Magister Educationis - MEd / The central aim of this study was to examine the Western Cape Education Department's restructuring process, which entails changing the centralised support service to a more decentralized one through the newly constituted Education Management and Development Centres (EMDCs), in particular, the aim of the study was to explore how one Multi-Functional Team (MFT) in an EMDC structure is attempting to provide more holistic and co-ordinated support to schools. Chapter 1 briefly discusses the South African context, providing a brief historical overview and description of education relevant policy challenges. This chapter also outlines and provides details of the decentralisation process, the challenges of developing an holistic and co-ordinated approach to support, and the research aims, questions and research methodology. In Chapter 2 a literature inter-sectoral collaboration in relation challenges of inter-sectoral to explore the concept of inter This includes an overview of the Chapter 3 provides an overview of the researcn approach,· research design, data collection methods, data processing methods and an ethics methods Chapter 4 provides an analysis and interpretation of data obtained under the categories of analysis provided by the research questions. Chapter 5 provides a summary of the findings as well as recommendations for the improvement of inter-sectoral collaboration within the EMDCs. It also includes a reflection on the research process. The study showed that there is a growing realisation in the EMDCs that services cannot be carried out in isolation and that collaboration, co-operation and co-ordination are necessary for more effective and holistic service delivery. Most of the participants in this study emphasized that services need to be better coordinated and that there was a need for better communication and leadership within the MFT. When asking the question about the difficulties experienced in trying to co-ordinate support services, they said that there is little co-ordination and management within the MFT. Some of the participants said that there is no time for reporting, recording or planning, and most of the time all the role players are not available to attend meetings or discussions. The primary reason given for poor co-ordination was that there was a lack of overall co-ordination in planning projects being run in the EMDC . This study should make a contribution to an understanding of how the EMDC can provide more coordinated and holistic support to schools. It should, among other things, give insight into the challenges of inter-sectoral collaboration and how to address these challenges.

No description available.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009. / This thesis explores pluralist perspectives on literacy in the context of the Literacy and Numeracy (LITNUM) Strategy of the Western Cape Education Department. My argument is that we need to move beyond functional or technical conceptions of literacy towards a recognition of its transformative potential. That is, the concept of literacy needs to be stretched to incorporate pluralist perspectives in order to achieve developmental aspirations. Following a literature review approach, I construct three constitutive meanings of literacy, namely “cognitive skills”, “social context” and “development”, and I investigate how the LITNUM Strategy conforms to these constitutive meanings of literacy. My finding is that LITNUM is based on a constructivist learning theory. I caution that when understandings of learning theories are viewed exclusively from one perspective, literacy becomes “compacted”, and we miss out on important considerations of literacy and its transformative potential. I show that LITNUM discusses several social contextual factors related to literacy; a recognition of the impact of social issues on literacy. Regarding LITNUM’s concern with development, I conclude that both functional and critical literacy as important aspects of development are not sufficiently addressed. In a nutshell: LITNUM focuses on technical skills, which need to be balanced with the notion that literacy is a social act, and that it has the potential to transform societies. I propose a “literacy of thoughtfulness”, based on compassion, love and care. This proposition forms the basis for possible future research.

