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Статті в журналах з теми "Adult education South Australia":

1
Dallimore, Clare. "Improving Adult Migrant English Program (AMEP) outcomes for the Afghan community in South Australia." International Journal of Training Research 16, no. 2 (May 2018): 182–91. http://dx.doi.org/10.1080/14480220.2018.1501891.
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2
Boughton, Bob. "Popular EducationforAdult LiteracyandHealth DevelopmentinIndigenous Australia." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 103–9. http://dx.doi.org/10.1375/s1326011100000648.
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AbstractThe focus of this paper is adult literacy, and the impact this has on Aboriginal and Torres Strait Islander individual and community health. It directs attention to those Aboriginal and Torres Strait Islander young people and adults who have not benefited from the formal school education system, and who, as a consequence, have very low levels of basic English language literacy. Analysing data from a range of sources, I suggest that these people comprise as much as 35% of the Aboriginal and Torres Strait Islander adult population nationally, and a much bigger proportion in some communities and regions. Moreover, they are key to improving overall health outcomes in the population as a whole, because they are among the people most at risk. Drawing on research in countries of the global South over recent decades, the paper then suggests that one of the most effective ways to improve health outcomes and foster health development is through a popular mass adult literacy campaign. Popular education is not formal education, of the kind provided by schools, TAFEs and universities. It is “non-formal” education, provided on a mass scale, to people in marginalised and disadvantaged communities, as part of wider social and political movements for equality. The paper concludes that this is the most appropriate form of education to deal with the massive social and economic inequality at the heart of the social determinants of Indigenous health.
3
Cripps, David Allan. "The Social Gradient of Adult Guardianship in South Australia." Psychiatry, Psychology and Law 22, no. 3 (November 2014): 436–43. http://dx.doi.org/10.1080/13218719.2014.960030.
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4
Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.
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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.
5
Southcott, Jane. "Curriculum Stasis: Gratton in South Australia." Research Studies in Music Education 14, no. 1 (June 2000): 50–60. http://dx.doi.org/10.1177/1321103x0001400105.
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6
Melville, Lynda. "Dealing with Emotions Education Department of South Australia South Australia, Darlington Materials Development Centre, 1992." Behaviour Change 10, no. 2 (June 1993): 111–12. http://dx.doi.org/10.1017/s0813483900005659.
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Tennant, Mark, and Roger Morris. "Adult education in Australia: shifting identities 1980?2000." International Journal of Lifelong Education 20, no. 1-2 (January 2001): 44–54. http://dx.doi.org/10.1080/02601370010008309.
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Morris, Mark Tennant, Roger. "Adult education in Australia: shifting identities 1980–2000." International Journal of Lifelong Education 20, no. 1-2 (January 2001): 44–54. http://dx.doi.org/10.1080/02601370118581.
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Morris, Roger K. "International Adult Education: A Personal Reflection From Australia." Adult Learning 16, no. 1-2 (January 2005): 6–7. http://dx.doi.org/10.1177/104515950501600102.
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Ruffin, R., D. Wilson, B. Smith, A. Southcott, and R. Adams. "Prevalence, morbidity and management of adult asthma in South Australia." Immunology & Cell Biology 79, no. 2 (April 2001): 191–94. http://dx.doi.org/10.1046/j.1440-1711.2001.00991.x.
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Дисертації з теми "Adult education South Australia":

