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Rozprawy doktorskie na temat „Adult education South Australia”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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1

Aylen, Beryl J. "An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.

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Addendum fixed inside back end-paper. Bibliography: leaves 216-219. Reports a study to investigate the influence of a study skills program on a group of adult students at Thebarton Senior College, Adelaide. The researcher planned and prepared the program of work for these students and was the teacher of the subject, and the observer of the influence the course had on the students, compared with a similar control group. Analysis showed there was an observable positive effect on the students, however, it was the conclusion of the researcher that the positive result was achieved more because supp

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2

Turner, Marianne. "Adult South Sudanese students in Australia : a systemic approach to the investigation of participation in cross-cultural learning /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090902.11321.

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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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6

Richmond, Keith. "Education in South Africa : towards a postmodern democracy." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/8396.

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Bibliography: leaves 104-112.<br>The requirements of social and educative justice are examined further in the light of John Rawls's conception of justice as 'fairness'. In particular, critical response to his notions of 'the original position', 'veil of ignorance' and 'overlapping consensus' misrepresents the critical and creative capacity that these concepts properly denote and preserve in the interests of participants' 'strong' democratic capacity. The ethical implications of a non-authoritarian relationship between learners and existing discursive formations are then discussed with referenc

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7

Southcott, Jane Elizabeth, and mikewood@deakin edu au. "Music in state-supported schooling in South Australia to 1920." Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.

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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodo

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8

Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

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9

Pollard, Susan J. "An investigation of the Catholic Leadership Education Programme in South Australia /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.

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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.<br>Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).

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10

Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.

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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other han

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11

Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.

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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individ

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12

Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.

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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.

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13

Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.

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14

Small, Janet. "Practitioner and institutional perspectives on lifelong learning at a South African university." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8220.

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Word processed copy.<br>Includes bibliographical references (p. 127-131).<br>This research explores how the term 'lifelong learning' is understood at a higher education institution in South Africa. The study is built around a case study at the University of Cape Town (UCT). The research questions posed were: What are the different understandings of 'lifelong learning' at UCT? And secondly, what factors have shaped the development of these different understandings of 'lifelong learning'? The thesis approaches the research questions from two angles: What people working in the institution say abo

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15

Hahs, Brinkley Catherine. "Teacher Education in Central Equatoria, South Sudan." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10025734.

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<p> Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators’ view of the effe

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Higginson, Gareth Edward. "The ecotourism potential of the Barber Inlet Wetlands, South Australia." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envh637.pdf.

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Bibliography: leaves 127-134. This thesis argues for the expansion of ecotourism in the Adelaide metropolitan Barker Inlet Wetlands, currently used for small scale ecotourism. Through analysing current literature and evaluating a range of ecotourism strategies, it demonstrates that the potential for and offers guidelines for ecotourism in the Barker Inlet Wetlands. Opprtunities for expansion lie primarily in environmental education, with a particular focus on Adelaide secondary schools.

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17

au, Marianne Turner@murdoch edu, and Marianne Turner. "Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090902.11321.

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This thesis explores major influences on adult South Sudanese student participation in Australian learning environments. Between 2000 and 2006 Australias offshore humanitarian program accepted an increasing number of South Sudanese refugees (DIAC, 2007). Research related to this new group was minimal at the time of this study, and a theoretical framework was generated as a way of exploring the South Sudanese students everyday participation in cross-cultural learning. The theoretical framework mainly draws on perspectives from sociocultural theory, cultural schema theory, research on expect

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18

Turner, Marianne. "Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning." Turner, Marianne (2009) Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning. PhD thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/680/.

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This thesis explores major influences on adult South Sudanese student participation in Australian learning environments. Between 2000 and 2006 Australia’s offshore humanitarian program accepted an increasing number of South Sudanese refugees (DIAC, 2007). Research related to this new group was minimal at the time of this study, and a theoretical framework was generated as a way of exploring the South Sudanese students’ everyday participation in cross-cultural learning. The theoretical framework mainly draws on perspectives from sociocultural theory, cultural schema theory, research on expec

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19

McKeever, Mary Geraldine. "Workers' education for workers' power." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364737.

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Paulsen, Desiree. "Community adult education: empowering women, leadership and social action." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis explored the relationship between community adult education and social action. The study investigated how LEAD (Leadership Education for Action and Development), a non-governmental organisation based in the Western Cape, has empowered women to assume leadership and take social action in their communities.

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21

O'Connor, Brian Edward. "History of Queen's College North Adelaide 1883-1949." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.

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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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23

Fieleke, Curtis. "The implementation of an adult teacher training manual for South Haven Baptist Church." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Addae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2016. http://hdl.handle.net/10500/23386.

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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

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25

Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.