The aim of this research was to explore the ICT skills of LIS students in Kuwaiti HE that are potentially defined by the job market. These skills are deemed essential for the employment of LIS graduates in different job market sectors. As a result, the ICT skills of current LIS students, the needs of employers, and the LIS curriculum in Kuwait were all investigated. In addition the factors that had an impact on students ICT skills were also investigated. To fulfil the research aim and objectives, mixed research methods were employed. The research subjects were employers, LIS students, and teaching staff. Their views were sought through qualitative and quantitative methods that included: 54 semistructured interviews; 225 self-administered questionnaires; these were supplemented by three focus groups; and content analysis of relevant web sites, reports, and LIS syllabus to provide further documentation and analysis. The main findings of the research were: (1) overall the students had knowledge and basic ICT skills, but they lacked advanced searching and internet navigation skills. 85% of the students did not have enough ICT skills; their ICT skills level was selfrated as intermediate or beginner ; (2) the research investigated negative factors such as: unsuitable teaching and learning environment, negative attitudes, social influences, and lack of resources; (3) the students most preferred teaching and training method was group training ; (4) the employers identified further ICT skills and non-ICT skills that LIS graduates should possess for employability; (5) gaps were found in the curriculum and in teaching and training the ICT courses such as: course content was inconsistent; did not reflect the needs of the job market and were outdated; an imbalance between theory and practical training, courses had different outline and little use of the English language hindered the students ICT skills improvement and ICT use. In addition, work placement needed careful consideration. Recommendations based on the research findings and conclusions were made to the DLIS in Kuwait and stakeholders. Future ideas were identified for further research.

Masters in Public Administration - MPA / This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

Philosophiae Doctor - PhD / The school environment presents a valuable opportunity for the identification, monitoring and support of children made vulnerable by HIV/AIDS and poverty. Many children are caring for parents suffering from AIDS-related illnesses and/or they are the main breadwinner of the household. As a result of HIV/AIDS and poverty therefore, children might be dropping out of school, or their ability to perform adequately at school might be significantly reduced. The aim of this study was to use a case study approach to explore and describe support provision in a South African formal school, examining, in particular, the relative significance of leadership, organisational development and gender-related matters in addressing the needs of children made vulnerable by HIV/AIDS and poverty. The availability and quality of this support is analysed within the context of the Western Cape Education Department (WCED) transforming itself from a system focused on controlling schools to a system focused on supporting schools. The reflexive qualitative research approach was decided upon m order to describe and understand how, and to what extent, the teachers and the principal of a poverty-stricken primary school might benefit from the WCED's systemic change processes when addressing issues related to HIV/AIDS and poverty. The methodological rationale for this qualitative research approach forms part of a search for meaning within the cultural context(s) of the school in an effort to understand issues related to HIV/AIDS in schools. The research's second aim was to establish principles for an approach to educational support, which would be applicable in similar situations elsewhere. In the case study, the focus is on the WCED supporting the principal and teachers at a poverty-stricken primary school in carrying out their roles as leaders, teachers and caregivers. In order for the principal and teachers to provide quality support to the learners, they themselves need to receive appropriate forms of support from the education system. For this research to be contextually grounded, questions around HIV/AIDS and the growing number of orphans and vulnerable children in many communities were considered. One of the central questions was: How are the challenges of daily life in the running of a school met where issues related to poverty and health are dominant? Gender-based sexual violence and sexual abuse of children, as well as other social problems affecting learners in the school investigated for this thesis were included in the addressing of the main questions The complexity of the issues involved when exploring the research questions became increasingly more apparent during the research journey of this thesis. I experienced fully the potential of the case study to provide a 'thick' description and contribute significantly to an in-depth understanding of a complex phenomenon from a local and holistic perspective. I was able to focus on how the macro-narratives of support policy connected to the micro-narratives of teachers in primary schools. Based on the findings of the research, I concluded that the problems of HIV/AIDS-affected children, families and communities do not only overlap considerably with the problems related to poverty - a widely held view among researchers - but that poverty-related problems may, indeed, conceal the very existence of HIV/AIDS. The investigation shows that the wide-spread poverty affecting the case school learners, seems to have 'blinded' teachers in terms of 'seeing' the learner in a context of HIV/AIDS. This phenomenon in the case school was observed in spite of the HIV/AIDS Programme Coordinator claiming that the district's teachers had learned to 'see' the learner in ways which they had not prior to the introduction of the WCED's HIV/AIDS Life Skills Programme I trust that the different stakeholders within the field of education and HIV/AIDS will benefit from the findings and recommendations flowing from this investigation. First and foremost, I believe that the lessons learnt from the fieldwork, could be of use to South African stakeholders generally, and, in particular, to the Western Cape Education Department and those working as school support staff at district level (the EMDCs). The findings of the study may provide valuable feedback to the current practices of the school support structures, including the voluntary HIV/AIDS support structure, and form a basis for informed further action by the relevant government departments and other stakeholders in education. In this way, the thesis could contribute to improved formal school support provision in the context of HIV/AIDS, and therefore, serve to enhance the quality of education for all children.

