Dissertations / Theses on the topic 'Literacy programmes National Literacy Strategy'

Within this study, I look at the rationale for, and the resulting effects of, setting for teaching literacy under the National Literacy Strategy (NLS). The study starts with my own experiences as a teacher and culminates in my role as a Research Associate at Newcastle University. There is, therefore, a crossover from micro to macro scale data collection, with the latter completed as part of a national funded research project. The key issues within this study are setting, inclusion and the NLS recommendations for teaching literacy, and these I relate to the debate about „progressive‟ and „traditional‟ teaching methods which have dominated education policy since 1870. A mixed method approach is used to investigate the incidence of setting for literacy, the rationale for its implementation and its impact in the classroom. Although the literature and the majority of the evidence from this study do not support its use, the incidence of setting was found to be high, with the likelihood of implementation linked to the demographic make up of the school roll. Teachers were found to rationalise the move to setting by identifying issues resulting from the increase in whole class teaching in the Literacy Hour, particularly to a diverse range of abilities and the target driven nature of the literacy curriculum. However, the analysis reveals little evidence to support the move towards ability grouping: the impact on patterns of interaction and the effect on value added reading scores show setting to be detrimental, especially to pupils with Special Educational Needs (SEN). Pupil attitudes are also shown to take a more negative turn when setting is implemented, although the trends within this aspect of the study are more complex and point to some interesting findings which need further research.

This research was undertaken as a policy trajectory study (Bowe et aI, 1992) which explores complexities at the 'meso' level of policy implementation. It examines the case of the National Literacy Strategy (NLS) which was introduced to all primary schools throughout England in 1998. Together with the Numeracy Strategy which followed in 1999, this was said to be 'the most ambitious large scale educational reform initiative in the world' (Earl et aI, 2003:11). During 2005 and 2006, data were generated through semi-structured interviews with four national directors who had created the detail of the NLS framework and two regional directors who took national directives to Local Education Authorities (LEAs). In three contrasting LEAs, managers of the strategy and six literacy consultants were interviewed, their accounts set alongside those of five teachers in schools. Throughout, the research examines how the NLS originated and was developed by individual people; how they interpreted and mediated policy statements in practice. The focus here is on the personal. How participants undertook this work in the context of wholesale, system-wide educational reform is examined. Actors' sense of themselves as professionals within complex and changing organisational structures is also explored. Particular interest is paid to those who worked as mediators and interpreters ofNLS policy, positioned between those who created national materials and teachers who enacted NLS policy in their classrooms. These mediators were the regional directors, LEA strategy managers and consultants referred to as a 'bridge' by researchers commissioned to be 'critical friends' of the strategy (Earl et aI, 2003). This is the origin of the metaphor used in the title of this study. Using critical discourse analysis (Fairclough, 1995) and calling upon some of Foucault's understandings, the effects of power within these complex and turbulent spaces are better understood. Working betwixt and between national, regional and local sites, directors and consultants used their particular liminal knowledges to engage, mediate, re-negotiate and re-create policy, which was enacted in primary classrooms. Here, mediators personified policy, embodying and articulating technologies of disciplinary power whilst sometimes creating less turbulent spaces where the generation of power and knowledge took place. Foucault's metaphor of a panopticon is borrowed to show how the national policy was implemented at speed. The effects of power ran through the whole fabric of the system, visible at its most peripheral, in the reported exchanges and recollections of teachers and consultants who worked closely together. Here, Foucault's metaphor of a panopticon as an asylum is used and extended to explain how the effects of power worked in these complex and turbulent spaces. A metaphor of the circulatory system of the body is used as an analogy for the way in which the NLS was implemented, explaining many positive, constructive and pleasurable effects of power. The study concludes with a warning that undemocratically imposed, system-wide reform agenda is inherently dangerous. This research has contributed to a better understanding of policy implementation. The focus upon the meso level, with accounts by directors and consultants, together with teachers who worked with consultants, gives insight into the professional lives of those who work betwixt and between locations. This is lonely and isolating work with emotional consequences for those who undertake it. The contributions here therefore, include some of the personal, human consequences of change. The research shows there are some knowledges about change that are important to bring to all who work to bring about major reform. It also reminds us, as Foucault (1974) has insisted, that we are all 'freer than we feel', and that we can fight our fears most effectively by unmasking those forms of power that seek to dominate.

