Emotions are one of the factors that define us as human yet, many people do not truly understand the extent to which our emotions are influenced by the external environment and how we allow emotions to control our behaviour which often translates into physiological and physical risk. The ability to recognise and manage our emotions is central to how we perceive and react to everyday life. Eskom as an organisation is totally committed to providing a safe environment for all their employees and no cost is spared in provided what they believe to be the best education and training to support their ZERO HARM philosophy. The question is however, with the unquestionable commitment to safety from management and staff alike; why is the vehicle incident rate (VIR) remaining at unacceptably high levels? This study was intended to identify the degree to which emotional intelligence, with specific reference to self-awareness, self-management, social awareness and managing relationshipâs impact on driver specific attitude and behaviour. Emotional self-awareness allows individuals to start understanding how and why they react to specific external stimuli. Only once individuals recognise and acknowledge their emotions, will they be in a position to control how they react to these emotions. Understanding oneâs emotions is only the starting point in learning how to control your emotions but without this first step, no meaningful change will be possible. Emotional self-management is more of a process than a change in oneâs personality. It is the ability to accept oneâs shortcomings and manage the observable external responses to stimuli for the benefit of self and others. self-management is essentially a skill and as such, must be learned and practiced before it can be perfected Social awareness and managing relationships are possibly the more difficult emotional domains to master from a driver perspective, as it may be considered strange to think of social reactions with other road users as oneâs own responsibility. The social domains however, do have serious implications as to how these incidental relationships ultimately affect the behaviour of road users. It is clearly documented that road rage is common place in our driving culture. Analysis of the qualitative and quantitative data clearly indicates that emotional inelegance has a significant impact on driver behaviour. The participants in this study sited driver related emotional behaviour to include characteristics associated with road rage and general emotional incompetence. The quantitative data was less significant in determining the impact of emotional intelligence (EI) and driver behaviour in regard to age, gender and race; the fact remains however that the data identified a significant relationship between persons with a low EI and vehicle incidents. The analysis of the quantitative data relating to group, age, gender and race, when viewed against the same participantâs qualitative response, as well as the theoretical arguments presented in this study, would suggest that the qualitative data may be influenced by response bias. The degree to which response bias may have contaminated the quantitative data will need to be established through further research. The recommendations in this study should be addressed in order to test the theories discussed in the study with the view of authenticating how customised education and training can positively impact on driver behaviour and how such education and training should be structured.

This research concentrates on the establishment of guidelines in various fields to provide needs driven programmes. The vision, mission and target markets of a transformed Further Education and Training sector (FET) were highlighted. Furthermore this research concentrated on the role the FET sector can play in addressing the social and economic needs of the institutions specific regions. With regard to this function of the FET sector, practical ways to make contact with stakeholders, responsive programmes, rural development and issues relating to the needs of regions have been discussed. An important focus for this research was to provide practical models on the research and management of curriculum for needs driven programmes. The different types of providers, accreditation, quality assurance and the training of different types of skills have been addressed in detail. Education and skills development legislation were discussed with respect to their contribution and involvement in the transformation of the FET sector in South Africa.

