An Investigation of Programmer-Identified Concerns." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626844.

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Gargiulo, Riccardo. "ECGSIM: un programma per la simulazione interattiva di tracciati ECG a scopo didattico e di ricerca." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18297/.

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ECGSIM è un simulatore interattivo utile allo studio e alla comprensione delle relazioni tra le attività elettriche delle cellule miocardiche e i potenziali elettrici registrati tramite elettrodi sulla superficie cutanea del corpo umano. Con ECGSIM è possibile modificare i parametri di attivazione di nodi sulla superficie del cuore, del quale viene mostrata una immagine tridimensionale, e verificarne gli effetti sui tracciati ECG. Sono presenti pannelli che mostrano cuore, torace, potenziale del nodo selezionato sul cuore e tracciati ECG. Finestre e comandi appositi consentono di agire su diversi parametri, come i tempi di depolarizzazione, ripolarizzazione e plateau delle cellule miocardiche. Uno degli scopi principali di ECGSIM è quello di fornire uno strumento per l’apprendimento da parte degli studenti dei fondamenti dell’elettrocardiografia, sia per lo studio individuale che come supporto all'insegnamento in aula. Può essere utilizzato anche come strumento di ricerca da tutti coloro che vogliono testare le ipotesi di patologie cardiache come possibile causa di anomalie nel tracciato ECG.
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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Pedroso, Gelta Madalena Jönck. "Fatores críticos de sucesso na implementação de programas EAD via internet nas universidades comunitárias." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88404.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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Esta pesquisa aborda a implementação de programas EAD nas universidades e seus desdobramentos numa organização de ensino superior, utilizando como fio condutor desse processo a elaboração de sistemas complexos e os fatores críticos de sua gestão nas IES. Formulou-se o seguinte objetivo de pesquisa: Construir um modelo de implementação de programas EAD via internet nas universidades Comunitárias de SC. As ações dos gestores são guiadas pelas noções de administração que permeiam as organizações e pelas regulamentações e normas do MEC, as quais são afetadas pelas condições econômicas vividas pelo país e pela inserção das novas tecnologias de informação e comunicação nos meios universitários. Usando como recurso as formulações já existentes sobre sistemas complexos, modelo de sistemas, fatores críticos de sucesso e EAD nas universidades, o foco do estudo recaiu sobre duas questões?: (1) Quais os fatores críticos de sucesso na implementação de programas EAD via internet nas universidades? (2) Como elaborar um modelo para auxiliar na implementação de programas EAD nas universidades levando em consideração os fatores críticos de sucesso? A resposta a essas questões foi obtida por meio de consulta à literatura especializada e à aplicação da técnica Delphi com especialistas das Universidades Comunitárias. Os resultados obtidos indicam que as universidades e seu núcleo de gerenciamento devem preocupar-se especialmente com as relações internas que serão construídas entre a área de EAD e a gestão da universidade. Devem focar o professor na perspectiva de formação continuada e no uso das novas tecnologias de informação e comunicação e o estudante visando à formação de uma cultura virtual. Os programas EAD via internet contribuem para o desenvolvimento do cidadão da sociedade do conhecimento.
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Basson, Tamsyn. "Guidelines for a sport specific Employee Assistance Programme." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10182005-105208.

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Bergh, Lorinda Brink. "Evaluation of a treatment programme for incarcerated rapists." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-09302005-100826.

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Johnson, Lineo Rose. "Offenders' perceptions of correctional education programmes in the correctional facilities of Tshwane." Thesis, UNISA, 2015. http://hdl.handle.net/10500/19958.

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People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders.
Educational Foundations
D. Ed. (Socio Education)
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Phala, Arnold Victor Mamonyane. "Service delivery at Itsoseng psychology clinic a programme evaluation /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252009-232622.

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Buthelezi, Nonhlanhla Bongiwe Charity. "The impact of the land restitution programme on poverty." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09152008-130602.

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Ramokolo, Mmatsatsi Elizabeth. "The exploration of the reasons for the resistance of troubled employees to utilize the Employee Assistance Programme at Aventis Pharma." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01242005-143926.

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Fonkem, Nguika Judith. "An Analysis of a Readiness Assessment for establishing a Monitoring and Evaluation System in Early Childhood Development (ECD) Programmes: a case study of Ikamva Labantu Centre, Khayelitsha." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4007.

