Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: This dissertation is a conceptual analysis of “institutional culture” in higher education, especially because the concept has become a buzzword in higher education discourse in South Africa. The aim is to develop an understanding of the concept, and more specifically, to explore how institutional culture is organised, constructed and articulated in the institutional documents of Stellenbosch University (SU) and the University of the Western Cape (UWC). These analyses are preceded by an analysis of higher education policy documents. I employ critical hermeneutics as research methodology to construct constitutive meanings of “institutional culture”. Since it is difficult to work with a large set of constitutive meanings, I narrowed the list down to the four most frequently recurring meanings, namely: shared values and beliefs; language; symbols; and knowledge production. These constitutive meanings form the theoretical framework which is used to analyse institutional documents. My findings suggest that all the constitutive meanings of my theoretical framework are addressed in the institutional documents of both SU and UWC, which means that the institutional documents conform to my theoretical framework. SU has, in my opinion, an excellent and comprehensive base of well-prepared and compiled institutional documents. However, most of these documents seem to relate to quality and compliance to national policy requirements, with no significant actions or strategies to address the challenges related to transforming the University’s institutional culture. Even though SU has shown commendable strategic initiatives to transform its institutional culture, there has not been sufficient engagement with the challenges of transformation. Similarly, for UWC, it is my contention that even though UWC is committed to transformation and nurturing a culture of change in order to make meaning of and address the complex challenges of the world, there needs to be more rigorous engagement in shaping and managing strategic direction and planning to ensure an institutional culture to accommodate change. Even though the institutional documents analysed mostly conform to the constitutive meanings of the theoretical framework, what of concern is the lack of an adequate articulation of the concept “institutional culture”. If there is no articulation, it follows that there is an inadequate understanding of the concept. A deeper understanding is crucial if the important link between transformation and “institutional culture” is to be realised. I contend that there exists a disjunction between “institutional culture” and transformation policies. One of the reasons for this disjunction is an impoverished understanding among higher education policy practitioners of the concept “institutional culture”, which creates an impression of compliance with national policy requirements. / AFRIKAANSE OPSOMMING: Hierdie verhandeling behels ’n konseptuele ontleding van “institusionele kultuur” in hoër onderwys, vernaamlik omdat die konsep ’n modewoord in die diskoers in hoër onderwys in Suid-Afrika geword het. Die doel was om begrip van die konsep te ontwikkel, en meer spesifiek om te ondersoek hoe institusionele kultuur in die institusionele dokumente van die Universiteit van Stellenbosch (US) en die Universiteit van die Wes-Kaap (UWK) georganiseer, saamgestel en geartikuleer word. Hierdie ondersoeke word voorafgegaan deur ‘n analise van hoër onderwys beleidsdokumente. Kritiese hermeneutiek is as navorsingsmetodologie gebruik om die konstitutiewe betekenisse van ‘institusionele kultuur’ te bepaal. Aangesien dit moeilik is om met ’n groot stel konstitutiewe betekenisse te werk, is die lys tot die vier mees herhalende betekenisse beperk, naamlik gedeelde waardes en oortuigings; taal; simbole; en die voortbring van kennis. Hierdie konstitutiewe betekenisse het die teoretiese raamwerk gevorm vir die ontleding van die institusionele dokumente. My bevindinge doen aan die hand dat al die konstitutiewe betekenisse van die teoretiese raamwerk in die institusionele dokumente van sowel die US as UWK aan bod kom, wat beteken dat die institusionele dokumente met die teoretiese raamwerk ooreenstem. Na my mening het die US ’n uitstekende en omvattende basis goed voorbereide en saamgestelde institusionele dokumente. Die meeste van hierdie dokumente blyk egter met gehalte en nakoming van nasionale beleidsvereistes verband te hou, met geen beduidende handelinge of strategieë om die uitdagings aan te pak wat met die transformasie van die US se institusionele kultuur verband hou nie. Alhoewel die US lofwaardige strategiese inisiatiewe aanwend om sy institusionele kultuur te transformeer, blyk daar nie ’n genoegsame verbintenis te wees om die uitdagings van transformasie die hoof gebied nie. Eweneens, wat UWK betref, is my argument dat alhoewel UWK verbind is tot transformasie en die kweek van ’n kultuur van verandering ten einde sin te maak van die komplekse veranderinge van die wêreld en sodanige veranderinge aan te pak, ’n meer nougesette verbintenis nodig is rakende die ontwikkeling en bestuur van strategiese leiding en beplanning ten einde ’n kultuur wat verandering tegemoet kom, te verseker. Alhoewel die institusionele dokumente wat ontleed is hoofsaaklik met die konstitutiewe betekenisse van die teoretiese raamwerk ooreenstem, is die gebrek aan voldoende artikulasie van die konsep “institusionele kultuur” rede tot kommer. Die gebrek aan artikulasie lei tot onvoldoende begrip van die konsep. ’n Grondiger begrip is noodsaaklik ten einde die belangrike skakel tussen transformasie en “institusionele kultuur” te verwesenlik. My gevolgtrekking is dat daar skeiding tussen” institusionele kultuur” en transformasiebeleide is. Een van die redes vir sogenaamde skeiding is gebrekkige begrip van die konsep “institusionele kultuur” onder hoër onderwys beleidsrolspelers, wat die idee skep van nakoming van nasionale beleidsvereistes. / Andrew Mellon Foundation

Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has enabled professional development of teachers; the degree to which the processes of this specific Professional Development Programme (PDP) has enabled implementation and the nature and the amount of take- up of the PDP processes. The data for this research were generated through semi structured interviews, focus group discussions and observations of teachers‘ projects. Thematic analysis was used as a method of data analysis. Constructivist, formative evaluation informed the epistemology and ontological perspectives that guided data analysis and interpretation and discussions that were made in this research. Data indicate that professional development programmes involving various stakeholders need to be well controlled and co-ordinated. Communication and motivation need to be integrated into the PD programme by the leadership. The Professional Development Programme was done in isolation and lacked a deep epistemological and ontological grounding, showing minimal research in the process therefore, the communication and motivation need to be integrated into the PD programme by the leadership. Department of Education officials indicated that they were not involved in the planning stage and fulfilled more of a management and co-ordination role. They were not able to monitor the process because they were not informed or assisted to develop a monitoring tool and besides their workload prohibited them from doing so. Teachers reflected various dimensions of take-up from the programme but they were not able to realize the action project (except in two schools). Teachers expressed difficulties in implementing the programme because of full schedules and curriculum commitments in school programmes. This research has presented the sentiments of the respondents (participants) in this PDP and has come to the conclusion that this Professional Development Programme has potential and improving aspects of it (see chapter 6) will go a long way towards improving the sustainability of this programme, and improving the quality of teachers that are trained in this kind of programme and even beyond. The PDP has enabled professional development in many ways (See chapter 4 on take-up). However, monitoring and implementation came out clear as those aspects of professional development in the programme that require much attention if the programme is to improve and become more sustainable. / AFRIKAANSE OPSOMMING: Hierdie tesis behels 'n verklarende, formatiewe evaluering van 'n Professionele ontwikkelingsprogram in Omgewingsonderwys. Die hoofdoel van die studie was om die mate waarin die program onderwysers in staat gestel het om professioneel te ontwikkel, te evalueer insluitende die mate waarin die prosesse van die spesifieke Professionele Ontwikkelings Program(POP), implementering in staat gestel het, asook die aard en hoeveelheid opnames van die POP-prosesse. Die data van die navorsing is verkry deur semi gestruktureerde onderhoude, fokusgroep besprekings en waarnemings van onderwysers se projekte. Tematiese analise is as metode van die data analise gebruik. Konstruktivistiese-, formatiewe evaluering het die Epistemologiese en Ontologiese perspektiewe bekend gestel wat data analise en interpretasies en besprekings wat tydens die navorsing gemaak is, gelei het. Data dui daarop dat Professionele ontwikkelingsprogramme wat verskeie belanghebbendes insluit, goed beheer en gekoördineer moet wees. Kommunikasie en motivering moet ingesluit word in die POP-program deur die leiers. Die Professionele ontwikkelingsprogram is in isolasie uitgevoer en het 'n aansienlike gebrek aan Epistemologiese en Ontologiese begronding gewys wat minimale navorsing in die proses getoon het. Kurrikulum Adviseurs het aangedui dat hulle nie betrokke was vanaf die beplanningstadium nie en dat hulle ‘n bestuur en koördineringsrol vertolk het. Hulle was nie in staat gewees om die proses te monitor nie, aangesien hulle nie ingelig of gehelp is in die ontwikkeling van 'n moniteringsinstrument nie, wyl hul werklading hulle ook verhoed het om dit te doen. Onderwysers het verskeie dimensies van opnames vanuit die program getoon maar kon nie die aksie projek laat realiseer nie (behalwe in twee skole). Onderwysers het probleme in die implementering van die program getoon weens vol programme en kurrikulum verpligtinge binne die skool programme. Hierdie navorsing het deur om die sentimente van die respondente (deelnemers) in die POP te vertoon, tot die gevolgtrekking gekom dat hierdie professionele ontwikkelingsprogram die vermoë het en met die verbetering van sekere aspekte daarvan (sien hoofstuk 6), ver sal gaan in die verbetering van volhoubaarheid van die program, en deur die verbetering van die huidige onderwysers se kwaliteit wat opgelei is in hierdie program. Die POP het in baie opsigte professionele ontwikkeling tot gevolg gehad (sien hoofstuk 4 oor opnames). Nietemin het monitering en implementering duidelik na vore gekom as professionele ontwikkelings aspekte,wat indien nie genoegsame aandag verkry, die program geweldig kan laat misluk.