The research presented in this thesis is concerned with understanding underpreparedness, a phenomenon which is inextricably intertwined with the current South African higher education dilemma of poor throughput and high attrition rates. Considering the increased access to higher education institutions, a continuous need exists for ways to scaffold the underprepared student to succeed. For this reason a learning facilitation framework based on empirical research and current understanding about the potential benefits of engaged learning is presented. Based on descriptive-exploratory research, perspectives on underpreparedness experienced by higher education institutions in South Africa and in other countries are disclosed. The thesis focuses on what is meant by underpreparedness; factors contributing to underpreparedness; the domains of underpreparedness; and the typical circumstances underprepared students find themselves in. These four focus areas were in the first place investigated by means of a literature review to capture existing knowledge and research and, in the second place, by a questionnaire survey and structured interviews. These different interpretations and dimensions provided an opportunity for diverse perspectives on underpreparedness to be encompassed and enveloped, thereby becoming a basis not only for the framework recommended, but also for future research or initiatives to improve teaching and learning. In a search for educational approaches considered effective in dealing with underprepared students, research mainly focuses on three key concepts, namely general perspectives on the existing constraints of facilitating the learning of the underprepared; the perceived educational effectiveness of different educational approaches; and the significance that is coupled to interactive engagement. The overarching aim of this investigation was the identification of educational approaches that lessen the impact of underpreparedness on student learning. The thesis also discusses some of the findings identified by an action inquiry into reflective teaching. Reflective practices have the potential to improve teaching competence, a gain that will ultimately lead to improved student learning. In addition, the benefits of concept mapping were investigated through both quantitative and qualitative observation techniques. The quantitative and descriptive data presented indicate that concept mapping contributed not only to achieving efficiency, but also to conceptual development. The researcher sees these positive outcomes as effects of both the active generation of knowledge through the act of mapping and the social interaction during the collaborative concept map task. The findings of this investigation confirm works by others that indicate that the use of concept mapping as a teaching/learning tool can lead to achievement gain, meaningful learning and, ultimately, conceptual change. Moreover, there may also be an increase in self-regulation, selfefficacy, a deep learning orientation, and motivation  traits that are highly sought after to assure academic success in the underprepared student. The framework presented centres around learning facilitation strategies deemed effective in scaffolding the underprepared students ability to learn in mainstream courses. These learning facilitation strategies seek to delineate teaching approaches that advance learners' ability to learn more effectively. These learning principles, theories or practices are divided into several elements clustered into six domains of learning facilitation strategies, namely cooperative, generative or constructive, reflective, experienced, interactive and conceptual learning. Although the domains are unique, they are also interrelated: Reflection (reflective learning) stimulated by a learning event (experience-based learning) in a social context (cooperative learning) which leads to the construction (constructive learning) of knowledge. The framework intends to act as a guide or source for higher education educators and practitioners who want to improve their teaching effectiveness in dealing with the underprepared.

There seems to be a worldwide interest in enhancing the student learning experience, particularly through interactive learning - an educational philosophy that places the student at the centre of the learning process. Even more important is the fact that the learning facilitator is supposed to monitor studentsâ progress towards achieving specific and generic objectives much more progressively. However, to achieve these goals and to ensure that learning is maximised, it is imperative for higher education institutions to regularly receive feedback about the quality of the learning process and experience. Consequently, student evaluation of teaching and module content has been instituted by almost all higher education quality assurance agencies around the world. The responsibilities of the Higher Education Quality Committee in South Africa and its engagement in institutional audits, its support for institutionalising a culture of self-managed evaluation that builds on and surpasses minimum standards, and its endeavours to develop and implement accredited programmes in higher education institutions are examples in this regard. For many years, the impact of student evaluation on the South African higher education system has been limited. As governmental demands for educational accountability grow, the teaching profession finds itself under pressure to demonstrate its value with solid, credible data/evidence. However, in an environment in which there are so many emerging and competing demands, there is a danger that the essential focus on the teaching and learning function could be lost. Universities, therefore, need to quantify their value to provide hard evidence that they have succeeded in promoting learning among students. The most direct source of information about the quality of the learning experience in higher education is the students themselves. Accordingly, the purpose of student feedback is to meet quality assurance requirements and to demonstrate to internal and external stakeholders that students are receiving an adequate educational service. To make an effective contribution to internal improvement processes, the views of students need to be integrated into a regular and continuous cycle of analysis, reporting, action and feedback. The primary purpose of the study was to undertake research that would lead to the development of a model for student evaluation in order to enhance teaching and learning quality at the Central University of Technology, Free State (CUT). This research falls