1
Richmond, Keith. "Education in South Africa : towards a postmodern democracy." Master Thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/8396.
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Bibliography: leaves 104-112.
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 reference to Philip Wexler's 'textualist' theory of social analysis and education. His advocacy of 'collective symbolic action' is found to be compatible with an uncoercive discourse ethic, oriented to mutual understanding and contextualised hypothesis formation by self-reflective agents. Inferences for education are proposed, in conclusion, emphasising the teachers' role as agent provocateur of the 'liminal imagination' (generating non-formulaic symbolic movement and self-formative struggle by the learners themselves), which qualifies the usual obligation to approved curricular content. Education for a postmodern democracy is sustained by, and sustains, both context-relative knowledge - publicly educed - and an ongoing 'desublimation' of discourse, in the interests of participatory self-critique and renewal.
2
Hahs, Brinkley Catherine. "Teacher Education in Central Equatoria, South Sudan." Thesis, Walden University, 2003. http://pqdtopen.proquest.com/#viewpdf?dispub=10025734.
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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 effectiveness of the teacher education that they had received, the pedagogical needs of teachers, and the ideal training models for teachers given the country’s current situation. The research design was a case study focusing on 5 primary and secondary schools. The mode of data collection was interviews and observations among 15 K-16 educators and educator leaders selected by snowball sampling. Observations and interviews took place in school classrooms and campuses, best suited for data collection as South Sudanese are, for the most part, a preliterate people who value listening and storytelling. Themes found related to classroom management, lesson planning, differentiated instruction, and motivation to teach. Key results indicated that the teachers had little to no preparation, varied in their motivation to teach, and perceived challenges and needs differently based on their level of education. A 5-day teacher-training project was developed. Social change will be achieved by improving teachers’ ability to successfully educate the next generation of leaders for South Sudan.