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools. / AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE. Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik. Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Cape Education Department described the emergence and implementation of the policy. Further goals of the study were to contextualize the policy process that led to this form of provision, and to conceptualise how this fitted in with educational development issues in the province. A brief backdrop of historical developments and its role in the education of communities in the Western Cape, particularly the coloured community, was provided to contextualize the policy initiative. The main contribution of the thesis is its description and analysis of policy documents and the viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard to what a focus school is meant to achieve and how it is experienced. Data was collected by studying a range of unpublished policy documents, and to link these to interviews conducted with departmental and district officials, educators, learners, and one principal in relation to one case study school. The study showed that focus schools were regarded mainly as a form of vocational education provision to accommodate the desire of the Western Cape economy for intermediate skills in the mid-2000s. It illustrated how the focus school band has run its own unique course within educational structures since 2006, and highlighted how they have fulfilled their goal of getting more learners from historically disadvantaged communities into further study or into positions that better serve the needs of the local economy. The thesis suggested that the policy focus of getting learners into higher education seemed misguided and contrary to the goals of vocational education provision. This policy confusion was further highlighted by learners interviewed in the study who noted that they would have preferred to follow a more academically-based path. Few believed they could either get to university (as claimed by policy officials) or into a viable employment poisition by following a vocational route at school. / AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse Onderwysdepartement weer. Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief, fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders, leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra. Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol is soos die beleid dit vooruitstel nie. Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in fokusskole gevolg het.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Twenty-first century youth have been privy to regular exposure to digital technology, both in their schools and in the home, which has resulted in a change of both lifestyle and educational practice from that enjoyed by prior generations. Parallel to the technology market trajectory that has arguably influenced the psychological and psycho-social development of contemporary youth is the burgeoning industry of learning technology. Integration of such technology into South African schools is relatively in its infancy when compared to global initiatives, and has sparked debate as to the place of technology within education in a country fraught with divided resources. In consideration of the influence of technology on education, research which investigates the motivating role of technology upon learning, particularly from the perspective of the learners themselves, is amiss. This study aimed to discover the extent to which technology tools used in education motivate the twenty-first century South African learner to learn, and whether the use of such technology would create a more engaging, relevant educational environment. In order to investigate the topic, exploratory qualitative research as underpinned by the constructivist paradigm and within a social constructivist theoretical framework was conducted as a case study. Purposive sampling was employed to select Grade 11 learners in order to gain their perspectives and those of their teachers who bear witness to their learning at one private co-educational high school in the Western Cape. Qualitative content analysis was utilised to interpret the data collected from a semi-structured focus group interview conducted with eight learners, as well as from learner and teacher questionnaires which provided valuable contextualisation for the focus group interview. The research