The benefits of effective teaching methods have been well researched and documented. Salient amongst most literature on such benefits is their ability to promote learners’ subject-matter comprehension and their active participation in class activities. Subject-matter and learner participation can be considered key ingredients in promoting effective learning. In adult education, due to the unique characteristics that the learner brings to the learning situation, it behooves the educator to select appropriate methods in promoting learning. By employing appropriate teaching methods, the educator is able to help adult learners achieve the desired learning outcomes. This study therefore sought to comparatively examine the effectiveness of the various teaching methods used by educators in teaching learners in adult education programmes in Ghana and South Africa. The study focused on the National Functional Literacy Programme of Ghana and the Kha Ri Gude Mass Literacy Programme of South Africa. The study was conducted using a qualitative research approach where the multiple case study design was employed. A purposive sample of 152 participants comprising 72 learners and 4 educators each from Ghana and South Africa were selected for the study. The interview schedule, focus group discussion guide and unstructured observation guides were used to elicit data from the participants. The study revealed, amongst other things, that some of the methods employed by the educators in the teaching and learning encounter were ineffective in promoting adult learning in both programmes. The study recommends that methods employed to teach adult learners should help them effectively to make meaning of the various information or events that they are presented with. As a result, teaching moves from the traditional view of transmission to helping learners to reexamine their meaning-making structures.
UNISA
ABET and Youth Development

This thesis reports a research investigation into teachers' practices in, and perceptions of, guided reading in the National Literacy Strategy. The study was framed by two connected debates. The first debate concerns reading standards and has resulted in increasing centralisation of the education system, culminating in the National Literacy Strategy in 1998. The second debate concerns polarised models of the reading process. Recently, however, agreement has been reached such that contrasting models have been superseded by a more valid model of reading acquisition. The research design incorporated two strategies - one a survey questionnaire, the other a selection of case studies. A descriptive analysis of the survey data provided a broad picture of teachers' practices and perceptions in relation to guided reading. The findings indicate that teachers' practices in guided reading generally adhere to NLS guidelines. Findings also suggest that teachers are generally positive about the effectiveness of guided reading and report confidence in its implementation. Analysis of the finer detail of guided reading in classroom contexts suggests, however, that there are not only variations in teachers' practices but also differing interpretations of its nature and purpose. Moreover, such are the variations that its effectiveness in raising standards may in some contexts be compromised. Some teachers would benefit from an expanded version of the 'searchlights' to reflect a 'stage' model of reading acquisition. Additional guidance is suggested with regard to: selecting texts that promote productive reading strategies; coaching to fully exploit each part of the guided reading teaching sequence; and help in connecting guided reading with the other components in the NLS reading programme.

The thesis' goal is to define basic terms associated with financial literacy - to clarify the important and somewhat inseparable role financial education plays in terms of financial literacy. Furthemore it aims to measure the current level of financial literacy achieved by students of public high schools and public universities. The theoretical section is aimed at different definitions of the term financial literacy, the significance of financial eduction in the Czech Republic and the related national financial education strategy. Its further aim is the current level of financial literacy and the role of subjects raising that level. The practical section consists of research survey via a questionare released at public high schools and public universities and its evaluation and comparison to recent survey by the Department of finance. The survey points to a relatively low level of financial literacy and the need for education in financial matters.

This thesis deals with the financial literacy and its teaching at Czech primary schools. First, a brief summary of activities supporting financial education is presented. In the second part, there are some of the conclusions of research the level of financial knowledge and also available teaching materials described. The main chapter analyzes the project "Rozumíme penězům" and the textbook "Finanční gramotnost pro 2. stupeň ZŠ". Content and methodological point of view are the most important. The thesis also determines whether both materials meet requirements of Financial Literacy Standards and PISA.

The diploma thesis focuses on financial literacy analysis amongst high school students. Introductory chapters are based on definitions of key words essential to examine this topic, on the question of financial literacy significance and consumer protection (and its connection to financial literacy). Another part of the thesis investigates the process of financial education implementation to framework educational programs which represent obligatory foundation for elementary and high schools when creating the curricula. Crucial part of the thesis is financial literacy level examination performed at high schools and comparison of this level among participating schools.

The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.
ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.

Submitted in fulfilment of the requirement of the Degree of Doctor of Technology: Language Practice, Durban University of Technology, 2011.
In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading. Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards vi improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.

