Academic literature on the topic 'School improvement programmes – Lesotho'
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Journal articles on the topic "School improvement programmes – Lesotho"
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Glasman, Naftaly S. "School management training programmes: status and improvement." International Journal of Educational Management 10, no. 4 (August 1996): 4–9. http://dx.doi.org/10.1108/09513549610122129.
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Harris, Alma, and Jon Young. "Comparing School Improvement Programmes in England and Canada." School Leadership & Management 20, no. 1 (February 2000): 31–42. http://dx.doi.org/10.1080/13632430068860.
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Makafane, Teboli David. "The Ramifications of Bullying in Lesotho Schools." Journal of Education, Teaching and Social Studies 1, no. 1 (June 1, 2019): p30. http://dx.doi.org/10.22158/jetss.v1n1p30.
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This paper is based on a bigger study undertaken in 2017. It focuses on the ramifications of bullying in Lesotho schools. A qualitative research design was adopted to probe for in-depth information about consequences of bullying in schools. The methodology employed was the case study approach in two high schools in the Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.The study found out that bullying has negative consequences to all parties; perpetrators, victims and bystanders. The finding of the study revealed that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.
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Makafane, David, and Tankie Khalanyane. "The Micro-Politics of Schooling in Lesotho: Bullying." Journal of Education and Culture Studies 2, no. 3 (August 15, 2018): 191. http://dx.doi.org/10.22158/jecs.v2n3p191.
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<p><em>The paper is based on a study undertaken in 2015 to 2017 that explored the micro-politics of schooling in Lesotho, with specific focusing on bullying. A qualitative research design was adopted to probe for in-depth information about bullying in schools. The methodology employed was the case study approach in two high schools in Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.</em></p><p><em>The study found out that bullying exists not only during school activities, but even during after school activities that learners are involved in. It was also found that bullying has negative consequences to all parties; perpetrators, victims and bystanders. Findings further revealed that the minority members of the society like visually impaired people, physically challenged and students with poor background are more prone to bullying because most of them do not have power to counteract bullies. The study further found that newly arrived students are the ones who are mostly targeted by bullies under the pretext of being taught the culture of the school. The study also found that teachers view bullying as an act of power imbalance where a powerful person takes advantage of a less powerful or vulnerable person. The study also found that cyber bullying is the latest form of bullying which is more harmful than any other form of bullying. The study also found that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. </em></p><p><em>The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.</em></p>
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Ogude, Nthabiseng Audrey, Kgadi Clarrie Mathabathe, Nosipho Mthethwa, and Regina White. "Mamelodi Pre-University Academy." Metropolitan Universities 31, no. 2 (July 20, 2020): 33–52. http://dx.doi.org/10.18060/23807.
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The University of Pretoria adopted an anchor institution strategy and designated the Mamelodi Campus as a Faculty with a focus on community engagement with the primary goal of broadening educational pathways to post-secondary school attainment. This paper provides an overview of how two strategic goals of the University namely, widening access and success and strengthening social responsiveness have manifested over a decade through designating STEM access programmes to a campus located in the impoverished township, Mamelodi. The anchor mission entails improvement of the access programmes through incorporating the student voice, as well the improvement of After-School Programmes (ASPs) by formalizing a Pre-University Academy (PUA). The PUA is a signature academic programme geared towards fostering articulation between the high school initiatives, access programmes and the mainstream programmes to ensure a seamless transition from secondary school to graduation. The paper provides lessons drawn from the provision of the programmes which resulted in “forward and backward” articulation to close the school-university gap while addressing systemic educational problems left by the legacy of apartheid. The paper further elaborates on the process followed to cement the anchor mission through the PUA as well as make recommendations to strengthen anchor institution strategy efforts in similar contexts.
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Wikeley, Felicity, Louise Stoll, Javier Murillo, and Rob De Jong. "Evaluating effective school improvement: Case studies of programmes in eight european countries and their contribution to the effective school improvement model." School Effectiveness and School Improvement 16, no. 4 (December 2005): 387–405. http://dx.doi.org/10.1080/09243450500234617.