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Magister Public Health - MPH
Over the years major changes have occurred in the focus, approach and application of monitoring and evaluation systems as a result of increased levels of emphasis towards achieving results (outcomes) as opposed to activities and outputs. As the focus of management changes from activities to results, so too has the focal point of M&E shifted from the traditional M&E system of progress monitoring that only deals with assessing inputs and implementation processes, to a results-based M&E system that emphasizes the need to assess the contributions of intervention to development outcomes. Nowadays funders, stakeholders and donor agencies want to see the difference that development initiatives make in the livelihood of project beneficiaries.Results-based M&E systems are essential components of most organisational structures responsible for development services and this is very fundamental as it provides vital information and empowers policy makers to take better informed decisions. The foundation of an M&E system is the very first step which is in essence called a ‘readiness assessment’. Such an assessment must be conducted before the actual establishment of an M&E system. Just as a building must begin with a foundation, constructing an M&E system must also begin with the establishment of a readiness assessment. Without this assessment and an understanding of the preparedness and commitment of the organisation, establishing an M&E system may be fraught with difficulties and failure.The Monitoring and Evaluation (M&E) of the Early Childhood Development (ECD) Programme of Ikamva Labantu has always been in the form of a reporting-type check list. The Centre is in a process of establishing an effective M&E system. The problem being investigated in this study is whether Ikamva Labantu has achieved a sufficient level of readiness to establish a results-based monitoring and evaluation system. However, the study shall also highlight crucial aspect of PM&E and RBM&E that will have to be taken into consideration with the establishment of the actual M&E system.With the use of the qualitative research method, the aim of this study is to analyse and assess the readiness assessment phase for establishing a monitoring and evaluation system in the Early Childhood Development (ECD) Programmes of Ikamva Labantu Centre, Khayelitsha.
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Davies, Catherine Elizabeth. "A play technique programme for autistic children in middle childhood." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08062008-104801.

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Schönfeldt, Anzél. "The evaluation of a school-based substance abuse prevention programme." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10292008-170558.

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Kaggwa, Martin. "Modelling South Africa's incentives under the Motor Industry Development Programme." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04072009-203959/.

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Deib, Deib Ali. "Programmed harmonic reduction in inverters and controlled rectifiers." Ohio : Ohio University, 1993. http://www.ohiolink.edu/etd/view.cgi?ohiou1173759592.

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32

Hans, Garelda Nicolette. "Addressing the needs of underachieving students in an extended curriculum programme." University of the Western Cape, 2014. http://hdl.handle.net/11394/5120.

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Magister Educationis - MEd
The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.
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Rashid, M. Ali, and E. Wardle. "The Haven." Channel 4, 2005. http://hdl.handle.net/10454/3678.

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No
The programmes follow the experiences of people living in or visiting the community. They range from a school leaver who feels she is learning more at Findhorn than she would at university to an Indian guru who offers himself as the community's new leader and wants to build a temple in the garden. A poignant backdrop to the series is the growing frailty of one of Findhorn¿s founders, 87-year-old Eileen Caddy, and the preparations, both practical and psychological, that community members are making for her death.
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34

Mthimunye, Mokgadi Rosinah. "The perceptions of supervisors about employee assistance programme referrals within the Department of Foreign Affairs." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07292008-161238.

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35

Voges, Annelize. "An evaluative analysis of a whole brain learning programme for adults." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-08112005-153748/.

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36

Van, Wyk Dina Elizabeth. "Stressors affecting Employee Assistance Programme personnel within a call centre environment." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06052007-114841.

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37

Farhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.

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38

Van, den Berg Dirk Nicolaas. "Contextual factors influencing the implementation of an HIV and AIDS programme." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-180244/.

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39

Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.

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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.
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40

Agarwal, Abhishek. "Ecological modernisation and the development of the UK's green industrial strategy : the case of the UK National Industrial Symbiosis Programme." Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/736.