Philosophiae Doctor - PhD / The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET. Within the context of academic development learning support is targeted at students experiencing learning and training barriers. This should occur within the framework of inclusive education and training at FET colleges, which is in acknowledgement of the belief that all students can learn and be trained at FET colleges. The development and support mechanisms at the college aim to offer comprehensive assistance to students who experience barriers to education and training. Occupational development and career guidance are aimed at helping the students to make informed and meaningful subject and course decisions which will enable them to enter a suitable occupation in the world of work. Occupational development is the development of appropriate skills, knowledge and competencies to keep students abreast with the fast and ever changing demands of the world of commerce and industry. The South African Qualifications Authority (SAQA) development has introduced student learnerships as a 'way of equipping students with the appropriate practical skills for a career. Life skills and health education includes the development of the well-being of students along physical, psychological, social and cognitive dimensions. The HIV/AIDS strategies are the highest priority at the FET colleges. The health promoting education and preventative measures are programmes aimed at minimising risks and giving the student coping strategies. Life skills and health education, which includes sexuality, are infused in the classroom education and training curriculum to ensure that all students are exposed to indispensable information aimed at equipping them for life in the world of work. College institutional development is the ongoing development of the college organisation where the college staff, management and community develop a systemic way of thinking about and managing change. With the clustering and amalgamation of colleges in South Africa, the transformation of the FET colleges necessitates adaptation of the individual and group systems to the development of education and training. The research commenced with a pilot study at eight technical colleges of the Western Cape Education Department (WCED). The study followed a quantitative and qualitative research method to collect data from the college, staff and students. Two questionnaires were used to do a needs analysis. The College Institution Evaluation Questionnaire was then administered to 58 colleges in South Africa and the College Student Profile questionnaire to 2175 students. The data from these questionnaires were used to construct the training programme for the student counselling, academic development and learning support, occupational development and career guidance, life skills and health education programmes which were being conducted at 18 colleges of the WCED. A Student Support and Development Evaluation Questionnaire was then used to evaluate the effectiveness and value of the SSDS programmes. During an interview the Lecture Support and Development Interviewing Schedule was used to evaluate and to determine the efficiency of the LSDT at the college.

>Magister Scientiae - MSc / An analysis of South African school mathematics results indicates that one of the problem areas in the mathematical performance of learners is proof and proving. In an endeavour to improve the mathematical proving ability of first year students at UWC, the MAM 112 class (a first year elective mathematics course) was taught a course in elementary logic. In the initial part of the study, logic puzzles were utilized as a tool to teach students to make logical connections between and from mathematical statements using the rules of inference. Subsequently research was done to determine if knowledge and understanding of logic would translate into improved proving abilities of students. To put proof and proving into perspective the origins and functions of proof was explicated and proving in South African schools was investigated. Consequently reasons are advanced for the dismal high school mathematics results in terms of proof and possible solutions are discussed. Recent discoveries of neuroscience are utilized to delineate the brain structures and cognitive processes involved in learning so as to gain a better understanding of the learning of mathematics. The findings of neuroscience, cognitive psychology and educational psychology are employed to elucidate the influence of emotion, confidence, experience and practice on the learning of mathematics in order to determine which factors can be applied to improve the proving abilities of students. The findings of the study indicate that knowledge of logic does help to improve the ability of students to make logical connections (deductions) between and from statements. The results of the study, however, do not indicate that knowledge and understanding of logic translates into improved proving ability of mathematical statements by students.

Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.