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  • Higher education in crisis : sustaining quality assurance and innovation in research through applied ethics

    Ani, Ikechukwu J.; Ike, Obiora F.,‏ ‎1956-‏ (, 2019)
    Education in Ethics, if acquired, increases the value chain of any nation because Education founded on values brings values-driven-principles into the heart of humans. We are, however, aware of the gap in values transmission from one generation to the next. This book is a response to that gap. It contains reflections by professionals, teachers, research students and educationists, including policy makers and ethicists, whose thought provoking ideas help the discourse of pushing the agenda that Ethics Matters.
  • Teologiese opleiding in die AGS-kerk : verkennende en ontwikkelende beskouings vir die nuwe millennium

    Putter, Andries P.J. (OpenJournals Publishing, 2015-09-14)
    Theological training in the AFM church: Investigative and developing (perspectives) for the
 new millennium
 This article will focus on the findings of two Apostolic Faith Mission (AFM) pastors in their
 research concerning theological training. It may help role players in the AFM, as well as in the
 broader church context, to evaluate current theological training material, and indicates the
 importance of a continuous theological training programme for pastors. The need to equip
 pastors to be more effective in their different roles, poses an enormous challenge in these times.
 At the AFM’s General Business Meeting in May 2008, constitutional amendments were approved
 that pave the way for having a single institution for theological training in the AFM. This new
 theological institution faces a major challenge, namely that of establishing relevant theological
 training for the South African context, in order to avert the danger of being identified as an elitist,
 irrelevant work group with its own pastor’s language that is understood by a small group of
 insiders only.
  • The trauma of stigma that is living within the reformed church in Zambia which ostracises people living with HIV and AIDS (PLWHA)

    Prof M J Masango;; Banda, Pearson (2013-09-07)
    Dissertation (MA(Theol))--University of Pretoria, 2011.
  • Missionere perspektiewe op Teologiese opleiding

    Kritzinger, J.J. (Johan Jakob) (Faculty of Theology, University of Pretoria, 2009-09-22)
    In the light of the transformation in society and in tertiary education, renewed attention should be given to the church, its mission, and the
 mission of its theological schools. If it were true that the church is the Body of Christ, called to continually be involved in God's outreach to his world, then the training of missionaries and the place of mission in the theological curriculum should also receive renewed attention. The author re-iterates the need for both a focused Missiology and the
 development of a true missionary theology in the theological faculty. He also indicates a need for academic Missiology to become involved in the
 training of missionaries.
  • Married migrant women living within Korean multicultural families : a pastoral narrative perspective

    Muller, Julian. C.;; Lee, Chang Young (2014-06-17)
    Thesis (PhD)--University of Pretoria, 2014.
  • Christian life narratives of young adults who have non-Christian family members in the Republic of Korea : narratives of keeping faith

    Prof J C Muller;; Kwan, Hee Young (2013-09-07)
    Thesis (PhD)--University of Pretoria, 2008.
  • Politieke tegnologie van die vroee Christen se gepynigde liggaam

    Vorster, J.N. (Faculty of Theology, University of Pretoria, 2009-09-14)
    The early Christian martyr is usually only seen in terms of testimony or witness. It is argued that a political technology of the body enables us to see the manner in which the pained body of the early Christian martyr functioned as a space upon which political strategies for the empowerment of interested parties were enacted.
  • Like a rolling stone: non-traditional spaces of adult education

    Lucio-Villegas, Emilio (Fachportal Pädagogik. DIPF, 2016)
    In this article, I try to explore the squeezing concept of adult education that provides a kind of identity to the field characterised by vagueness, diversity and the links to social justice. This diversity is also present when talking about the participants in the process. After presenting the concept of adult education, I explore three different experiences that I have referred to as non-traditional spaces of adult education. In the conclusion, I consider that the diversity, the production of knowledge, and the role of both teacher and learners are essential to define non-traditional spaces and non-traditional participants in adult education. (DIP/Orig.)
  • O intelectual brasileiro Afrânio Coutinho: um perfil

    Kauss, Vera Lucia T.; UNIGRANRIO (Programa de Pós-graduação em Letras, 2011-12-30)
    Afrânio Coutinho foi, acima de tudo, um educador. Para ele, educação era o único caminho para o homem crescer enquanto ser humano e tornar-se capaz de conviver socialmente, de tornar-se útil à comunidade em que está inserido. Em vários momentos de sua jornada acadêmica, ele lutou e conseguiu implantar modificações na estrutura educacional com o objetivo de formar cidadãos críticos e capazes não apenas de exercer uma função técnica, mas de pensar e lutar por uma sociedade mais justa para todos.Afrânio Coutinho was, above all, an educator. Education was, to him, the only way man would grow as human being, enable himself to live socially and to become useful to his environment. Along several moments of his academic journey, he struggled and succeeded in implementing changes at educational social structure in order to prepare citizens who were able not only to perform technically, but to think and make a fair society a reality.
  • Erziehung und Bildung in Offenbach. Bericht 2015