primarily within the qualitative research paradigm, although some of the data were gathered by utilising quantitative techniques. A qualitative approach was adopted since the experiences of and feedback from the various stakeholders were interpreted and described in a qualitative way. A variety of qualitative research methods were applied in this study. For example, an exploratory literature study was done, interviews with international and national experts/authorities were conducted and focus group discussions were organised. All of these techniques are applicable and appropriate when a case study is conducted, since case study methods involve an in-depth, longitudinal examination of a single event (Flyvjerg, 2006). It provides a systematic way of looking at events, collecting data, analysing information, and reporting the results. In the first place, the researcher explored the international and national driving forces behind the renewed interest in the enhancement of quality teaching and learning. Secondly, the researcher investigated student evaluation practices, both internationally and nationally, and thirdly, he determined which student evaluation measuring instruments are applied, internationally and nationally. Given the complexity of the student evaluation process, the unique and distinctive manner in which each of the various systems and measuring instruments in the United States of America, England, Australia, New Zealand and South Africa is managed, was found to be truly remarkable. The knowledge gained during the development and implementation of the paper-based student evaluation system at the CUT since 2001, has provided valuable insight into the development of an online student evaluation system. The researcher looked at the rationale behind the implementation of an online student evaluation system, traditional paper-based evaluations versus online student evaluation surveys, the outcomes of recently conducted studies on online surveys in the USA and Australia, the advantages of online student evaluation practices, and the challenges associated with online student evaluation surveys. The knowledge and insight obtained in this regard led to the development of a model for online student evaluation of teaching and module content at the CUT. The researcher argued that the ultimate challenge of online evaluations is to convince students that their active participation will enhance the quality of teaching and learning practices. He foresees that it is inevitable that online evaluations will eventually match and replace the traditional paper-based student evaluation system. The inclusion of signposts at the end of each section in Chapters 2, 3 and 4, which refers to the implications a specific section has for the whole student evaluation system, adds further value to the study. This single case study provides a detailed description of the student evaluation process at the CUT and the researcherâs interpretation of the case. It promotes a better understanding of student evaluation of teaching and module content at the CUT and facilitates informed decision-making.

The overarching purpose of the study is: to compile a comprehensive database of the information infrastructures in the Free State province and investigate/determine how information from the database can be utilised by Library Information Services at Higher Education Institutions in response to what is regarded as their social responsibility towards the community, through possible community engagement projects. In realising the purpose of the study, the following objectives were pursued: ⢠To undertake a literature review in order to investigate the following aspects: o The HEIsâ social responsibility in terms of the South African legislation and other policy documents, with special reference to the community engagement role of the LIS of the HEIs. o The principle of community development, with special reference to people-centred development in the South African context, as well as the role of LIS in community development. o The various LIS sectors functioning in South Africa within the social systems of government, education, health, economic and the legal systems. o The changing role of information, within the post-1994 legislation, in community development, with special reference to the non-traditional information dissemination service points in South Africa. ⢠To gather comprehensive data from various resources, including databases, for example the Free State Department of Educationâs Education Management Information System (EMIS), annual reports and strategic plans of the relevant government departments of the Free State province, as well as other LIS related journals, for example the Free State Provincial Library Services, quarterly journal (Free State Libraries), making use of all possible means to identify the various information infrastructures functioning within the Free State province, including a questionnaire-survey to acquire supplementary information, that will be captured in a database. ⢠To utilise the database as part of a community profile analysis to be able to identify which communities lack which information infrastructure(s). The information infrastructures will be used in conjunction with the Census 2001 population statistics and the number of learners in the schools, according to the Free State Department of Educationâs EMIS system will be able to do the analysis. The results will then be used to identify possible community engagement project(s) for the LIS of the HEIs. The major conclusions of the study revealed the following: ⢠That LIS of HEIs have a social responsibility towards society and therefore must engage in community projects. ⢠That LIS can contribute towards community development, thereby providing better access to information, which will lead to empowerment of communities in general, but especially empowered individuals. The database compiled is presented on a CD-ROM with the 1729 identified information infrastructures in the Free State province, including Library and Information Services, as well as other non-traditional information dissemination service points. The recommendations spell out possible ways in which the Library and Information Centre of the CUT can contribute to community responsibility through possible community engagement projects, for example to facilitate workshops to conscientise the various Library and Information Services to the amount of people with disabilities in their communities, as well as suggesting technologies that can the aid the above-mentioned group or train-the-trainer workshops for information literacy, thereby enhancing life-long learning.