碩士
臺北市立教育大學
國民教育研究所
95
This study presented the origin, content, implementation, review and contributions of the National Literacy Strategy (NLS) in England initiated by British Government through documentary research. The pertinent suggestions to Chinese literacy teaching were addressed consequently. The contributions of the NLS were the raise of the literacy standard, implementation of literacy teaching and construction of literacy professional development. The implications for the Chinese literacy teaching were the early literacy teaching, the early intervention mechanism, the concrete literacy objectives, the effective instructional guidance, the professional development system and tests for the instructional improvement. Finally, the related advices for curriculum and teaching and the further studies were proposed.

The Botswana National Literacy Programme (BNLP) was officially launched in 1981 as a major adult literacy initiative. Literacy was in this case defined as reading, writing and calculating. However, experience over the years of implementation showed that provision of the 3Rs is not enough but literacy needs to be made functional in order to be useful to the learners in their daily lives. Income generating projects were therefore introduced to the National literacy programme as a way of making literacy functional. It has been realized however that the BNLP supported income generating projects are failing or not doing well. The aim of this study was therefore to investigate the performance of income generating projects supported by BNLP in relation to projects meeting member' objectives, group dynamics, economic growth, members' health status, commitment to the projects, use of literacy skills in running the projects, conducting feasibility studies before embarking on income-generating projects, business management, availability of start up finance and follow up. Hypotheses of this study stated that the BNLP-supported income generating projects are failing because of projects not satisfying members' needs, group disputes among group members, lack of growth, ill health lack of members' commitment to the projects, inappropriate literacy curriculum, inadequate feasibility studies before starting the projects, business management, lack of finance and lack of follow up after training. The methodologies used for this study were participatory and survey research. Qualitative strategies were employed using focus group discussions, force field analysis, observations and questionnaires. Stratified random sampling, was employed to select the sampled population often operating and ten non-operating income-generating projects in the South East, Southern and Northern regions of Botswana. Purposive sampling was employed to select all twelve trainers of the income generating projects within the same regions. The results of this study were analysed using SPSS 11.5, and manual inspection. The results of this study supported this hypothesis to a great extent in that causes of failure of the projects were because the personal objectives of project members were not met, there was a problem of group disputes among members, ill health of some members was affecting their production, literacy skills learnt in literacy and income generating skills provided by BNLP were not adequate to be used in the running of the project and business skills are taught separately from the basic literacy skills of reading and writing and numeracy. Feasibility studies were not conducted before embarking on income generating projects and there was mismanagement of the projects. Inadequate follow up was also seen to be one of the contributory factors to the failure of projects. Hypothesis of this study was also partially rejected in a sense that, the results showed that almost all the projects received some grants to start their projects and therefore start up finances were not a problem but rather a problem of shortage of funds for expansion, Lack of ensuring sustainability of projects was due to mismanagement of the funds by the office bearers and mostly LGLs. Recommendations of this study directed to income generating-project members included settling group disputes, conducting feasibility studies, embarking on relevant projects individually or as groups. Policy recommendations included support of individual and group projects, running a pilot project where appropriate literacy needs of the piloted projects will be provided, involvement of the participants in decision-making concerning their projects and curriculum. The policy recommendation included ensuring that funds are only given to viable projects and literacy curriculum is relevant to the running of income generating projects to ensure sustainability. Recommendations for further studies included BNLP conducting an in-depth study to establish the prospects and problems of group approach in income generating activities, investigate the level of skills that the BNLP supported income-generating projects and their trainers possess and their specific needs for skills development and lastly evaluate the training materials used in both literacy classes and income-generation training to get more insight on what is lacking, and how this could be improved.
Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Mestrado em Contabilidade, Fiscalidade e Finanças Empresariais
A crescente importância da educação financeira tomou-se mais evidente com a evolução dos mercados financeiros as mudanças demográficas e a recente crise financeira. Os indivíduos com um maior grau de educação financeira compreendem melhor os produtos e os conceitos fmanceiros e desenvolvem as competências necessárias para tomarem decisões informadas no momento da sua escolha. A nível internacional tem vindo a verificar-se, a implementação e o desenvolvimento de iniciativas no âmbito de estra tégi as nacionais de ed ucação financeira, como forma de minimizar o nível geralmente baixo de conhecimentos nesta área e. ainda. para que os indivíduos tenham acesso a produtos e serviços destinados a satisfazer uma série de necessidades e circunstâncias. Este trabalho tem como objectivo a avaliação comparativa das diferentes estratégias nacionais de educação financeira, de modo a identificar e caracterizar as melhores práticas desenvolvidas a nível internacional, focando-se apenas no percurso realizado de três países: Austrália. Reino Unido e EUA, uma vez que neles existe um amplo trabalho desenvol vido e uma grande variedade de iniciativas realizadas. A análise comparativa permite concluir que o desenvolvimento de uma estratégia é um processo longo e com várias etapas a percorrer, devendo: aprofundar acções desenvolvidas anteriormente; realizar inquéritos para identificar onde existe maior défice de informação, compreensão e formação; desenvolver iniciativas tendo emconta as necessidades da população; e avaliar as iniciativas. Para finalizar, propõem-se algumas medidas, tendo em conta os resultados do estudo.
The importance of financial literacy has become more evident with the evolution of the financial markets, demographic changes and the recent financial crisis. Individuals with a greater degree of financial literacy understand bener the products and financial concepts and devel op the necessary skills to make informed decisions when making their choices. At international level a huge number of initiatives have been conducted. Several countries have created and developed national strategies financial literacy, in order to minimize the generally lack of knowledge in this area and also for individuai s to have access to products and services designed to meet a variety of needs and circumstances. This works aims to conduct a comparative assessment of the different national strategies of financial literacy in arder to iden tify and characterize the best practices developed internationally, focusing only on the course carried out in three countries: Australia, United Kingdom and USA. The comparative analysis shows that t he establishment of a strategy is a long process wi th several steps to cover, however shows that: deepen actions taken earlier; do su rveys to idcntify where there i s a greater lack of info rmation, understanding and training; developing initiatives taking in consideration the population needs; and evaluating the initiatives. To conclude, it proposes some measures, taking into account the results of the study.
N/A