3
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 methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented. Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades. As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm. The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools. The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.
4
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 hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
5
Small, Janet. "Practitioner and institutional perspectives on lifelong learning at a South African university." Master Thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8220.
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Word processed copy.
Includes bibliographical references (p. 127-131).
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 about the topic and what can be read from the official University documentation on the topic. Continuing education work is used as a general proxy for lifelong learning as the term itself did not prove to be a useful identifier of specific educational activities at UCT. In analysing the data, two inter-related theoretical frameworks are employed - thematic analysis of the interviews and a critical discourse analysis of the texts. Some of the key pressures and issues facing institutions globally as well as specific local concerns are identified when setting the context. In the interviews, practitioners identified some of these contextual issues as factors influencing the development of continuing education: funding pressures, responding to socio-political demands for rapid student throughput while also widening access, and the particular character of the institution. The literature reveals some common approaches to lifelong learning - identified as economic, humanistic and social discourses - which were used to engage the perspectives of practitioners working on continuing education programmes. Based on an interpretation of the data, this thesis argues that in practice, the distinctions between the discourses tend to blend or transform. The economic and humanistic discourses begin to merge, as an individual's motivations cannot be neatly categorised as either learning for work or learning for personal development, pointing to the emergence of a new discourse. In the case of the social discourse, the more widely used definitions of social responsiveness embrace economic (and political) imperatives, while also maintaining a development and democracy agenda. Instead of seeing the data as only revealing what exists, the analysis argues that emerging discourses themselves help to create new realities.
6
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 expectations in cross-cultural learning, and sociological theories of agency. First, sociocultural perspectives provide a way of conceptualising students’ participation in cross-cultural learning as ‘here and now’ but significantly affected by engagement in past practices. The perspectives, with their focus on participation, also allow a conceptualisation of identity as situated in students’ experience of themselves in specific practices. This notion of identity was used in the study to explore the extent to which students’ past forms of participation were changed or negotiated. Next, research on expectations in cross-cultural learning and cultural schema theory offer a conceptualisation of how students’ participation may have been affected by past experiences. In the study, cultural schemas were taken to underpin expectations shared by all of the students, and these cultural schemas were positioned as aspects of the students’ identity. Finally, sociological theories of agency explore agency as co-regulated, transformative, and generating both intentional and unintentional outcomes. The dynamics of teacher-student and student-student interactions were taken to be a major influence on student participation, and these interactions were conceptualised as teacher-student agency. The theoretical framework is proposed to be systemic because the influence of students’ past practices and the influence of current social interactions interrelate. The research was designed as an abductive study. Abduction, with its blend of induction and deduction, allows a ‘bottom up’ approach where hypotheses are formed as much as possible from the data (Coffey and Atkinson, 1996). This approach allowed observation of everyday classroom practices, and then subsequent engagement with theory in order to interpret these practices. Ethnographic participant observation was used during initial data collection. Then further participant observation, a focus group and semi-structured interviews were used to investigate significant emerging themes. Over a nine month period, 36 students and 10 teachers were observed across three groups and learning environments: a women’s community group, a university group, and a technical college group. 25 students and 11 teachers were interviewed. The findings reveal that students had firm expectations in terms of displaying deference to the teacher, receiving very close monitoring from the teacher for both learning and behaviour, and competing against other students. The first expectation was found to apply across the learning environments, while the second two were found to apply only in formal learning environments. Teachers’ expectations were found to vary according to the learning environment. When there was a lack of congruence between students’ and teachers’ expectations, students appeared to differ in their attachment to cultural schemas proposed to underlie their expectations. The findings also reveal that students had a strong cultural schema of interdependence which was negotiated differently depending on the student, and depending on the incentive provided by the learning environment. Furthermore, the findings reveal that teachers and students were able to modify teaching and learning practices to differing degrees according to the learning environments, and the opportunity to modify teaching and learning practices did not always lead to desired learning outcomes. This research provides insight into the everyday participation of adult South Sudanese students across different Australian learning environments. The relationship between students’ past experiences and current social interactions with teachers and other students is highlighted through the systemic approach of the study. The research also provides a theoretical framework which may have applications in teacher education in the field of cross-cultural learning.
7
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 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 expectations in cross-cultural learning, and sociological theories of agency. First, sociocultural perspectives provide a way of conceptualising students’ participation in cross-cultural learning as ‘here and now’ but significantly affected by engagement in past practices. The perspectives, with their focus on participation, also allow a conceptualisation of identity as situated in students’ experience of themselves in specific practices. This notion of identity was used in the study to explore the extent to which students’ past forms of participation were changed or negotiated. Next, research on expectations in cross-cultural learning and cultural schema theory offer a conceptualisation of how students’ participation may have been affected by past experiences. In the study, cultural schemas were taken to underpin expectations shared by all of the students, and these cultural schemas were positioned as aspects of the students’ identity. Finally, sociological theories of agency explore agency as co-regulated, transformative, and generating both intentional and unintentional outcomes. The dynamics of teacher-student and student-student interactions were taken to be a major influence on student participation, and these interactions were conceptualised as teacher-student agency. The theoretical framework is proposed to be systemic because the influence of students’ past practices and the influence of current social interactions interrelate. The research was designed as an abductive study. Abduction, with its blend of induction and deduction, allows a ‘bottom up’ approach where hypotheses are formed as much as possible from the data (Coffey and Atkinson, 1996). This approach allowed observation of everyday classroom practices, and then subsequent engagement with theory in order to interpret these practices. Ethnographic participant observation was used during initial data collection. Then further participant observation, a focus group and semi-structured interviews were used to investigate significant emerging themes. Over a nine month period, 36 students and 10 teachers were observed across three groups and learning environments: a women’s community group, a university group, and a technical college group. 25 students and 11 teachers were interviewed. The findings reveal that students had firm expectations in terms of displaying deference to the teacher, receiving very close monitoring from the teacher for both learning and behaviour, and competing against other students. The first expectation was found to apply across the learning environments, while the second two were found to apply only in formal learning environments. Teachers’ expectations were found to vary according to the learning environment. When there was a lack of congruence between students’ and teachers’ expectations, students appeared to differ in their attachment to cultural schemas proposed to underlie their expectations. The findings also reveal that students had a strong cultural schema of interdependence which was negotiated differently depending on the student, and depending on the incentive provided by the learning environment. Furthermore, the findings reveal that teachers and students were able to modify teaching and learning practices to differing degrees according to the learning environments, and the opportunity to modify teaching and learning practices did not always lead to desired learning outcomes. This research provides insight into the everyday participation of adult South Sudanese students across different Australian learning environments. The relationship between students’ past experiences and current social interactions with teachers and other students is highlighted through the systemic approach of the study. The research also provides a theoretical framework which may have applications in teacher education in the field of cross-cultural learning.
8
Addae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2011. 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 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
9
McKeever, Mary Geraldine. "Workers' education for workers' power." Electronic Thesis or Dissertation, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364737.
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10
Tennison, Colette. "Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum." Master Thesis, University of Cape Town, 2007. 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 bakeries has changed, as well as the adaptations of knowledge, skill and identity, the aim is to draw implications for the development of production supervisors in the future. This, combined with an analysis of the current curricula, is then drawn on to consider the possible implications for a curriculum that addresses the needs of production supervisors in the changing plant baking industry. This qualitative research made use of a case study approach. The first phase of the study examined views on shifts in the organisation of work, and the relative importance of knowledge, skill and identity, via interviews with employees of a national plant baking company that has multiple bakeries at varying stages of automation. Changes in the organisation of work and knowledge, skill and identity were then analysed through the lens of Marx’ Labour Process Theory and Barnett and Coate (2005)’s model for professional curriculum, respectively. The second phase of this study made use of documentary evidence of two different curricula currently available for the development of production supervisors; one developed by the South African Qualifications Authority and the other by the South African Chamber of Baking. This phase sought to examine their ability to address the new organisation of work identified in the first phase of the study, drawing again on the Barnett and Coate (2005) model for professional curriculum. Findings from the first phase of the study point to changes to the organisation of work as seen in the decrease in the amount of labour required to operate an increasingly automated plant and a shift in the role of the production supervisor. These changes have resulted in shifts in the relative importance of knowledge, skill and identity, according to those interviewed. The most significant of these shifts was the perceived increase in the relative importance of identity as interviewees identified the need for a strengthened occupational identity for production supervisors, and a relative devaluing of skill within the bakeries as the role of operators has shifted more towards monitoring instead of operating the machines. These findings might be explained by the increase in automation that has led both to a weakening of occupational identity and a change in the knowledge base required by production supervisors. The need for multi-skilling has increased the need for context independent knowledge. At the same time the need for the situated, tactile, knowledge of the bread making process remains. It is argued that it is this situated knowledge held by the older, more experienced production supervisors that enables the ability to solve problems on the line and potentially strengthens their occupational identity. It was found that neither of the two curricula examined addressed the current and future needs of production supervisors. The findings of both the first and second phases of the study point to the need for a new form of curriculum that addresses the needs of production supervisors who are required to function within the new organisation of work. Conclusions are that it is not possible to confer an identity through formal curriculum alone and work experience remains central to the identity of a production supervisor. Yet there remains a need to provide production supervisors with the context independent knowledge base of, and skill in, the bread making process; elements that can be addressed within a formal curriculum framework. The development of a mixed disciplinary knowledge base that consists of both situated knowledge and context independent knowledge may provide a way for the changes in knowledge, skill and identity to be accommodated in a curriculum that caters more effectively for both workers and an industry whose drive towards automation continues.