    Magistrat der Stadt Offenbach [Hrsg.] (Fachportal Pädagogik. DIPF, 2016)
    Der Bericht "Erziehung und Bildung in Offenbach. Bericht 2015" (EBO), herausgegeben von Stadt Offenbach am Main, wird zum 9. Mal veröffentlicht. Erstmals wurden Daten der integrierten Ausbildungsberichterstattung für Hessen (iABE) einbezogen. Sie ermöglichen eine wohnortspezifische Analyse der Übergänge von der Sekundarstufe I in unterschiedliche Zielbereiche, wie z.B. Berufsabschluss oder Hochschulreife. Der EBO 2015 bietet vermehrt Zeitreihen, um langfristige Entwicklungen im Bildungsbereich darzustellen. Der Standortbestimmung dienen darüber hinaus interkommunale Vergleiche. Der EBO beinhaltet seit dem Bericht 2009 den von der Jugendhilfeplanung entwickelten „Index bildungsrelevanter sozialer Belastung“. Mit diesem können besondere pädagogischen Bedarfe in den 14 Grundschulbezirken ermittelt und faire, d.h. die unterschiedlichen Anteile bildungsbenachteiligter Schüler/-innen berücksichtigende, Schulleistungsvergleiche ermöglicht werden. Im Rahmen dieser Analyse rücken erstmals die Mädchen mit Migrationshintergrund in den Fokus: So fällt auf, dass im Übergang Grundschule/Gymnasium die Übergangsquote bei Mädchen mit Migrationshintergrund um 15 Prozentpunkte niedriger liegt als die der Mädchen ohne Migrationshintergrund. Sie liegt sogar knapp unter der Übergangsquote der Jungen mit Migrationshintergrund. Eine Erklärung dafür, dass die Mädchen mit Migrationshintergrund beim Übergang zum Gymnasium nicht zu den Bildungsgewinnern zählen, steht aber aus. Der Bericht verdeutlicht auch, dass der Bereich der Sprachförderung in allen Bildungsbereichen – „lebenslang“ – in der Kommune eine herausragende Rolle spielt. Der Bericht greift Linien des "Orientierungsrahmen für Bildungsentwicklung“ der Stadt Offenbach" auf. Der Prozess und die Erarbeitung wurden erstmals von der Fachstelle Bildungskoordinierung und Beratung federführend koordiniert. (DIPF/Autor)
  • 外援對性別平等的影響:以政變以後的宏都拉斯為例,2009-2014

    [[advisor]]張文揚; [[advisor]]Chang, Wen Yang; [[author]]史美晴; [[author]]Maryoriet Nicole Rosales Salgado; 史美晴; Salgado, Maryoriet Nicole Rosales (2014)
  • Organizational work of union actors in lean projects: to an enabling organization?

    Département des relations industrielles, Chaire en gestion de la santé et de la sécurité du travail ; Universite Laval (Quebec); Politiques publiques, ACtion politique, TErritoires (PACTE) ; Université Pierre Mendès France (Grenoble 2 UPMF) - Université Joseph Fourier (UJF) - Sciences Po Grenoble - Institut d'études politiques de Grenoble (IEPG) - Centre National de la Recherche Scientifique (CNRS) - Université Grenoble Alpes (UGA); Bruère, Sébastien; Caroly, Sandrine; Bellemare, Marie (HAL CCSD, 2015-08-23)
    International audience
  • Onderzoek - beleidstheorie - levensbeschouwing