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<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot<br>what exactly is the nature of the relationship between adult education and training&quot<br>?</p>

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26

Tennison, Colette. "Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13379.

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The South African economy, as with the rest of the world economy, has been influenced by the trends of globalisation and the knowledge economy (Castells, 2001). The South African plant (large scale) baking industry is an industry undergoing significant change with the introduction of cutting edge technology and automation. The aim of this study is to examine the shifts in organisation of work in the South African plant baking industry and, in doing so, identify the corresponding shifts in knowledge, skill and identity of production supervisors. By examining how the work organisation of the bak

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Reddy, Kistammah Bergmann. "Perceived deterrents to participation in compensatory education educationally disadvantaged adult South Africans." University of the Western Cape, 1991. http://hdl.handle.net/11394/8461.

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Philosophiae Doctor - PhD<br>South African society is regulated by inequality and discrimination based on race. Fundamental human rights and privileges have been extended only to a small sector of the population. The majority of South African citizens remain constrained within a context of imposed inferiority in every aspect of their lives. Inequality, entrenched in political and economic apartheid structures, is also reflected in educational provision for Black citizens. Decades of apartheid schooling have resulted in a large population of illiterate, low-literate and educationally disadvant

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Madden, Kim. "Policy, provision and practice in adult community education : exploring issues associated with non-participant men within the communities of South Wales." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678379.

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Pettingell, Judith Ann. "Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999." University of Sydney, 2008. http://hdl.handle.net/2123/4150.

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PhD<br>When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was t

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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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Manona, Barbara Nomanesi. "Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of work." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1932.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005<br>The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education a

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Coleman, Lynn. "Implementing lifelong learning at a Technikon in South Africa." University of Western Cape, 2001. http://hdl.handle.net/11394/8497.

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Magister Philosophiae - MPhil<br>The nature of lifelong learning in the context of a South African technikon is the investigation focus of this mini-thesis. It argues for the adoption of a holistic and humanistic conceptualization to lifelong learning in this context. The argument that the implementation of lifelong learning has significant implications for all aspects in the functioning of a higher education institution, is supported.

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Nduna, Joyce Nothemba. "Environmental education for sustainable communities by adult practitioners in a black urban community." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51744.

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Thesis (Ph.D.)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on curriculum development and current approaches in adult and environmental education, this study attempted to improve my own practice by making a meaningful contribution towards the professional development and conceptual understanding of student teachers who have registered for a three-year National Diploma in Adult Basic Education and Training (ABET) at the Peninsula Technikon in Cape Town. Although these students have no teaching qualifications, t

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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.

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35

Steer, Ashleigh. "A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29853.

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This thesis sets out to explore a comparative study of four Popular Educators using Freirean pedagogical practices in Canada and South Africa and discusses how different country contexts affect their pedagogies. This study explores how critical pedagogy addresses the mobilization of theory and its application into practice in different contexts. In order to analyse and conceptualize the facilitator’s pedagogy and the mobilization of Freire’s theory into their practice; Freire’s critical pedagogical theory was drawn on as well as the theories of other critical and feminist pedagogues, some of w

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Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.

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Thesis (Master of Consumer Science)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many people do not have any form of income, and many others rely on irregular incomes from seasonal work. Education of adults has been highlighted as a possibility for teaching people various skills, which they could apply to generate an income for themselves. This research was conducted by following a participatory action research method to determine whether a nonformal adult education programme would assist indi

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Pottier, Lyndal. "'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11134.

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Includes abstract.<br>Includes bibliographical references (p. 80-87).<br>This thesis explores the pedagogy of a single popular educator, Mike Abrams, currently practising in post-apartheid South Africa. The study aimed to describe his ideology, educational theory and practice and to explore the links between these and current social justice issues in South Africa. It also aimed to locate his practice within his personal background. Mike Abrams was chosen as the subject of the case study owing to his extensive work and commitment as a popular educator.

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Mackenzie, Elizabeth Anne. "Distant voices : a study of distance education text strategies in relation to adult learning styles." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17182.

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Bibliography: pages 141-151.<br>Distance education promises to broaden access to education to an increasing number and variety of learners in the "new South Africa". The construction and presentation of course texts is a critical factor in whether that promise is fulfilled. The producers of texts, working in their specific socio-cultural contexts, select and sequence the concepts they teach and create voices in the text which work in place of actual teachers. These textual voices interact with readers in a variety of communicative and educative ways, opening to greater or fewer styles of learn

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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.<br>Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).

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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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Gass, Jeremy. "A critical investigation of the notion of active citizenship within the workers' educational association South Wales." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/16433/.