The overall aim of this study was to establish guidelines for creating meaningful blended learning experiences in a South African higher education classroom at undergraduate level, and specifically in the context of the University of the Free State (UFS). Blended learning in this study refers to the combination of face-to-face and online modes of educational delivery as applied in the field of Information Technology (IT). For âmeaningful learningâ to take place, the focus is placed on inter-related dimensions which have to be addressed, such as the pedagogical, the ethical, the interface design and the evaluation dimensions. The significance of the research lies with the possible benefits the blended learning mode offers the institution and its community (students and facilitators), as well as the possibilities for improving educational practice in similar contexts. In order to address the above issues and simultaneously improve her own practice, the researcher embarked on an action research project. This study has already stretched over two full cycles of inquiry and the perspectives gained in this period are utilised in discussions on the (re-)planning of a third research cycle of plan, act, observe and reflect. The data collection methods employed were mainly qualitative in nature. Most of the information was gathered by means of comprehensive online feedback by the students while student profile questionnaires provided a basic understanding of the diversity of the students involved. The researcher also kept a detailed research diary/journal during both cycles. As part of the action inquiry, an inter-institutional web-based questionnaire survey was conducted. The aim was to get experienced practitioners in the field of blended/online-learning to evaluate some of the learning principles for blended learning which had been identified in the study. The research findings are presented in the format of five articles: In Article 1 the focus is on the research design and methodology employed in search of effective online collaboration in the blended learning mode at the University of the Free State. It includes a brief overview of the nature and underlying assumptions of collaborative learning; an indication of the potential benefits of online collaborative work; and a discussion of and reflection on the two completed research cycles of the action inquiry. 200 In Article 2 it is demonstrated how the incorporation of student feedback can be utilised in the enhancement of online collaborative activities. The large amount of data gathered from the students' reflections were analysed by means of a SWOT analysis. Through this analysis it has become clear that involving students as âco-researchersâ in the reflective process of an action inquiry project holds numerous benefits for the practice of university teaching. In Article 3 the theory on online and blended learning is discussed against the background of the researcherâs experience as facilitator and action researcher in a blended learning environment. The use and value of the research diary/journal as valid data collection method is illustrated and it is shown how the researcherâs growing understanding of practice has led to the development of important learning principles for blended learning in the specific context. The intention in Article 4 is to illustrate how an existing process planning model was effectively adapted and applied during the re-planning phase for the third cycle of inquiry. The final deliverable in this process is a set of action plans for future collaborative learning that could help to make the student learning experience in the blended learning environment more effective and meaningful. Finally, in Article 5 the findings of the inter-institutional opinion survey are presented and analysed. The researcher also makes use of various âagreed uponâ learning principles to develop a preliminary framework for meaningful blended learning which could serve as a springboard for further investigation.

No abstract available.