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Goia Agoston, Simona Irina, Ramona Stefania Igret, and Cristian Virgil Marinas. "Internship programmes – bridge between school and professional life." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 418–26. http://dx.doi.org/10.1515/picbe-2017-0045.
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AbstractAll stakeholders involved in the academic educational process (e.g. students, universities, organizations, state institutions) have a direct interest in developing appropriate skills among students aimed at increasing their employability chances on the very competitive labour market and in the same time lessening the transition from school to professional life. Qualitative internship programs are considered a useful instrument which can be used in order to achieve the aforementioned objective. In the last years in Romania this field boomed, many internship programs emerged and were developed and tailored according to specific needs of certain domains. This growth was triggered of one hand side by the initiatives of the socio-economic environment but also by incentives offered by the public sector in form of financing the development of such programs in universities. Which are the main characteristics of internship programs? How are they identified and structured? Which are the factors that influence their quality from students’ perspective? What strategies and measures can be adopted in order to improve the quality of internship programs? The present paper aims at addressing the above questions by analysing the responses of over 450 students which were surveyed within a questionnaire based research conducted in the Bucharest University of Economic Studies in Romania. Various research methods – starting with the analysis of descriptive statistics and continuing with factor analysis and regression analysis- were used in order offer an overview – as comprehensible as possible- of the situation of internship programs in various sectors in the field of business, economics and administration. The outcomes of the study can be of interest for several groups of stakeholders and can be taken into consideration when formulating and proposing improvement recommendations of the policies, regulations and operational measures in this field.
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Bush, Tony. "School improvement through government agencies: Loose or tight coupling?" Improving Schools 20, no. 1 (July 24, 2016): 35–47. http://dx.doi.org/10.1177/1365480216650949.
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In seeking to improve student outcomes, governments may choose to exercise direct control over schools, as in many centralised systems, or to provide frameworks for intermediate bodies to engage in improvement activities. One such body is the National College for School Leadership (NCSL), now the National College for Teaching and Leadership (NCTL) in England. The Department of Education of the South African province of Gauteng (GDE) has also chosen to implement its school improvement programmes partly through two specialist units, the Sci-Bono Discovery Centre, which focuses on maths, science and technology (MST), and the Matthew Goniwe School of Leadership and Governance (MGSLG), which specialises in school leadership, management, governance and teacher development. The purpose of this article is to report on an evaluation of the work of these two bodies, commissioned by the GDE as part of its 20th anniversary commemorations, through an analysis of relevant documents and interviews with 11 key actors in the operation of these specialist bodies. The article adopts loose coupling as its theoretical framework.
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Achana, Morris, Dr Jacinta M. Adhiambo, and Dr Florentina Ndeke. "CONTRIBUTION OF IN-SERVICE TRAINING PROGRAMMES TO TEACHERS' PERFORMANCE IN A PRIVATE SECONDARY SCHOOL IN KYENJOJO DISTRICT, WESTERN UGANDA." Journal of Education and Practice 3, no. 1 (August 9, 2019): 36. http://dx.doi.org/10.47941/jep.313.
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Purpose: In-service training programmes in educational planning and administration are indispensable for enhancing teachers’ performance. In Uganda, the schools’ administrators and educational policy makers consider investing in in-service training of teachers. The study was purposed to develop workable recommendations, to address the continued poor performance of students in private secondary schools in Kyenjojo District in Western Uganda. The study was guided by four research objective; to find out the types of in-service training programmes provided at St. Joseph’s Hill Secondary School in Kyenjojo district; to determine the contributions of in-service training programmes to teachers’ performance at St. Joseph’s Hill Secondary School in Kyenjojo District; to gauge on how effective the in-service training programmes are promoting effective supervision of students by teachers at St. Joseph’s Hill Secondary School in Kyenjojo District and to find out how teachers’ service delivery affect students’ performance at St. Joseph’s Hill Secondary school in Kyenjojo District. Expectancy theory guided the study.Methodology: The study employed qualitative research method and it was guided by a case study design. The study employed a non-probability sampling procedure. A total of 8 administrators, 26 teachers, 30 students, 1 District Education Officer and 1 District Inspector of Schools were selected. In data collection, the study used Interview guide and Focused Group Discussions for the selected sample. Face to face Interviews were conducted. The data collected was analyzed qualitatively.Results: The findings revealed that in-service training programmes for teachers exist though not consistent but once or twice in a year. The in-service training programmes have contributed to the improvement of teachers’ welfare in regards to acquisition of skills that helped the teachers in teaching. There are different types of in-service programmes offered to teachers. These programmes have contributed to teachers’ performance in the areas of providing exposure to teachers, lesson planning, handling learners, building relations with learners, marking and setting of exams, improvement in time and classroom management, plus inspiring learners to achieve their academic potential and many others.Recommendations: Based on the research findings, the researcher recommends that in-service training providers and school administration put extra efforts on teachers’ supervision.