findings from the study indicated that the learner participants could identify the role of intrinsic motivation to learn, and demonstrated awareness of the factors that contributed to the facilitation thereof, of which learning technology played a prominent role. The participants noted the importance of the complementary role of learning technology; a means to an end and not an end in itself. Important considerations were highlighted, such as the potential for distraction, personal learning preferences, and conceptualisations of learning required for technology to be successfully integrated into the twenty-first century learning environment. / AFRIKAANSE OPSOMMING: In teenstelling met vorige generasies word die jeug van die 21ste eeu gereeld blootgestel aan digitale tegnologie, tuis sowel as in hul skole, wat ‘n verandering in beide hul leefstyl en die onderwyspraktyk tot gevolg het. Parallel aan die baan van ontwikkeling van die tegnologiemarkte, wat ʼn betwisbare invloed het op die sielkundige en psigososiale ontwikkeling van die hedendaagse jeug het, is die ontluikende industrie van leertegnologie. Die integrasie van sulke tegnologie in Suid-Afrikaanse skole is nog in sy kinderskoene as dit vergelyk word met globale inisiatiewe en dit het debat oor die plek van tegnologie in ‘n land met oneweredig verdeelde hulpbronne ontlok. As die invloed van tegnologie op opvoeding in ag geneem word, is navorsing wat die motiverende effek van tegnologie op leer ondersoek, veral vanuit die perpektief van die leerders self, beperk. Die doel van hierdie studie was om vas te stel tot watter mate tegnologiese hulpmiddels in die onderwys die Suid-Afrikaanse leerder van die 21ste eeu motiveer om te leer en of die gebruik van sulke tegnologie ʼn meer deelnemende, relevante onderwysomgewing sal skep. Hierdie verkennende, kwalitatiewe gevallestudie binne die konstruktivistiese paradigma het sosiale konstruktivisme as die onderliggende teoretiese raamwerk gehad. Doelbewuste steekproefneming is uitgevoer om die Graad 11 leerders uit 'n enkele private hoërskool in die Wes-Kaap te selekteer om sodoende hul perspektiewe asook dié van hul onderwysers, wat van hul leerproses kan getuig, te bekom. Data is deur middel van ʼn semi-gestruktureerde fokusgroeponderhoud asook vraelyste aan beide die leerders en onderwysers ingesamel, wat waardevolle kontekstualisering vir die fokusgroeponderhoud voorsien het. Die ontleding van die navorsingsdata is met behulp van kwalitatiewe inhoudsanalise uitgevoer. Die bevindings van hierdie studie het aangedui dat die leerderdeelnemers die rol van intrinsieke motivering om te leer kon identifiseer en hulle het ʼn bewustheid getoon vir die faktore wat dit bevorder. Leertegnologie het ʼn prominente rol gespeel in hierdie faktore. Die deelnemers het gewys op die belangrike komplementêre rol van leertegnologie; ʼn weg tot ʼn doel en nie die doel self nie. Belangrike oorwegings is uitgelig, soos die potensiaal vir aandagafleiding en ook persoonlike leervoorkeure en konseptualiserings van leer benodig vir suksesvolle integrasie van tegnologie in die 21ste eeuse leeromgewing.

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: A major factor affecting higher education world wide and in particular in Namibia is a trend towards massification. Within Namibia this trend is due to an increase in population, an increased demand for skilled human resources and an increase in political power of the formerly disadvantaged communities. This resulted in a rising demand that the government of Namibia provide access to higher education for increasing numbers of young people. The Polytechnic of Namibia (PaN) has therefore opted for distance education as a means of providing flexible and cost-effective education to the people of Namibia. The term "distance education" is currently accepted internationally to describe a whole range of educational activities in which teaching and learning take place without the students and the educators being together for all, or even most of the time. This is made possible by the use of communication media in the form of print, broadcasts, audio and video recordings, telephones or computers and often a combination of several of these, usually in conjunction with occasional face-taface contact between students and educators or between fellow students. These common characteristics are the result of the convergence of various traditlena and a variety of political, economic, social, educational and technological developments in different countries at different times. Managing distance education is a complex undertaking. In addition, educators have so far only had limited experience of managing distance education, because it has such a short history. This situation is further complicated by the fact that such diverse media are used, each with its own peculiar characteristics and that the scale of operation is often larger than in conventional education institutions. For the purpose of this dissertation distance education institutions were divided into four types, namely, dedicated distance education institutions, departments of existing conventional education institutions, consortia and hybrids. Furthermore, the internal