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The UK National Industrial Symbiosis Programme (NISP) is the first industrial symbiosis (IS) network in the world to have been established at national level. Many studies have recently investigated the UK NISP, but much work remains to be done in understanding the context that enabled the development and management of a large scale IS network. This research aims to explore and understand: (1) the place of the UK NISP within the UK government’s ‘green’ market strategy; and, (2) the management and organisational design employed by the UK NISP in developing and managing a nation-wide IS network. Based on a qualitative inquiry, a case study approach was adopted to conduct this research. In-depth semi-structured interviews were used to gather information from twenty-eight policy officers, government advisors, as well as representatives of the UK NISP and its partner organisations. The research findings showed that the government’s decision-making mechanism, in each of the UK countries, was significantly different. Whilst it was found that the UK government is focused on embedding ecological modernisation components in the policy process, there is also a need for extended and consistent decentralisation across the UK and a structural framework that enables non-state stakeholders to effectively influence the policy process. The outcomes of this research indicate a relationship between EM theory and the IS concept. By adopting the ecological modernisation agenda, the UK government can play a significant role in promoting the use of the IS concept by: (1) devising policies that are directly aimed at supporting the development of IS networks; and, (2) aligning the funding for technological innovation with the needs of potential IS projects. Nevertheless, the study found that the future of the UK NISP is entirely dependent on UK government funding and, therefore, it is recommended that the UK NISP should identify ways to raise income from the private sector as well for the UK NISP’s long term survival. The findings also highlighted the effectiveness of the organisational design employed by the UK NISP (including leadership at national level, regional delivery strategy and regional partnership strategy) for a large scale IS network and the suitability of the UK NISP’s organisational design to the dynamic nature of the IS network development. The regional partnership strategy was found to promote sectoral focus in IS networks, which did not adhere to the ‘innovation’ and ‘diversity’ principles of IS. This would result in limited innovation and raise the potential for an IS network to become unstable, for example, if a member decides to leave the network, the lack of diversity in the IS network would make it difficult to replace that member. So it is important that the UK NISP staff and contractors are provided with extensive training to ensure a better understanding of the IS concept principles. In a society facing economic and environmental challenges, this study specifically contributes to the understanding of the context that enabled the development of a large scale IS network that would help integrate environmental protection and economic growth.
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41

Lemmer, Hermann Richard. "The tuberculosis control programme in the industry in Swaziland : a critical evaluation." Diss., Access to E-Thesis, 2002. http://upetd.up.ac.za/thesis/available/etd-10032005-092729/.

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42

Simelane, Smangele Nomkhosi. "Perceptions of supervisors regarding their referral role within the Employee Assistance Programme." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122008-171210.

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43

Isaacson, Zelda. "A speech programme for deaf learners to be used in the classroom." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07142006-103346.

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44

Guido, Lucia de Fatima Estevinho. "Educação, televisão e natureza : uma analise do reporter ECO." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252785.

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Orientador: Cristina Bruzzo
Acompanha 1 fita de video
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta tese é dedicada ao estudo das questões ambientais tal como são tratadas na televisão. Este meio de comunicação atinge grande parte da população brasileira, ocupando o espaço não atendido pelos outros meios de comunicação, como o jornal diário e as revistas. O programa Repórter Eco foi escolhido por ser veiculado em uma emissora pública e educativa, por trazer reportagens sobre o Brasil, e a primeira vista nos pareceu dar um tratamento menos espetacular e menos superficial às questões ambientais. Uma análise geral do programa foi realizada e a partir dela selecionamos as reportagens sobre as quais nos detemos. Inicialmente, nosso olhar se fixou no tema desenvolvimento sustentável, já que o mesmo está presente no programa como um todo. As Reservas Particulares do Patrimônio Natural foi outro tema abordado nas reportagens e analisado neste trabalho. Os aspectos educativos do programa mereceram atenção constante, revelando que a educação ambiental foi tratada de maneira prescritiva, sem aprofundar os impasses do discurso ecológico
Abstract: This thesis is dedicated to a study about environmental questions as they are showed on television. This medium reaches large part of Brazilian people, occupying the space not served by others vehicles of communication, like daily newspaper and magazines. The TV show Repórter Eco was chosen just to be transmitted in a public and educational broadcasting station, shows reportings about Brazil and, at a first moment, it seems show us a treatment less spectacular and superficial about environmental questions. A general analysis of the whole program was realized and after this, we have selected the reportings that we will study accurately. At first, our look kept in the subject of sustainable development, which is always present during the program. Private reserves were another subject approached in the reportings and it was analyzed in this work. Educational aspects of the program deserved a constant preoccupation, showing that environmental education was treated by an established manner, without deepness on the impasses of ecological speech
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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45

Andrade, Gilberto Pimenta de. "EAD via Internet para CAD : aprendizagem colaborativa x comportamental." [s.n.], 2002. http://repositorio.unicamp.br/jspui/handle/REPOSIP/257948.