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Higueras-Rodriguez, Lina, and Marta Medina-Garcia. "Active methodologies as a key element in teacher training for educational inclusion." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 13–19. http://dx.doi.org/10.18844/prosoc.v7i3.5227.
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The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective.
Keywords: Active methodologies, teacher training, inclusion, school improvement.
Dissertations / Theses on the topic "School improvement programmes – Lesotho"
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Madasi, Vuyelwa. "Secondary school principals' perceptions and experience of management development programmes." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003648.
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Management development in educational contexts is a relatively recent development in South Africa. The Task Team Report on Education Management Development of 1996 drew pertinent attention to the need for education management development in South Africa, and set an agenda for such development. Since then many management development programmes have been launched by both National and Provincial government. However, very little research seems to have been conducted on these programmes, especially on how they have been received. This study seeks to address that need. The study is a qualitative phenomenological investigation of how four secondary school principals experienced and perceived the management development programmes they have attended. In line with a phenomenological approach, the study sets aside preconceived ideas and attempts to describe the phenomenon through the eyes of the participants. Findings suggest that management development programmes are perceived as having a big role to play in the development of school managers, but that the programmes on offer suffer from various shortcomings. These include poor planning, lack of organisational and facilitating skills in presenters, lack of commitment, monitoring and support from the bodies offering the courses, and especially the failure of training programmes to bring about increased confidence and self-awareness among participants. Increased selfawareness can help in personal and organisational renewal and growth, and help to minimise the dependency syndrome among principals. Particular needs highlighted by the findings include training in the new curriculum (Outcomes Based Education), holistic development by experts in all facets of school management, training of School Governing Bodies and development of all educators in management as future managers. These findings may prove helpful to education departments and other bodies in the planning and delivery of programmes for new and incumbent school managers.
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Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.
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Philosophiae Doctor - PhDBetween 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
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Nwoke, Awa. "An analysis of the perceived effectiveness of secondary school teacher preparation programmes for ESL in Nigeria by teachers and teacher trainees : related to proposals for improvement of the programmes." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019579/.
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Leeto, Mamoqebelo Nozulu. "Staff development programs associated with good academic performance in the Lesotho primary school leaving examination : a study of four primary schools in the Mafeteng district." Thesis, 2002. http://hdl.handle.net/10413/3629.
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The study searches for staff development programs associated with good academic performance in the Lesotho Primary School Leaving Examination. The study was conducted mainly to: • examine the type of programs available in schools to support staff development. The research was conducted by means of questionnaires (Appendix 2) handed out to principals and teachers in four primary schools in the Mafeteng district in Lesotho. The results of the study indicate that there were inadequate staff development programs in schools and that the programs were not well administered. The main recommendations of the study were: • Considering the nature and scope of this study there is need to broaden the scope of further research to include not only few schools in Mafeteng district but also all schools in Lesotho. • Research should not be conducted in primary schools only; but in post primary schools as well where staff development programs may just be as important as they are in the primary schools. More research needs to be carried out in order to investigate the quality of the programs that presently exist in schools, because according to the study it seems the very few that exist do not have much impact on the academic performance in the schools studied.Thesis (M.Ed.) - University of Natal, 2002.
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Rage, Osman Hassan. "Do school-based teacher professional development programmes work? : teachers' perceptions on values of school-based professional development programmes." Thesis, 2006. http://hdl.handle.net/10413/1584.