The literature on international student adjustment problem is replete with studies done in universities in the West. This skews the understanding of the international student adjustment phenomenon in favour of developed countries at the expense of the less developed ones and thus creates an obvious gap in the student adjustment literature. The purpose of this study was to fill this apparent gap by exploring the nature of adjustment problems encountered by international students at the Central University of Technology (CUT), a typical developing world university, located in Bloemfontein, in the Free State Province of South Africa. The empirical study was preceded by an extensive literature survey that led to the conclusion that while international studentsâ adjustment problems are numerous and similar in many respects, they differ significantly across countries, and according to a number of demographic factors. This means that in part, adjustment problems are contextual. The implication is that any wholesale use of existing measurement instruments that were specifically designed for Western country conditions would be inappropriate for use in the South African context. Consequently, a custom made measurement instrument was developed for this study. Validity and reliability issues that naturally emerge with custom made instruments were thoroughly dealt with. Among others, the empirical investigation revealed that: 1. International students at CUT encounter many adjustment problems. 2. International students at CUT regard their adjustment experiences as problematic. 3. The adjustment problems of international students at CUT differ significantly according to country/region of origin, age, and gender of students. The study identified the following as the ten most difficult adjustment problems international students at CUT have to contend with in their order of difficulty starting with the most difficult to the least difficult: 1. High cost of living in South Africa 2. Cost of food 3. Cost of health insurance 4. Getting visa extensions 5. Feel comfortable visiting immigration office 6. Work restrictions 7. Becoming a citizen of South Africa 8. Understanding immigration rules 9. Sufficiency of funds to meet expenses The study raises issues which, if attended to, could help ameliorate adjustment problems international students encounter at CUT. The expectation is that, by reducing the number and severity of adjustment problems, international students would live in harmony with their educational and social environment at CUT. This in turn would make CUT very attractive to international students.

The major focus of this study is an investigation into how higher education institutions in the Free State Province could enhance access of students with special educational needs. In order to make a systematic and scientific research analysis, the thesis seeks to examine practices that inform higher education, and how students with special educational needs make sense of their experiences concerning higher education. The purpose of the research is therefore to explore the factors that inhibit access to higher education institutions (HEIs) for the SEN students in the Free State region. Equally important, the challenges facing higher education institutions are investigated, drawing on evidence of the policy framework, i.e. the Bill of Rights (1996); the Constitution of the Republic of South Africa (1996); the South African Qualification Authority (1995); the National Qualification Framework (2002), the Education Green Paper on Higher Education Transformation (Notice 1196 of 1996); and Education White Paper No 6: Special Needs Education; Building an Inclusive and Training System (2001). These policies will be examined and the researcher identifies, defines and looks for causality and the manifestation of students with SEN in HEIs in order to propose ways for South Africa to initiate a public policy that will encourage understanding among policy-makers, practitioners and researchers in order that they might reflect upon these challenges. Equally important, interest in inclusive education has grown substantially in the last decade in South Africa as a new paradigm in the education sector has occurred whereby the Ministry of Education has to introduce an inclusive education system at school level [see DoE Education White Paper No 6 (2001)]. However, universities do not seem to be fully geared for SEN students. Access to higher education is used interchangeably with the concept inclusive education in this thesis because the researcher of this particular study understands them to basically mean and refer to the same process. Equally important, these concepts are central to this investigation. It is vital to provide a more in-depth and clear discussion thereof. In doing so, this thesis indicates why these concepts are so essential as well as central to this study. Furthermore, this research interrogates different literature sources on inclusive education. The review of challenges and possibilities for broadening access to education with focused view on (i) curriculum; (ii) assessment to promote access; (iii) access and fair chances to higher education. These are some of the issues that will be interrogated in this study. A close scrutiny and critical interrogation and/or review of possible barriers that could inhibit access to higher education for SEN students will be undertaken. This thesis presents and interprets data from seemingly contradicting approaches, namely positivistic; critical emancipatory and textual orientated discourse analysis (TODA). Thus implying the data collection techniques includes qualitative and quantitative methods, such as the use of questionnaires, open-ended questions using the free attitude interview (FAI) technique. The reason for this thesis to adopt the triangulation model are mutual validation of results on the basis of different methods and to assist the research to obtain a more in-depth or a complete picture of the phenomenon under investigation and produce a sound explanation. Equally important this thesis reflects on findings. It also draws various conclusions which lead