organisation and management issues related to the management and administration of distance education were explored and certain criteria were identified to develop a normative model of distance education management for a mixed or dual mode institution like the PaN. The current distance education management model at the PaN was evaluated in terms of the normative management model identified. An evaluation was undertaken to identify the shortcomings and to make certain recommendations to overcome these shortcomings. A new distance education management model was also proposed. The aim of this distance education management model is to ensure that a suitable division of labour is created to fulfill the required distance education activities, and to ensure that all distance education activities are properly co-ordinated within the PaN and that the Centre for Open and Lifelong learning (COll) which is responsible for the managing of all distance education .. activities at the PaN gets the support it needs to carry out its task. The writer believes that distance education will increasingly be an essential factor in making education accessible at all levels, in all forms, to all people at every stage of their life. New technology is increasingly making this possible. Due to the fact that distance education will become of vital importance in the twenty first century, distance education practitioners and planners need to be more flexible and open-minded about distance education's appropriate role and usage. / AFRIKAANSE OPSOMMING: 'n Belangrike faktor wat hoër onderwys dwarsoor die wêreld en veral in Namibië beïnvloed, is 'n neiging tot massifikasie. Binne Namibië kan hierdie neiging toegeskryf word aan 'n toename in bevolking, in die vraag na opgeleide menslike hulpbronne en in politieke mag by die voormalige agtergeblewe gemeenskappe. Dit het uitgeloop op groter eise dat die regering van Namibië toegang tot hoër onderwys moet verskaf vir 'n groeiende getal jongmense. Die PoN het dus besluit op afstandsonderrig as 'n manier om buigbare en koste-effektiewe onderrig aan die mense van Namibië te voorsien. Die term "afstandsonderrig" word tans internasionaal aanvaar as die beskrywing van 'n hele reeks onderwysaktiwiteite waartydens onderrig en leer plaasvind sonder dat die studente en die opvoeders voortdurend of selfs vir die meeste van die tyd bymekaar is. Dit word moontlik gemaak deur die gebruik van kommunikasiemedia in die vorm van drukwerk, uitsendings, oudio- en beeldopnames, telefone of rekenaars, en dikwels 'n kombinasie van 'n aantal hiervan, gewoonlik gepaard met toevallige persoonlike kontak tussen studente en opvoeders of tussen mede-studente. Hierdie gemeenskaplike eienskappe is die resultaat van 'n sameloop van verskeie tradisies, asook 'n verskeidenheid van politieke, ekonomiese, sosiale, opvoedkundige en tegnologiese ontwikkelings in verskillende lande op verskillende tye. Om afstandsonderrig te bestuur is 'n ingewikkelde onderneming. Hierbenewens het opvoedkundiges tot dusver slegs beperkte ondervinding opgedoen ten opsigte van die bestuur van afstandsonderrig, omdat dit so 'n kort geskiedenis het. Hierdie situasie word verder gekompliseer deur die feit dat 'n verskeidenheid van media gebruik word, elkeen met sy eiesoortige eienskappe, en dat die skaal waarop hierdie soort onderrig onderneem moet word dikwels groter is as in konvensionele opvoedingsinrigtings. Vir die doel van hierdie proefskrif is afstandsonderriginrigtings in vier tipes verdeel, naamlik, afstandsonderwysinrigtings wat geen ander doel het nie, departemente in bestaande konvensionele opvoedkundige inrigtings, konsortia en 'n samestelling van twee of meer van hierdie drie. Hierbenewens is die interne organisasie en bestuursvraagstukke verwant aan die bestuur en administrasie van afstandsonderrig ondersoek en sekere kriteria is geïdentifiseer om 'n normatiewe model van afstandsonderrigbestuur te ontwikkel vir 'n gemengde of dubbelganginrigting soos die PoN. Die afstandsonderrig-bestuursmodel wat tans aan die PoN gebruik word, is geevalueer ten opsigte van die normatiewe bestuursmodel wat geïdentifiseer is. 'n Evaluasie is gedoen om die tekortkominge te identifiseer en om sekere aanbevelings te doen om hierdie tekortkominge aan te spreek. 'n Nuwe afstandsonderrig-bestuursmodel word ook voorgestel. Die doel van hierdie afstandsonderrig-bestuursmodel is om te verseker dat 'n geskikte arbeidsverdeling geskep word sodat die nodige afstandsonderrig aktiwiteite doeltreffend binne die PoN gekoordineer word, en dat die Sentrum vir Ope- en Lewenslange Leer, wat verantwoordelik is vir die bestuur van alle afstandsonderrig aktiwiteite aan die PoN die nodige steun kry om sy taak uit te voer. Die skrywer glo dat afstandsonderrig toenemend noodsaaklik sal wees om onderwys toegangklik te maak op alle vlakke, in alle vorme, aan alle mense in elke stadium van hulle lewens. Nuwe tegnologie maak dit toenemend moontlik. Aangesien afstandsonderrig 'n noodsaaklike rolspeler sal word in die een en twintigste eeu, sal die beoefenaars en beplanners hiervan toenemend buigbaar en oop van gemoed moet wees ten opsigte van afstandsonderrig se toepaslike rol en toepassing in die samelewing.

