Faculty of Education - Theses

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Start date: 1946 × Subject: Council of Adult Education ×

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    Visions, values and versatility: an examination of the management committees in adult education
    Crossing, Elinor Elizabeth Myra ( 1988)
    Adult education in Victoria is community based. An integral part of the adult education system throughout the State are the adult education committees of management. Adult education centres were mostly initiated by these committees and developed in response to expressed community needs. These committees of management are the subject of this thesis. The problems experienced by these committees in the context of a changing adult education scene are examined. In particular, membership of the committees, the roles and responsibilities of committee members, the methods of decision making, the general operation of the committees and the predominance of women in adult education. A management and training strategy that leads to the more efficient operation of an adult education committee of management is proposed. Attention is focused on the committee members for the forty-three Local Advisory Committees to the Council of Adult Education in Victoria. It is hoped that this study will benefit these committee-members and as well, the paid staff who are employed by the committee.
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    Testing a multi-faceted approach to program evaluation: a study of teachers of adults and their relationship to their employer, the Council of Adult Education
    Barber, Leonie ( 1992)
    This thesis sets out the theoretical grounding for a study of the relationship between the Council of Adult Education and its teaching staff. The evaluation process produced a profile of the teaching work force and an assessment of the services provided to assist the teachers/tutors in their work. The methodology adopted was utilization focused and tested the hypothesis that a multi-faceted model which is responsive to political and institutional realities will receive optimal use. During the process of testing this methodological hypothesis, two hypotheses concerning adult education were also put to the test. The first focused upon the proportion of adult education teachers who would like a career in the field and the second upon issues of equal opportunity and social justice within employment structures in the organization. The results appear in the substantive report delivered to the client and provided the basis for recommendations. In order to achieve maximum utilization, a number of modifications to a commonly accepted utilization-focused model (Patton, 1986) were made: academic rigour was stressed because of the nature of the clients and to overcome any suggestions of bias on the part of the researcher, who was 'in-house'; elements of action research were included in order to meet client requirements. Metaevaluation of the entire process leads to the conclusion that the methodological hypothesis has been supported by this study.