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This thesis examines the ways in which active citizenship is conceptualised by a variety of actors within the Workers’ Educational Association South Wales and is the work of an ‘insider’ with experience of the organisation as both employee and Trustee. The Association is a democratically structured, voluntary organisation with a history of providing adult education in communities throughout south Wales for more than a hundred years. Its reliance on funding from the Welsh Government for the majority of its income is a significant aspect of the background to this study, particularly as one of th

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Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.

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Mackie, Robin Duncan Alfred. "An analysis of policy development within the Centre for Adult Education at the University of Natal (1971-1991)." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17499.

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Bibliography: pages 181-189.<br>The construction of macro level policy is made more difficult by the absence of a reservoir of analytical accounts which raise issues which policy at that level must address. This study is concerned with the development of policy within a very specific context and as such it is a modest and limited contribution to the development of that reservoir of theorised practice of adult education in South Africa. In this it is both a documentary record of the development of adult education at the University of Natal and an exploration of the dynamics of the policies whic

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Daniels, Delia Josianne. "Keyboard tuition for adult beginners : investigating Practical Piano Study 171 at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49730.

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Thesis (MMus) -- Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: In 1999, two certificate courses were introduced at the Department of Music of the University of Stellenbosch, namely the BMus Foundation Programme (preparatory) and the Introductory Programme in Music. The BMus Foundation Programme aims to reach students who intend doing the BMus Programme but do not meet the required standard for the BMus Programme at the time of enrolment. On the successful completion of the BMus Foundation Programme, these students can then be promoted to the BMus Programme. The Introductory Progra

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45

MacGill, Bindi Mary, and belinda macgill@flinders edu au. "ABORIGINAL EDUCATION WORKERS IN SOUTH AUSTRALIA: TOWARDS EQUALITY OF RECOGNITION OF INDIGENOUS ETHICS OF CARE PRACTICES." Flinders University. School of Australian Studies, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090630.142151.

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This thesis is focused on Aboriginal Education Workers (AEWs) who work with, support and care for Indigenous students in schools in South Australia. AEWs work in the border zones (Giroux 2005) between the values of schools and the expectations of Indigenous communities. This thesis highlights how AEWs experience indirect discrimination in the workplace as a result of their complex racialised position. In particular, there is a general absence of recognition of AEWs caring role by non-Indigenous staff in schools. AEWs are not only marginalised in schools, but also at an institutional

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46

Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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McAllister, Patrick A., Michael Young, Cecil Manona, and Jo Hart. "Educational needs of adults in Mdantsane." Rhodes University, Institute of Social and Economic Research, 1992. http://hdl.handle.net/10962/2079.

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The purpose of the study was to collect some preliminary information in advance of the inauguration of a new educational project at Fort Hare University which, under the guidance of a new Vice-Chancellor, Dr. S.M.E. Bengu, is forging for itself a new course of development as a people's University. The new project arises out of a report prepared by the International Extension College for the University of Fort Hare. The hope is that a number of innovations can be introduced into adult education in the Eastern Cape which will prove of value in meeting the needs of people living in different kind

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McGee, D. Jeffrey. "Cross-Cultural Dynamics Among White-led Nonprofit Organizations in South Phoenix Communities of Color." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822733.

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<p> White administrators of nonprofit organizations are tasked with the challenge of making the right decisions when their nonprofit seeks to work in predominantly Black and Brown neighborhoods. They utilize their personal worldviews and instincts to carry out the mission of their organization. The problem is that White administrators use their own cultural beliefs as their guide, which typically is counterintuitive to the cultural beliefs of Black and Brown people in the neighborhoods they wish to serve. This disparity raises issues, barriers, and sometimes conflict between both groups, which

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Wilson, Daphne May. "The African adult education movement in the Western Cape from 1945 to 1967 in the context of its socio-economic and political background." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/20146.

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Bibliography: pages 310-325.<br>At the end of World War II, volunteers from the University of Cape Town began literacy and post-literacy evening classes for African adults near the Blouvlei squatter settlement in Retreat. From this small beginning a significant voluntary adult education movement developed until, at the peak of its expansion, there were night schools located at fourteen different sites in the Cape Peninsula from Sea Point to Simonstown. The thesis studies the twenty-three year lifespan of this movement which provided tuition at both primary and secondary level and from 1950 cal

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Watters, Kathleen Anne. "A study of the Building Industries Federation of South Africa training model of skill development for the purpose of considering its appropriateness as a model for large-scale Adult Basic Education provision." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/22053.

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Bibliography: pages 84-89.<br>Proponents of CB claim that the system can provide an effective and efficient framework for a large scale national ABE programme which articulates with national education and vocational training systems. This framework provides a particular kind of answer to the 'literacy for what' question. The emphasis is on development. In this research, this view is contrasted with a version of literacy which gives a different answer to the 'literacy for what' question. Researchers such as Street and Wagner and many of the Non-government organisations affiliated to the Nationa

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