Die implementering van Uitkoms Gebaseerde Onderig in skole in Suid-Afrika het gepaard gegaan met probleme op alle vlakke in die onderwysdepartement. UGO, ’n nasionale inisiatief, hang ten nouste saam met die agenda van die kultuur van onderrig en leer. Hierdie nasionale strategieë was veronderstel om alle belangegroepe te lei tot konkrete oplossings in die krisis wat die regering ondervind het om aan die menigte aangeleenthede wat hulle in 1994 geteister het, aandag te skenk. UGO is beskou as ’n wyse waarop onderwys aan die sentrale probleem om meer relevant te word, aandag kon skenk: leerders wat in ’n betekenisvolle konteks in omgewings wat hulle leer ondersteun, werk; opvoeders wat vindingryk is om die omgewing te gebruik om leer te optimaliseer; en skole wat in ’n posisie is om hulle groei- en ontwikkelingsplan uit een te sit om sodoende die algemene vlak van onderrig in die land te verbeter. Daar is kommer oor die oënskynlik oneffektiewe implementering van UGO op klaskamervlak. ’n Menigte opleidingsaktiwiteite het plaasgevind, maar probleme bestaan steeds. Wat die ergste is, is dat dit voorkom of dit “dieselfde probleme” is wat herhalend voorkom. Die vraag is waarom. Die doel met hierdie navorsing was om te identifiseer waarom die implementering van UGO by primêre skole nie so suksesvol was as wat dit moes wees nie, in die lig van die opleiding en distriksteun wat vir die opvoeders beskikbaar is. Die navorsing fokus spesifiek op die persepsies van opvoeders met betrekking tot: • Die opleiding van opvoeders om UGO in die klaskamer te implementeer; • Steun deur die distrik na die opleiding; en • Die ontwerp van leersteunmateriaal. Gegrond op die bevindings van die navorsing word moontlike strategieë voorgestel om aan elkeeen van die bogenoemde aandag te skenk: • Hoe behoort opleidingsinisiatiewe vir opvoeders te verbeter ten einde groter sukses op die vlak van die klaskamer te akkumuleer? • Wat behoort die aard van die steun van die distrik aan opvoeders te wees om die behoeftes van die opvoeder te bevredig? • Wat is vir opvoeders nodig om in staat te wees om beter leersteunmateriaal te ontwerp en in die klaskamer te gebruik? / Mrs. I.D. Hariparsad

The Mpumalanga Education Department has put in place various mechanisms aimed at promoting equity and equality between male and female educators and learners within the education system. Such initiatives were established from a position of strength that sociocultural stereotypes such as patriarchy, lack of access to resources and the sexual division of labour have been internalised and reinforced as acts of discrimination within the school system, community, home and workplace. Within the school system, gender stereotypes are used to determine and perpetuate the educational provisioning for learners as separate groups (boys - girls) through the school curriculum and the educators' classroom practices of "masculine" and "feminine" activities. Equally so, senior management positions are mostly occupied by males whilst females are relegated to lower positions of the management echelon. The focus of this study was to identify the root causes of inequalities in senior management positions between male and female managers. The Participatory Action Research (PAR) method using a case study and a literature review were used as data collection techniques. Affirmative Action policies and programmes are recommended as strategies for empowering women and girls with an aim of preparing them to be competent in the labour market. There are diverse interpretations of the affirmative action concept and different people attach different meanings to its definition. It (Affirmative Action) impacts differently on different groups under different conditions. The study also suggests that education, training and development (ETD) are dependent variables of affirmative action in the sense that they create an environment where individuals who were (under)privileged can learn to accept and understand one another as partners. AFRIKAANS : Die Mpumalanga Onderwysdepartement het verskeie meganismes daargestel om billikheid en gelykheid tussen manlike en vroulike opvoeders en leerders binne die onderwysstelsel te bevorder. Sodanige inisiatiewe is gevestig vanuit 'n aanname dat sosio-kulturele stereotipes soos patriargie, gebrek aan toegang tot hulpbronne en verdeling van werk op geslagsgrondslag gei'nternaliseer en versterk is as diskriminerende handelinge binne die skoolstelsel, gemeenskap, huis en werkplek. Binne die onderwysstelsel word geslagstereotipes gebruik om onderwysvoorsiening vir leerders as afsonderlike groepe (seuns dogters) te bepaal en te laat voortbestaan deur die skoolkurrikulum en die klaskamerpraktyk van die opvoeders wat "manlike" en "vroulike" aktiwiteite gebruik. Insgelyks word senior bestuursposisies gewoonlik deur mans beklee terwyl vroue gerelegeer word na laer posisies in die bestuurskader. Die