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Orientador: Regina Coeli Ruschel
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil
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Resumo: A necessidade de treinamento contínuo em ferramentas computacionais é evidente, tanto na Engenharia Civil quanto na Arquitetura e Urbanismo, principalmente quando se faz uso de projeto assistido por computador (CAD - Computed Aided Design). Uma resposta para esta necessidade pode ser encontrada por meio da educação a distância (EAD), atualmente revalorizado com a utilização da World Wide Web (WWW). Desta forma, o objetivo deste trabalho é avaliar as condições de execução de um curso a distância, via Internet, para profissionais de engenharia civil desejando-se verificar qual a abordagem de aprendizagem mais apropriada: Comportamental ou Colaborativa. Foram oferecidos e avaliados dois cursos de conteúdo idênticos, entretanto ministrados de forma diferenciada, segundo abordagens em estudo. O tema dos cursos foi a modelagem de sólidos da ferramenta computacional AutoCAD Architectural Desktop. Utilizou-se o ambiente de EAD WebCT - www.webct.com.br. A abordagem Comportamental apresentou melhores resultados de aprendizagem para treinamentos de sistemas gráficos do tipo CAD, via Internet
Abstract: The necessity of continuous training in computer tools is evident in Civil Engineering as in Architecture, especially when Computer Aided Design (CAD) is used. An answer for such a need can be found in distance education, which now a days has gained value with the mediation of the World Wide Web (WWW). Therefore, the objective of this work is to evaluated the execution conditions and the most appropriated teaching method in a distance education course, using the Internet, for professionals in civil engineering. Two teaching methods were verified: behavioral and collaborative. Two courses with the same content were offered with variations of the teaching methods in study in the form of student-teacher and student-student interaction and assignment execution. The selected theme of the courses was solid modeling in the CAD system AutoCAD Architectural Desktop. The distance education WWW environment WebCT (www.webct.com.br) was used. The behavioral teaching method presented better learning results for Internet mediated CAD training
Mestrado
Edificações
Mestre em Engenharia Civil
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46

Powell, Ruth M., and n/a. "Drama, as a technique that can be used in environmental interpretation and education." University of Canberra. Resource, Environmental & Heritage Sciences, 1995. http://erl.canberra.edu.au./public/adt-AUC20061106.132559.

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This work endorses the need for environmental interpretation and education because of the threat to the natural environment as a result of the lack of understanding and knowledge of environmental issues. The writer's personal perspective on the environment is described. There is a strong advocacy for the use of the fine arts in interpretative programmes as a way of reaching audiences, and particularly those individuals who learn through an abstract/symbolic modality. The use of drama is explored as one of the fine arts media through which all visitors to natural sites can gain information , experience personal growth, and develop an understanding of their relationship to the natural world. A study was conducted in which a questionnaire, which posed 36 questions related to common practices and experiences, and the use of drama as a medium in environmental interpretation and education, was used in interviewing representatives of 18 organisations, 9 in Canada and 9 in Australia, involved in environmental education. The responses to the questionnaire are summarised and discussed. Of those interviewed, most of the Australian and Canadian respondents were aware of the need to use a variety of techniques when developing programmes, had used drama in their programmes, had all attended programmes where drama was used as the interpretative medium, and were positive about their experiences. More than two thirds of the respondents from Australia and Canada indicated that drama should be given a high priority in environmental interpretation and education in the future. Information on two children's eco-drama programmes and two workshops for adults on the use of drama in environmental interpretation and education is also included.
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47

Van, der Westhuizen Nellie Sandy. "The experience of adolescents in the diversion programme offered by Bokamoso Life Centre." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09062005-144600/.

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48

Mamburu, David Nyadzani. "The evaluarion of the impact of a community empowerment programme on rural communities." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03122007-133235.

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Du, Preez Anna Elizabetha. "Format and long-term effect of a technique mastering programme in teaching calculus." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01182005-111607.

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50

Nel, Hanri. "The establishment and standardization of a veterinary antimicrobial resistance programme in South Africa." Diss., University of Pretoria, 2001. http://upetd.up.ac.za/thesis/available/etd-03092005-083138/.

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