Masters in Public Administration - MPA / This study was about the change of the National Student Financial Aid Scheme (NSFAS) administration system from a decentralised to a centralised one. The aim was to investigate the shift of the NSFAS administration system and its effect on the students' academic progress and overall well-being in the learning process at a historically Black university in the Western Cape Province. The study had three objectives. Firstly, to examine the efficacy of the NSFAS centralised application process. Secondly, to determine the impact of the process on the students' academic progress and overall well-being in the learning process. Lastly, to propose recommendations for the streamlining of the application process so that the negative impact on the students' academic performance be minimised or prevented.

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.

Cette recherche se propose d’étudier l’effet d’un dispositif d’aide aux élèves en difficulté à l’école élémentaire dans le cadre des APC (activités pédagogiques complémentaires).L’hypothèse émise est qu’il est possible de passer d’un dispositif de soutien à un véritable dispositif d’aide aux élèves en difficulté par le truchement de la mise en mots par l’élève de sa propre activité, cette mise en mots permettant à l’élève de conscientiser les procédures efficaces afin de les réinvestir dans des activités de classe ordinaires.Le dispositif que nous proposons consiste à mettre en oeuvre des débats sociocognitifs entre les élèves, ces débats étant étayés par l’enseignant qui adopte une posture de médiateur. Ces débats concernent des élèves de cycle 3 et sont focalisés sur la résolution de problèmes mathématiques entrant dans le champ de la proportionnalité.Il s’agit d’une recherche-action dont la méthodologie s’appuie sur une démarche expérimentale. Cette démarche est complétée par une observation différée des séances mises en oeuvre par l’intermédiaire de vidéos et par des entretiens avec les enseignants des classes concernées.À l’issue de ces débats, outre les progrès observés chez les élèves, les résultats démontrent un renforcement de leur dynamique motivationnelle et un engagement plus important dans les activités de classe ordinaires. / This research will examine the effects of an aid scheme for pupils with learning difficulties in elementary school through a system called APC (complementary pedagogical activities).The hypothesis is that it is possible to switch from a support scheme to a real aid scheme to help pupils with learning difficulties, by enabling them to put into words the activities they carry on, with a view to allowing them to realize and reuse effective procedures in regular classroom activities.The scheme that we propose is to organize sociocognitive debates between pupils. The teacher scaffolds the debates by assuming the role of a mediator. These debates are aimed at pupils from grade 3 to grade 5 and focus on solving mathematical problems related to the notion of proportionality.The methodology of this action-research leans on an experimental approach. This approach will be completed with differed observations of the class sessions thanks to videos and with interviews with the teachers of the concerned classes.The debates having been held and besides the progress observed as far as the pupils are concerned, the results of the study demonstrate a strengthening of the pupils’ motivational dynamics and a more important commitment to ordinary classroom activities.

The study sought to identify reasons for non-compliance among a particular medical aid scheme's members and their dependants registered for the asthma disease risk management (DRM) programme. A quantitative descriptive study was undertaken, using postal questionnaires. The research results indicated that most asthma patients were not compliant with the DRM programme because they lacked knowledge about the programme. Asthma patients' compliance with the DRM programme can be enhanced by health providers' and case managers' positive attitudes, better promotion of the programme, and by involving the patients in managing their illnesses. Asthma patients require education about healthy lifestyles, empowering them to successfully manage their condition, preventing asthma attacks and/or hospital admissions. When asthma is well-managed the patients' quality of life and general wellbeing will improve and the medical aid scheme's costs will be contained. / HEALTH STUDIES / MA (HEALTH STUDIES)

The study sought to identify reasons for non-compliance among a particular medical aid scheme's members and their dependants registered for the asthma disease risk management (DRM) programme. A quantitative descriptive study was undertaken, using postal questionnaires. The research results indicated that most asthma patients were not compliant with the DRM programme because they lacked knowledge about the programme. Asthma patients' compliance with the DRM programme can be enhanced by health providers' and case managers' positive attitudes, better promotion of the programme, and by involving the patients in managing their illnesses. Asthma patients require education about healthy lifestyles, empowering them to successfully manage their condition, preventing asthma attacks and/or hospital admissions. When asthma is well-managed the patients' quality of life and general wellbeing will improve and the medical aid scheme's costs will be contained. / HEALTH STUDIES / MA (HEALTH STUDIES)

The dropout of students funded by the National Student Financial Aid Scheme (NSFAS) is a perennial problem in many higher education institutions (HEIs) in South Africa. Despite this, little research has been conducted to investigate this phenomenon, and this study sought to address this gap by investigating the dropout of NSFAS-funded students from HEIs in Northern Gauteng. The study adopted a qualitative methodology and a phenomenological design to explore the lived experiences of students who dropped out of HEIs. Thirty-one NSFAS-funded students, three senior management officials from three HEIs and one NSFAS senior official were purposively selected to form part of the study. Semi-structured interviews, document analysis and observations were utilised as reseach instruments and interpretative phenomenological analysis (IPA) was employed to analyse data. The findings of the study established that a lack of support for students, and personal, socioeconomic, institutional and health factors contributed to the dropout of students from HEIs. It was further established that the majority of students who dropped out did so because of the inefficient operations of NSFAS and the new student-centred model. The study also found that insufficient funding, late allocation of funds, stringent NSFAS requirements, lack of communication, late payment or nonpayment of allowances contributed to students’ dropout. To address these shortfalls, the study recommends that the student-centred model should be overhauled and replaced with an integrated system including departments such as DOH, SARS, DSD and DOL to identify students who are eligible for funding and assist in the efficient administration of NSFAS. It is further recommended that funding administered by both the national and provincial government departments be centralized and administred by the NSFAS to circumvent double dipping. Finally, it is recommended that students who fall within the R0 – R350,000 per annum household income category including SASSA beneficiaries be flagged by the system to automatically qualify for funding. / Educational Management and Leadership / D. Ed. (Education Management)