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Middlewood, D. et al. (1998) state that "Development cannot be forced because it is the teacher who develops (active) and not the teacher who is developed (passive)". Active teacher participation in professional development programmes will result in greater school improvement and teacher empowerment. The study is based on the parameter that if the teachers have no real input in the planning stage of the development programmes, such development programmes are likely to be ineffective. This study seeks to investigate whether these school-based professional development activities help teachers to teach effectively or make the school efficient. The study aims to investigate the perceptions of teachers and the role of the school managers regarding the value and usefulness of school-based teacher professional development programmes in school X. Both qualitative and quantitative research methods were used and data was collected through semi-structured interviews with members of the school management and questionnaires with educators. The investigation was limited to the data obtained from all the questionnaires and interviews that were responded to by the entire academic staff of school X. The findings are based on data collected only from the interviews and questionnaires. The findings of the study showed diverse views towards the current form of school-based professional development programmes. There were however all encompassing parameters that can be summed up basically as follows: Both educators and school management regard school-based professional development as important aspects of teaching to improve educator performance. Development programmes should become an integral part of schooling and an official policy should be established in this regard. Development programmes have to be a continuous process and should be related to the subject taught be relevant and practical. Subject knowledge and teaching methods should be improved for effective teaching and learning to take place. Professional development programmes should be evaluated to determine whether meaningful outcomes have been achieved or not, and continuous feedback should be given to educators.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
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Madasi, Vuyelwa. "Secondary school principals' perceptions and experience of management development programmes /." 2004. http://eprints.ru.ac.za/179/.
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Chetty, Pragashen. "The role of development appraisal teams in teacher development in schools." Thesis, 2009. http://hdl.handle.net/10413/1135.
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The purpose of this study was to research the role the development appraisal
teams, namely the staff development team and development support group
play in developing educators in schools.
The objectives of this study were to understand the problems or challenges
faced by schools in developing educators. Provide training for the School
Management Team, Development Support Group and Staff Development
Team to enable them to perform their roles of educator development.
Evaluate and monitor the development appraisal system and educator
development.
The literature reviewed for this study examines key concepts of appraisal
across the globe that would help me understand the South African educator
appraisal system and critically evaluate it. This was done by firstly, looking at
the following concepts in both business and education: performance
management, performance related pay and staff development. Secondly,
educator appraisal systems of a few countries are examined, to establish the
background and purpose of educator development appraisal in those
countries. Why such appraisal systems were introduced? What effect they
had on educator development and school improvement? The study also looks
at the challenges those countries faced in the implementation of educator
developmental appraisal and how they dealt with those challenges.
Thirdly, the guiding principles of the South African developmental appraisal
system and the processes of the development appraisal were researched to
compare with existing practises at the research sites. Furthermore the study
explored the role and responsibilities of developmental appraisal teams,
namely the Development Support Groups (DSG), the Staff Development
Team (SDT) and the School’s Management Team (SMT), to establish how
these teams’ contribute to educator development.
The methodology used in this study is qualitative in nature. The study takes
the form of a case study of 2 schools in the Pinetown district. Semi-structured
interviews were conducted with 5 participants from each school.
The findings and recommendations of this study reveal 3 strategies that are
needed to give schools the support to overcome their difficulties. Firstly,
develop strategies to support the development appraisal system at schools.
This can be done by developing training mechanisms at schools to train
school management teams, staff development teams and development
support groups to enable these teams to perform their developmental roles.
Secondly, develop strategies to evaluate and monitor the development
appraisal system. This can be done by empowering all school’s management
teams and staff development teams to be able to monitor and moderate all
evaluations taking place during a cycle and asking for documents that support
or justify each assessment. Finally, develop strategies to compensate for the
challenges faced by each school, based on each school’s context. This can
be done by assessing each school’s context prior to assessment being
conducted and factoring these contextual issues into each of that school’s
educator’s scores.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.
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Lekhetho, Mapheleba. "The impact of the education management system on the effectiveness of secondary schools in Lesotho." Thesis, 2003. http://hdl.handle.net/10500/3117.