to recommendations that could be followed up. These reflections are viewed against the backdrop of a situation that is unfolding in South Africa, a country that is beginning to shed some of the vestiges of the past. But contrary to popular belief, forces retarding progress towards aspired inclusivity and accessibility or democracy as well as a lack of âutopiaâ seem to have merely disguised themselves rather than actually retreating in shame. Based on the data collected and analysed it seems sound that the services provided by HEIs in the Free State serve certain section of the population of students. However, departments, units, administrators and SEN students alike believe that there are numerous administrative and other issues that must be addressed to provide equal services to all. Lastly, suggestions and recommendations that are important for the purpose of access to be realised in HEIs by students with SEN are made. This could enable future relevant research based on the theory generated in this study. The purpose of the thesis is to empower SEN students, rather than blowing the deficiencies or challenges out of proportion. The study aims to destroy the reproduction of the status quo of segregation, inequalities, exclusion and marginalisation of SEN students in HEIs. Access to equal higher education provision will be discussed and defined through various discourses. In fact, the understanding of SEN students and access to higher education remains a social construction. Access to higher education provision has to do with how marginalised and excluded SEN students understand the barriers and what they think could be done to overcome them and what they as equal human beings feel and aspire to become. The discourse raised challenges such as oppression, exclusion or marginalisation of students with SEN. HEIs should avoid ignoring the existence of SEN students at all costs. The vision and frame of reference of these institutions should always be conscious of those they are serving in the broad spectrum. Research in this area could be understood as playing a role in the process of the emancipation of marginalised SEN students. Inevitably, the thesis can therefore only be judged emancipatory after SEN students themselves have made their voices heard. This study can be viewed as a forum of amplification for the voices of those who are marginalised or excluded from mainstream university culture. It might also be engaged as a tool for those who are seeking emancipation for themselves.

This study has been undertaken against the background of a higher education environment that is changing, especially under the influence of the knowledge economy, the influx of adult learners and the impact of technology. Among other things, technology has led to the development of different modes of delivery in teaching and learning. This study set out to develop a framework for learning design in three different modes of delivery (face-to-face, modular and online) in an adult learning programme. The literature review focused on answering three subsidiary questions, namely (i) identifying the influence of the changing higher education environment on learning and the design of learning; (ii) identifying the most prominent perspectives on effective teaching and learning in different modes of delivery on the design of learning; and (iii) identifying the characteristics that adult learners bring to the learning environment that need special consideration in effective learning design. The literature review provided guidelines for learning design for effective teaching and learning in different modes of delivery using the community of inquiry of Garrison et al. (2000) as an organising mechanism. Furthermore, guidelines for learning design for effective teaching and learning for adults were also identified using the Four Lens Framework of Kiely et al. (2004) as an organising framework. These guiding principles formed the directives that were used to measure the compliance of an adult learning programme (the Bachelor of Management Leadership programme at the University of the Free State). The empirical investigation focused on the compliance of the adult learning programme together with identifying the shortcomings of the current learning design and enhancing the current learning design of the programme. A triangulation mixed methods design was used. Through the use of a questionnaire survey, data was collected from students enrolled in the different modes of delivery. The analysis and interpretation of the data led to the identification of some shortcomings in the programme. The main criticism against the current learning design of the BML programme was the differences in the alignment between the various modes of delivery. In order to address this shortcoming a blended learning design is proposed that could be implemented on a programme as well as a module level. On the programme level the blended learning design introduces an online learning component for the face-to-face and modular modes of delivery and face-to-face contact sessions for the online mode of delivery. The learning design on a module level introduces a process where students can developed as self-directed learners and is based on the work of Huang and Zhou (2006) and Knowles et al. (2005). The proposed framework was evaluated by a panel involved in the programme to provide feedback on the feasibility of the learning design and to provide suggestions to further refine the framework. The significance of the study lies in the development of a framework for learning design using directives in teaching and learning and in the design of learning for adults that are applicable in the changing higher education environment. The study has incorporated the newest trends that address contemporary higher education. The framework is not only based on sound theoretical principles (as discussed in the literature review) but provides a practical framework that could be used by the management and the lecturers of the programme. The study could be applicable to other adult learning programmes due to the generic nature of the directives for different modes of delivery.