The aim of this study was to investigate the design and implementation of early intervention programmes used for disadvantaged learners in South Africa. The focus was on the Grade R class since it has been introduced to prepare learners for formal schooling. The extent to which the programme could influence the learner's skills were investigated. The design is defined in terms of the structure, goals, and content of the programme. The implementation strategy in this investigation is explained in broad terms to include ECD policies, delivery structures and modes, teacher preparedness and arrangements made at school level. The investigation was conducted as a case study in disadvantaged school-based Grade R classes of the Gauteng province. It established that the design of the Grade R programme followed the constructivist approach by combining the developmental and behavioural approaches to teaching. The design was commendable with regard to its goals and its duration. However, concerns were raised with regard to the structure and content of the Learning Area Programmes. An alternative design is recommended. The success of any programme depends to a large extent on implementation strategies used for delivery. This investigation established that policy formulation at national level followed international trends. Implementation power was devolved to the provincial departments in order to accommodate provincial diversity. However, structural deficits and undefined line functions were identified at provincial and district levels. The impact of this deficiency was evident in the Grade R classes. Finally this study concluded that although learners showed developmental gains, this cannot be regarded as the influence of the Grade R teaching because this age group is still developing and the change could be ascribed to maturation. The learners did not acquire basic literacy skills. Their poor language and intellectual abilities remain extremely low.
Educational Studies
D.Ed.(Psychology of Education)

The music industry worldwide is rapidly evolving as a result of commercial, technological and demographic developments. The magnitude of the strategic impact of these developments on the South African music industry is evaluated in terms of internal and external factors, such as the intrinsic industry growth levels, ability to adapt to change, the consumer buying power, audio-visual piracy and counterfeiting, literacy, employment and the prevalence of HIV/AIDS. Collected data from public domain and proprietary music industry sources are transformed and presented in terms of the competitiveness of the South African music industry, from which key points for strategic leverage are identified. These key points of strategic leverage include education and training, relevant music industry research, the formalisation of the music industry strategy process and the development of alternative marketing, sales and distribution channels. In comparison to specific benchmark countries, the South African music industry has significant technological and socio-economic challenges and opportunities that need to be addressed in order to become a competitive co-evolutionary participant in the world music industry. South Africa, as an emerging world player, is ideally positioned for the development and implementation of new technological and commercial systems, such as the download distribution channel. This however, requires the collaborative participation of government departments, educational institutions, public and private enterprises. In particular, in-depth research on the local music industry is needed, which should include the collection of relevant statistical data. This study presents suggestions for some strategic interventions, including an application of the Porter DNA-model.
Dissertation (MMus (Music Technology))--University of Pretoria, 2007.
Music
MMus
unrestricted