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The primary purpose of the study was to investigate the factors that cause most Lesotho
secondary schools to perform poorly in the Cambridge Overseas School Certificate
examinations. The findings of the study show that the problems that contribute to the
ineffectiveness of most secondary schools are multiple and interrelated. These problems
can be identified at the macro or policy-making level at the Ministry of Education, and at
the micro or the individual school level.
At macro level, there appears to be a lack of adequate capacity among the senior
management staff to perform the management and governance functions effectively, so
that substantive improvement could be realised in the day-to-day operations, and
academic results of schools. An upshot of this is that the professional support that the
Ministry of Education provides to secondary schools is inadequate. Furthermore, despite
the deepening poverty in Lesotho, the state does not provide textbooks to learners in
secondary schools. Consequently, many learners do not have all the textbooks, and this
affects their learning negatively.
At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner
determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large
extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies.
In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning.Teacher Education
D. Ed. (Education Management)
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Naidoo, Trevor. "Principal's experiences and reflections on participation in the advanced certificate in education : a school leadership programme." Thesis, 2012. http://hdl.handle.net/10413/8368.
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This thesis explored the experiences of five principals enrolled on the Advanced Certificate
in Education: School Leadership henceforth referred to as ACESL, and their reflection on the
programme in relation to their professional practice. The ACESL is a professional
qualification programme that is currently funded by the Department of Education through a
number of service providers.
The paucity of research on the influence of management development programmes on the
professional practice of principals formed the background to this study. In 1996, the
Department of Education set up a Task Team to explore possibilities of such management
development. The purpose of the programme was to provide structured learning opportunities
that promote quality education in South Africa through the development of a corps of
education leaders who apply critical understanding, values, knowledge and skills to school
leadership and management within the vision of democratic transformation. This purpose
points to the pivotal role of education leadership and management in transforming schools in
South Africa.
This research attempted to address this gap in knowledge by examining the experiences and
reflections of principals on the ACESL programme and it also explored the influence of this
programme on their professional practice.
The study focussed on the subjective experiences of principals on the ACESL programme.
This being the case, this research was located in an interpretivist, qualitative paradigm. The
central intention of the interpretivist paradigm is to understand the subjective world of human
experience.
The findings of the research suggest that the experiences of the principals on the ACESL are
largely positive. Some elements of the programme did give rise to negative experiences. The
principals were unanimous in articulating the positive effect of the programme on their
professional practice.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Mohoebi, Matseliso Alice. "An assessment of the Lesotho government assistance programmes in addressing the financial implications of education for all at secondary school level : a case study of two secondary schools." Thesis, 2014.
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The study assesses the Lesotho government’s assistance programmes in addressing the financial implications of Education for All (EFA) at secondary school level. It does this by examining the objectives of the financial assistance programmes, their main problems and tensions in the implementation, and how they impact on the education of poor learners.
This research was conducted using a qualitative methodology, which relied in part on the case study approach by focusing on two schools in the poor areas of Lesotho. The study used a multi-method data collection approach with interviews, questionnaires and document analysis. The respondents were selected on the basis of their relationship to the implementation of these government programmes. The school sample comprised two (2) principals, four (4) parents of learners targeted by such assistance programmes, and four (4) teachers working with learners who were beneficiaries of these programmes and who knew how these programmes assisted them (or not).
There were two MOET officials, the bursary manager at central level, responsible for all government assistance programmes; and the district education bursary administrator responsible for the OVC programmes and entrusted with implementing the programmes in line with the regulations. The decision to get information from these respondents was because they were knowledgeable or experienced in different aspects of these government programmes, their implementation, and the impact on schools and learners.
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Using the rational and political analytical approaches, the findings reveal the limited conceptualization of the financial assistance programmes designed to widen the secondary education of poor learners as these did not address the deeper problems of Orphans and Vulnerable Children’s (OVC) problems in accessing and completing their education. The rational approach indicates poor system resources and capacity to effectively manage these programmes, as well as poor monitoring and accountability at all levels of the system. The political approach emphasises the poor implementation context of these assistance programmes due to the conflicting agendas of various programme implementers.