Epidemiological trends in mental disorders are shown against a background governed by medical aid health policy. The study quantitatively analyzed a dataset of mental disorders for South Africa’s leading medical aid scheme. South Africa’s leading medical aid scheme has been in operation for almost three decades. This degree of longevity allows for a reliable longitudinal analysis of diagnostic trends. Through consent of the Scheme, a database was provided, which lists mental disorder diagnoses over seven years from 2008 to mid-way through 2015. Data from this source were analyzed and interpreted. Data fields provided and made use of from the raw medical scheme database are: Date of admission (Year, Month); Patient gender; Database population per year; Patient diagnosis (DEG Description); Total per DEG Description. Each diagnosis (mental disorder) is presented in the following ways: 1. Bar charts showing the volume of specific mental illnesses each year. 2. Bar charts showing fluctuations of occurrence of a specific mental illness over time. 3. Frequency of specific mental illnesses over time, relative to the entire database population. 4. Male:Female ratio per mental disorder. 5. Female Outpatient vs. Inpatient volumes across each mental disorder and across all years (2008 – 2015).v 6. Male Outpatient vs. Inpatient volumes across each mental disorder and across all years (2008 – 2015). 7. Total number of patients per mental disorder across time (2008 – 2015). 8. Frequency polygons showing the fluctuation of a selected mental disorder over time as compared to other selected mental disorders. It is found that there are changes in prevalence rates of mental disorders over time and that these fluctuations are attributed to an economic factor within medical aid scheme cost-driven policy. The effect of cost-driven policy is that members diagnosed with a mental disorder may not be granted provision of adequate treatment because diagnosis is in part, determined by economic structures. Costs for mental illness treatment programmes are curtailed by keeping patient numbers significantly low, by radically over-diagnosing certain mental illnesses treated with comparably cheaper pharmaceuticals or by drastically curbing time spent in a mental health facility. Some members of the medical aid scheme have been deliberately misdiagnosed. Alternatively, those, correctly diagnosed, do not receive the treatment required of such an illness. The scenario then is of thousands of mentally ill people, who are not treated effectively. Members continue to pay fees, paying under the illusion that medical cover ensures effective treatment / Psychology / M.A. Psychology

Thesis (M. Dev. (Planning and Management)) -- University of Limpopo, 2022 / The National Student Financial Aid Scheme (NSFAS) was introduced in South Africa in 1999. Despite two decades of implementation—and some notable successes—the NSFAS has been critiqued for its overall “effectiveness” (McKay, Naidoo & Simpson 2018:25-27). This study investigated the effectiveness of NSFAS from the perspective of skills development among students at the University of Limpopo (UL). The study used a qualitative research design which purposively selected participants using a semi-structured interview instrument. The purposive sampling included nine NSFAS beneficiaries from the Faculties of Management and Law and Science and Agriculture and six NSFAS administrators working at UL. The study applied thematic analysis to analyse the collected data. The analysis enabled insights into the effectiveness of NSFAS on skills development among a limited sample at UL to be presented. The findings suggest that NSFAS funding contributes towards soft-skills development of student beneficiaries. There was less evidence that NSFAS funding contributed to hard-skills development. The study recommends that UL could introduce a number of measures to reinforce the soft-skills development that NSFAS catalysed such as internal mentorship schemes for students and/or engaged collaborations with non-academic partners to reinforce the soft-skills components of students learning experience. Due to the localised nature and small size it is suggested that further research is warranted into the impact of NSFAS on students soft-skills development at a broader scale. During the research process, the ethical rules and regulations dictated by the Turfloop Research and Ethics Committee (TREC) were complied with and the suggested protocols of the experiences of educational researchers in the use of case study design during the COVID-19 pandemic were also observed and adhered to.

This study was interested in investigating the factors contributing to low completion rates at a TVET college in the North-West Province. There is not much research conducted on the low completion rates at TVET Colleges in South Africa. The study sought to explore the understanding of completion rates at TVET Colleges, the current completion rates and the causes and the strategies that might be employed to increase the completion rates. Qualitative methodology was used to collect data, using semi-structured interviews for all the focus group interviews. Collected data were transcribed, interpreted, analysed and the findings were presented. The study revealed that factors contributing to the low completion rates are finance and management issues, staff problems, policy factors, socio-economic factors and students’ personal factors that require attention in order to increase the completion rates. These include lecturer qualifications, student funding, inadequate infrastructure, drug and substance abuse, involvement of stakeholders and lack of adherence to policies. The study recommends proper administration of students’ bursaries, effective Quality Management System (QMS), lecturer development, adequate infrastructure and efficient policies to be implemented. The study might draw the attention of the DHET, the college management and other stakeholders in order to come up with interventions to remedy the low completion rates at TVET Colleges. / Educational Management and Leadership / M. Ed. (Educational Management)