Книги з теми "Adult education South Australia":

1
Bordia, Anil. Research trends in adult education: Agenda for adult education research : the south Asian perspective. Hamburg: UNESCO Institute for Education, 1994.
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2
Pati, Sura Prasad. Adult education. New Delhi: Ashish Pub. House, 1989.
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3
Documents, United States Superintendent of. Adult education. Washington, D.C: U.S. G.P.O., Supt. of Docs., 1988.
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4
Ireland, Teachers' Union of. Adult Education. Dublin: Teacher's Union of Ireland, 1989.
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5
Seetharamu, A. S. Adult education. New Delhi: Ashish Pub. House, 1994.
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6
McNair, Stephen. Adult education. Birmingham: INLOGOV, 1986.
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7
Drodge, Stephen. Adult education. Newcastle-under-Lyme: AAL Publishing, 1988.
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8
Murayama, Yuka. Adult education. Tōkyō: Gentōsha, 2010.
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9
Prasad, D. Rajendra. Adult education. New Delhi: Ashish Pub. House, 1991.
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10
Stephens, Michael Dawson. Adult education. London, England: Cassell, 1990.
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Статті в газетах з теми "Adult education South Australia":

1
Kvit, S. "Fighting for the soul of Ukrainian Education." Церква і життя, 2–22 December 2010.
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Частини книг з теми "Adult education South Australia":