The role of leadership is identified as crucial in interpreting and effectively mediating the operationalisation of these programmes on the ground so that the more deserving poor learners benefit. However, such leadership appears to be lacking at various levels of the implementation process.
The study concludes that in order for these government assistance programmes to have a lasting and meaningful impact on OVC secondary schooling, there is a need to review their assumptions and scope to address more fully the OVC needs. Additional resource mobilization coupled with strong leadership, monitoring and evaluation are necessary for this to be realised.
Books on the topic "School improvement programmes – Lesotho"
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Pan, S. P. The successful implementation of school improvement programmes and innovations in Malaysian secondary schools. Birmingham: University of Birmingham, 1995.
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l'éducation, Québec(Province) Conseil supérieur de. Pour un renouvellement prometteur des programmes à l'école. Sainte-Foy, Québec: Conseil supérieur de l'éducation, 1998.
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Curriculum reform in the elementary school: Creating your own agenda. New York: Teachers College Press, 1989.
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Québec(Province) . Conseil supérieur de l'éducation. Les enjeux majeurs des programmes d'études et des régimes pédagogiques. Sainte-Foy, Québec: Le Conseil, 1999.
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Restructuring around standards: A practitioner's guide to design and implementation. Thousand Oaks, Calif: Corwin Press, 1998.
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Clermont, Gauthier, Saint-Jacques Diane 1946-, and Association canadienne-française pour l'avancement des sciences., eds. La réforme des programmes scolaires au Québec. [Quebec]: Presses de l'Université Laval, 2002.
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Ainscow, Mel. Creating Conditions for School Improvements. 2nd ed. David Fulton Publish, 2000.
Find full textBook chapters on the topic "School improvement programmes – Lesotho"
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Bricaire, Jorge Mejía, Edgar Oliver Cardoso Espinosa, Fernando Briseño Hurtado, and Joel García Mendoza. "Evaluation of the Management of Second Language Study Development Program at Secondary School in Mexico." In Advances in Educational Marketing, Administration, and Leadership, 227–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch013.
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It is currently determining programmes of teaching of foreign language especially in Latin American countries, to go in line with quality policies demanded by international agencies. In Mexico the Second Language Study Development Program (English), represents a new model for the teaching of English as a second language. The present paper aims to propose indicators that allow to evaluate the academic governance of this program at the secondary level, based on the general theory of systems and above all in the pursuit of a quality education; the criteria are: teachers; Teaching-learning processes; Infrastructure support and training materials; certification; Accreditation of the subject index; Learning products; Planning; Students and address. The above demonstrates the need to develop indicators that can serve as a guide for the constant improvement of the management of the programme, and to ensure the students English learning.
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Sledge, William H., and Julianne Dorset. "Organization of psychiatric services for general hospital departments." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin, 1392–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0137.
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A modification in consultation liaison psychiatry/psychosomatic medicine is introduced and explored by a review of the concepts of prevention and proactivity in other disciplines of medicine. Three major advantageous outcomes of a proactive/preventive approach are noted—namely, early recognition and treatment result in less mortality and morbidity, staff satisfaction, and care that is less expensive overall. Three psychiatric proactive programmes that have been published are reviewed. These are: the Rapid Assessment, Interface, and Discharge (RAID) model in the United Kingdom, developed to serve the City Hospital of Birmingham; the quality improvement programme of co-management with internist developed at Columbia University Medical Center; and the Behavioral Intervention Team (BIT) of the Yale School of Medicine. All three are economically effective, provide innovative approaches to co-management of patients with co-occurring mental and physical illnesses, and aim to develop integrated care.
Conference papers on the topic "School improvement programmes – Lesotho"
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Mahwai, Lerato. "THE IMPORTANCE AND EFFECTIVENESS OF SCHOOL-BASED COUNSELLING PROGRAMMES AS AN INTERVENTION FOR THE IMPROVEMENT OF BASIC EDUCATION IN SOUTH AFRICA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1300.
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Lisimberti, Cristina, and Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.
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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
Reports on the topic "School improvement programmes – Lesotho"
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.
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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.