    Laansma,Kl., (Sociologische Gids, 1956-01-01)
    Several times the editors of this journal have tried to set into motion a discussion of verzuiling: splitting up of sociological research along religious lines since there are Dutch Reformed, Roman-Cath., Calvinist, Humanist and Christian-Social Institutes for social research without success. A recent PhD dissertation on that subject was not attacked. The matter seems to be hushed up. There is always some tension between policy makers who assign a task and the social scientists who carry it out. The theoretical background of policy is more and more being influenced by sociology. On the one side, this is apt to lead to a better specification of the task itself, and on the other side, however, there is a tendency among social researchers to become victims of a bureaucratic mentality. In general, the boards of the religious institutes for social research are firm believers in objective factual research. They are, however, of the opinion that only scientists of the same denomination are able to understand the specific approach to a social problem and to advise on policy. From this it is clear that there is not a verzuiling of the research proper but of the form of organization. What then is the task of these religious social research institutes? In the first place it is to be found in analyzing social problems that have a direct bearing on the policy of a particular denomination. If, however, these institutes do research on behalf of a general policy (for the state), it might be better to appoint researchers of various beliefs to the staff of general University institutes. In fact there is such a shortage of personnel now, that on one occasion a religious institute deputized a sci'st of quite another denomination to do general research. To have research on a general problem done by one religious institute only, seems to be inconsistent in all respects. In general, social researchers have to analyze critically the task set them by policy makers. This is still more the case with those that are attached to religious institutes since their policy makers tend to view social problems through their religious conceptions. Now, when the social researcher has the same religious views as his directors, this is apt to bias his research, especially when the object is the analysis of a general social problem. In studying the means for social therapy there may be a real danger when one religious institute does research in an area in which various denominations have a stake. L. Turksma.
  • The relation between equity policies, employee perceptions and organisational culture

    Prof D J Maree;; Woolnough, Kim Shantithe (2013-09-07)
    Dissertation (MA)--University of Pretoria, 2011.
  • Andragogie - 'n moontlike oplossing vir kerklike onderrig aan volwassenes in 'n multikulturele situasie

    Beukes, M.J. du P. (Mattheus Johannes du Plessis) (Faculty of Theology, University of Pretoria, 2012-02-10)
    Spine cut of Journal binding and pages scanned on flatbed EPSON Expression 10000 XL; 400dpi; text/lineart - black and white - stored to Tiff
 Derivation: Abbyy Fine Reader v.9 work with PNG-format (black and white); Photoshop CS3; Adobe Acrobat v.9
 Web display format PDF
  • A strategy for alleviating illiteracy in South Africa: A historical inquiry

    Prof L van Rooyen;; Sibiya, Hlengana Solomon (2013-09-06)
    Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
  • Internationalisation of higher education in South Africa : a historical review; Sehoole, M.T.C. (Molatlhegi Trevor Chika) (Perspectives in education, 2007-03-23)
    Current debates on internationalisation are couched in relation to globalisation, and gives the impression that this phenomenon is new. There is also a tendency to discuss internationalisation in relation to various rationales, with economic rationales being dominant. This article challenges the assumption that internationalisation is something new and the notion that it is mainly driven by economic rationales. It argues that in colonial contexts, international education is as old as the advent of colonialism. In the context of South Africa international education is as old as the emergence of higher education in South Africa. Therefore current discussions on the role of international education as part of, or a response to globalisation, should also incorporate the role of international education in colonial conquest and perpetuation of segregation, failing which, discussions of internationalisation will be superficial and not do justice to the complex, divided and conflict-ridden nature of South African society.
  • The place where the sun rises : an application of IWRM at the village level

    Goldin, J.; Rutherford, R.; Schoch, D. (Taylor & Francis, 2009-04-16)
    The multi-dimensional approach to poverty, with specific reference to the Capability Approach, is a useful development framework that can be used to consider development achievements in the water sector. Drawing on notions of social justice and human capabilities, the case study develops the argument that the enhanced capabilities of self-respect, empowerment and agency are critical attributes that enable individuals to gain control over their social and physical environments. The discussion in the study considers the practical application of IWRM at a village level, Mpumalanga Province (South Africa), within a broader development framework where enhanced capabilities contribute not only to improved human development but also to improved management of the ecosystem.
  • Addressing Religion and Spirituality in Psychotherapy: Clients' Perspectives

    Knox, Sarah; Catlin, Lynn A.; Casper, Margaret; Schlosser, Lewis Z (e-Publications@Marquette, 2005-07-01)
    Twelve adult clients described the role of religion and spirituality in their lives and in therapy as a whole, as well as their specific experiences of discussing religious-spiritual topics in individual outpatient psychotherapy with nonreligiously affiliated therapists. Data were analyzed using Consensual Qualitative Research (CQR; Hill, Thompson, & Williams, 1997). Results indicated that clients were regularly involved in religious-spiritual activities, usually did not know the religious-spiritual orientation of their therapists, but often found them open to such discussions. Specific helpful discussions of religion-spirituality were often begun by clients in the 1st year of therapy, were related to clients' presenting concerns, were facilitated by therapists' openness, and yielded positive effects. Specific unhelpful discussions were raised equally by clients and therapists early in therapy, made clients feel judged, and evoked negative effects. Implications for practice and research are addressed.

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