doe I van hierdie studie was om die hoofoorsake van ongelykhede in senior bestuursposisies tussen manlike en vroulike bestuurders te identifiseer. Die PAR-metode wat van 'n gevallestudie gebruik maak en 'n literatuurstudie is aangewend as data-insamelingstegniek. Die beleid van regstellende aksie, asook programme met betrekking daarop, word aanbeveel as strategiee om vroue en dogters te bemagtig met die doel om hulle voor te berei om bevoeg te wees in die arbeidsmark. Daar is 'n verskeidenheid vertolkings van die begrip regstellende aksie en verskillende mense koppel verskillende betekenisse aan die definisie. Regstellende aksie het verskillende invloede op verskillende groepe onder verskillende omstandighede. Die studie dui ook aan dat Onderwys, Opleiding en Ontwikkeling (000) afhanklike veranderlikes van regstellende aksie is in die sin dat hulle 'n omgewing skep waar individue wat (minder)bevoorreg was kan leer om mekaar te aanvaar en te begryp as vennote. / Dissertation (MEd (Education Management))--University of Pretoria, 2005. / Education Management and Policy Studies / unrestricted

The aim of this study was to investigate human-animal interactions in the triad comprising the veterinarian, the animal and the preschool and in so doing to elucidate the role of the veterinarian in the health and education of preschool children. The area of focus was a comparison of preschools in high and low income areas in and around Pretoria by means of qualitative and quantitative observational methods. It was found that all preschools investigated, included animals in the curriculum and a majority visited the zoo. Interactions included direct contact between children and animals kept permanently or temporarily at school, animal themes and topics, animal protagonists in books, videos, toys and games and excursions to the zoo, urban farms, agricultural museums and animal welfare societies. Teachers felt that child-animal interactions contributed positively to the holistic development of the preschool child, but were worried about management of animals at school and the possibility of zoonotic diseases. As protein of animal origin, such as milk, eggs, meat and fish, formed part of the diet of preschool children, this could also result in a risk of zoonotic disease, particularly in developing areas, where meat and milk hygiene were found to be inadequate. In order to address these fears, the literature was reviewed with regard to zoonotic diseases which could affect preschool children in South Africa. Incidence and prevalence were not well documented and the comparative significance could not be assessed. Therefore the comparative morbidity of diseases diagnosed by the paediatric department of a hospital serving the low income areas studied and a private practice serving the high income areas, were investigated. It was discovered that zoonotic disease formed a very minor proportion of diseases diagnosed. The diagnoses were, however, based on symptoms rather than aetiology and zoonotic causes for, in particular, respiratory and gastro-intestinal disease, could not be excluded. In the light of this, criteria were proposed for the prevention of zoonotic disease outbreaks at preschools. An outbreak of zoonotic disease at a preschool was documented and the application of primary health care principles suggested. Constraints were found to be mainly administrative. Co-operation between the departments of Health and Agriculture was complicated by financial implications which had not been budgeted. Despite this, the intervention was successful in controlling the disease and preventing further outbreaks. The presence of a veterinarian as part of the primary health care team was advocated. Within the preschool it was found that teachers lacked knowledge in the fields of animal ethology and management. Cost, ease of management and appeal to children were taken into account in the choice of animals by preschools. Rodents and birds were considered preferable to carnivores. Housing was evaluated and criteria suggested for management systems which would benefit both children and animals. Death and euthanasia of animals kept permanently at preschool was investigated and suggestions made for a teaching strategy to facilitate understanding by children of the abstract concepts of life, death and grief. A method was developed for the analysis of animal content in literature, games and toys at preschools. It was found that animals were central to the theme of a majority of the books and toys. Realistic fiction where anthropomorphic animals were the central protagonists, had most appeal for children and it was suggested that these could be used in veterinary extension materials for prevention of zoonotic diseases or promotion of animal welfare. An evaluation system was proposed which included the input of veterinary ethologists. Animal facilities visited by preschools