When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989

When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989

This investigation determines the extent to which Vocational Guidance for junior secondary gifted pupils is effectively administered in the Transvaal. Authoratative literature on Vocational Guidance for the gifted child serves as theoretical background. The characteristics, needs and developmental possibilities of the gifted child are investigated in terms of a vocational guidance programme. The function of the home, school and "world of work" regarding the gifted child's vocational education and guidance are considered. The emphasis, however, is placed on the role of the school, and in particular the role of the Head of Department: Educational Guidance; subject teachers and the Educational Advisor: Vocational matters. In the empirical investigation, a questionnaire was completed by Heads of Department: Educational Guidance, in a number of Afrikaans-medium and double-medium Secondary Schools. The SAS computer programme is applied to determine the average of the responses for each question. The results of the investigation indicate that certain aspects of the existing Vocational Guidance programme are effective. There are however, a number of areas what deserve more attention, and possibly need to be revised. For the Vocational Guidance programme to be really effective, the existing programme needs to be implemented maximally, while comprehensive involvement of a committed teaching staff is essential. It is important to consider the latest developments regarding the vocational education of the gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990

This investigation determines the extent to which Vocational Guidance for junior secondary gifted pupils is effectively administered in the Transvaal. Authoratative literature on Vocational Guidance for the gifted child serves as theoretical background. The characteristics, needs and developmental possibilities of the gifted child are investigated in terms of a vocational guidance programme. The function of the home, school and "world of work" regarding the gifted child's vocational education and guidance are considered. The emphasis, however, is placed on the role of the school, and in particular the role of the Head of Department: Educational Guidance; subject teachers and the Educational Advisor: Vocational matters. In the empirical investigation, a questionnaire was completed by Heads of Department: Educational Guidance, in a number of Afrikaans-medium and double-medium Secondary Schools. The SAS computer programme is applied to determine the average of the responses for each question. The results of the investigation indicate that certain aspects of the existing Vocational Guidance programme are effective. There are however, a number of areas what deserve more attention, and possibly need to be revised. For the Vocational Guidance programme to be really effective, the existing programme needs to be implemented maximally, while comprehensive involvement of a committed teaching staff is essential. It is important to consider the latest developments regarding the vocational education of the gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.

Gifted pupils in South Africa are presently attending special programmes designed to) realize the individual pupil's particular potential. The library plays an important part in (this, being required to put sources of information at the disposal of gifted children. The library as an institution thus plays a very important supporting role in the total education of the gifted child by developing his library reference skills, media experience and research methods. The only restriction on these children should be their own restrictions, and not the non-availability of information. If these needs for information can not be completely satisfied, it could contribute to underachievement, frustration and underdevelopment of the pupil's potential. This study is intended as a contribution to the knowledge of the information problem of the gifted pupil. The Transvaal Education Department (TED) created a special need for information sources by identifying gifted pupils as a special group. The question that arises from this is: a) how does the TED itself provide for the satisfaction of the information needs of this identified group, and b) what other institutions exist that can and are willing to provide in the needs for information of the gifted pupil? The information requirements of this special group of gifted pupils may be described as follows: From the syllabi of the Extra-curricular Centre for Gifted Pupils, a unique need for information arises. The programmes themselves do not cover school subjects and the school library does not specifically acquire sources covering the themes of the programmes. The level of difficulty and the themes themselves are more extensive than the information usually available in a school library . It must therefore be determined what the actual information requirements of the gifted pupil are, to what extent the existing facilities could be developed and which libraries may satisfy the specific needs for information in order to support the educational programme for gifted children. Comparative and empirical research conducted in Potchefstroom and Heidelberg (West Germany) was undertaken to establish what the information needs of gifted children are and what library facilities were available for the satisfaction of those needs. In Heidelberg it was found that gifted children had access to a wide variety of different libraries and their facilities. In Potchefstroom, however, libraries, including school media centres, are not as readily accessible to gifted pupils and no special provision is made for their information needs. It is recommended that educational authorities negotiate with libraries in order to obtain improved library access for gifted pupils and that libraries be made aware of the specific information needs of these children. / Skripsie (MBibl)--PU vir CHO, 1990.