1
Golding, Barry, and Helen Kimberley. "Australia." In International Perspectives on Older Adult Education, 25–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_3.
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2
Mason, Robb. "Australia." In Adult Education — The Legislative and Policy Environment, 11–28. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3450-5_3.
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3
Mason, Robb. "Australia." In Adult Education — The Legislative and Policy Environment, 11–28. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-007-0795-5_3.
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4
Aitchison, John, and Peter Rule. "South Africa." In International Perspectives on Older Adult Education, 399–410. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_35.
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5
Twidale, C. R., and J. A. Bourne. "South Australia." In Encyclopedia of the World's Coastal Landforms, 1293–304. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8639-7_231.
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6
Shizha, Edward, and Ali A. Abdi. "Globalization and Adult Education in the South." In Global Perspectives on Adult Education, 17–34. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230617971_2.
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7
Cahill, Janet, and Richard Baka. "Australia." In Olympic Education, 75–88. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-11.
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8
Rohde, Ian, and John Rohde. "Ruradene, South Australia." In Rainfed Farming Systems, 1073–83. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9132-2_42.
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Wormald, Dean. "Lindene South Australia." In Rainfed Farming Systems, 1085–91. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9132-2_43.
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10
Kapoor, Dip. "Globalization, Dispossession, and Subaltern Social Movement (SSM) Learning in the South." In Global Perspectives on Adult Education, 71–92. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230617971_5.
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Тези доповідей конференцій з теми "Adult education South Australia":

1
Gardner, John C. H., M. Reza Hosseini, Raufdeen Rameezdeen, and Nicholas Chileshe. "Building Information Modelling (BIM) Education in South Australia: Industry Needs." In International Conference on Engineering, Project, and Production Management. Association of Engineering, Project, and Production Management, 2014. http://dx.doi.org/10.32738/ceppm.201411.0030.
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2
"Initial analysis of fire weather characteristics between south-east Australia and south-west of Western Australia." In 20th International Congress on Modelling and Simulation (MODSIM2013). Modelling and Simulation Society of Australia and New Zealand (MSSANZ), Inc., 2013. http://dx.doi.org/10.36334/modsim.2013.m1.lin.
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3
Senden, David van, and Douglas Lord. "Estuary Processes Investigation; New South Wales, Australia." In 27th International Conference on Coastal Engineering (ICCE). Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/40549(276)288.
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4
Gardeazabal Penuela, Luis Francisco, and Tanya Mackay. "UNIVERSITY OF SOUTH AUSTRALIA STUDENT UNION (USASA) ADVOCACY INTERNSHIP PROGRAM: STUDENT PARTNERSHIP IN ACTION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1379.
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de Souza-Daw, Tony, and Le Hoang Ngoc. "Practicality of teaching computers and related courses: Experiences in Africa, South-East Asia and Australia." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201016.
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Jones, Clive. "Integration for Education." In SMPTE Australia Conference. IEEE, 1999. http://dx.doi.org/10.5594/m001219.
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Chen, K. L., and T. P. Lonergan. "Revitalization of the Gidgealpa Oil Field (South Australia)." In SPE Asia-Pacific Conference. Society of Petroleum Engineers, 1991. http://dx.doi.org/10.2118/22973-ms.
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Arnott, F. W. "New Heatflow Estimates For Australia And South Africa." In 1st SAGA Biennial Conference and Exhibition. European Association of Geoscientists & Engineers, 1989. http://dx.doi.org/10.3997/2214-4609-pdb.222.002.
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Aung, Tun H. "High Temperature Drilling Fluids In The Cooper-Eromanga Basin, Australia." In Offshore South East Asia Show. Society of Petroleum Engineers, 1986. http://dx.doi.org/10.2118/14616-ms.
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Johnstone, Penelope. "Accommodating Diversity of the 21st CenturyLanguage learner in primary Languages Education inNew South Wales, Australia." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.138.
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Звіти організацій з теми "Adult education South Australia":

1
Dix, Katherine, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. School libraries in South Australia 2019 Census. Australian Council for Educational Research, September 2020. http://dx.doi.org/10.37517/978-1-74286-583-6.
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2
Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.
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3
Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.
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4
Tipton, W. J., H. A. Berry, and A. E. Fritzsche. An aerial radiological survey of Maralinga and EMU, South Australia. Office of Scientific and Technical Information (OSTI), October 1988. http://dx.doi.org/10.2172/5746113.
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5
Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.
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Анотація:
This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
6
Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.
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7
Clark, Damon, and Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16013.
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Zimmer, Zachary, Linda Martin, Mary Ofstedal, and Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.
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9
Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, August 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.
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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada435942.
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