during excursions were evaluated. It was found that they were not sufficiently child-centred and environmen¬tally safe for young children. It was suggested that veterinary public health officials should become involved in order to improve animal well-being, particularly with regard to handling facilities and hygiene. In conclusion, a schematic representation of the multitude of roles for veterinarians in the holistic development of the preschool child was drawn up. The roles for different veterinary specialities were also tabulated in order to illustrate the important part played by this profession in the health and education of preschool children. / Die doel van die studie was om mens-dier-interaksies in die driehoek tussen veearts, dier en die kleuterskool te ondersoek om sodoende die rol van die veearts in die gesondheid en opvoeding van die voorskoolse kind aan te dui. Kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om kleuterskole in die lae en hoë inkomste-gebiede in en om Pretoria te vergelyk. Alle kleuterskole wat ondersoek is, het diere in die kurrikulum ingesluit en die meerderheid skole het uitstappies na die dieretuin onderneem. Kind-dierinteraksies het die volgende ingesluit: direkte kontak tussen kind en dier op skool; diere in temas, stories, boeke, speletjies en speelgoed; asook uitstappies na die dieretuin, landelike museums, stedelike plase en dierwelsynsorganisasies. Onderwyseresse het gemeen dat die interaksies positief bygedra het tot die holistiese ontwikkeling van die voorskoolse kind, maar het kommer uitgespreek oor bestuur en siektes van diere. Omdat proteïene van dierlike oorsprong deel uitmaak van die dieet van voorskoolse kinders, was soönose ook 'n moontlikheid, veral in kinders van ontwikkelende areas waar dit uitgewys was dat higiëne met betrekking tot vleis en melk, nie na wense was nie. 'n Literatuurstudie het aangetoon dat die algemeenheid en omvang van soönotiese siektes, wat moontlik gevaarlik kon wees vir voorskoolse kinders, nie volledig genoeg omskryf was nie. Die vergelykende morbiditeit van siektes by Ga-Rankuwa Hospitaal se kinderafdeling (pasiënte van lae-inkomste gebiede) en 'n private praktyk in die oostelike voorstede van Pretoria (hoë inkomste gebied), is dus ondersoek. Soönotiese siektes het 'n klein deel uitgemaak van die siektes wat gediagnoseer was, maar die diagnose was op simptome, eerder as die etiologie van die siektes, gebaseer. Die vermoede bestaan dat veral siektes wat gediagnoseer is as respiratories en gastro-enteries, 'n soönotiese oorsprong kon gehad het. 'n Uitbreek van 'n soönotiese siekte by 'n kleuterskool is ondersoek en daar is voorgestel dat primêre gesondheidsorgmetodes gebruik word om dit te bekamp. Teenkanting op administratiewe vlak was die belangrikste probleem wat ondervind was, maar ten spyte daarvan kon die ondersoek suksesvol verloop. Die rol van die veearts as deel van die primêre gesondheidspan is ook hierdeur beklemtoon. Binne die kleuterskool is gevind dat daar 'n gebrek aan kennis is oor diere-etologie en dierebestuur. Kostes, praktiese versorgingsmetodes en die stimuluswaarde van diersoorte, was belangrike aspekte in die keuse van diere wat by skole aangehou is. Daarom was knaagdiere, voëls en vissies meer gewild as honde en katte. Die behuising van die diere is geëvalueer volgens voorgestelde kriteria wat tot voordeel van beide diere en kinders kan strek. Die dood en genadedood van diere by twee kleuterskole is ondersoek en voorstelle is gemaak uit 'n opvoedingkundige oogpunt, om die kinders konsepte betreffende lewe, dood en rou te laat begryp en ook om dit te kan verwerk. 'n Metode is ook ontwerp vir die analise van boeke en speelgoed en daar is bewys dat diere 'n hoofrol gespeel het in die meerderheid boeke en speelgoed by voorskole. Kinders het boeke verkies waar die hoofkarakters antropomorfiese diere was en die omgewing vergelykbaar was met die lewenswêreld van kinders. 'n Voorstel is dus gemaak dat sulke karakters gebruik word om veeartsenykunde voorligtingsboodskappe oor soönotiese siektes of dierwelsyn oor te dra aan jong kinders.Stedelike plasies, die dieretuin, landboumuseums en die Dierebeskermingsvereniging in Pretoria is besoek en daar is bevind dat dit nie veilig genoeg vir jong kinders is nie. Daar word dus aanbeveei dat veeartse in diens van plaaslike owerhede se gesondheidsdienste sulke plekke besoek, om voorstelle oor verbeterde veiligheid en higiëne te maak.Ten slote is 'n skematiese voorstelling van die veelsydige rol van veeartsenykundiges in die holistiese ontwikkeling van die voorskoolse kind saamgestel. Die verskillende rolle vir verskillende spesialiteite is ook voorgelê om die belangrike bydrae van veeartsenykunde tot die gesondheid en opvoeding van voorskoolse kinders aan te dui. / Thesis (DPhil)--University of Pretoria, 1995. / Production Animal Studies / unrestricted

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