Thesis (MPA.) --University of Limpopo, 2011 / The research report seeks to investigate and analyse the performance of the Vhembe FET College as compared to the national objectives for Human Resources Management and the formulation of a meaningful policy and practice of effective human resources development practice Design/methodology/approach:The research report is based on an in-depth literature of review of human resources development (HRD) and primary sources data.Primary data generated from self-completeing questionaire and interview schedule tools covering small distinct group of fifty employees selected from three campuses and the central office of Vhembe FET College.Findings:Amongst others,it was found that Vhembe FET College indeed has human capacity challenges which manifest by at least four major issues.These pertain to the level of the personnel's awareness and knowledge about the college's human resources development function,selection of personnel for human resources training courses,the relevance of the HRD training courses to the nature of specific job performance,and the quality of post-training support system.Pratical implications:Addressing the human resource capacity challenges has enormous strategic and financial resource implications for policy makers in transition and developing economies,due to their over-reliance on external donors for funding.:Originality/value:The research report provides an answer to the need to develop processes which is linked to a national strategy of training college lectures and ensuring that there is a coherent framework of lecturere development.Of much value is that the results were from the perspective of the selected employees whose day-to-day inputs are critical for efficiency and effectiveness of college management and planning.

In this qualitative study, the phenomenon of large class teaching in South African secondary schools is investigated. It was concluded that since large classes will be a feature of the South African teaching context for many years to come due to financial constraints, educators and educational planners should explore and implement coping strategies instead of becoming demoralised by the situation. The study provides several instructional guidelines for implementation in large classes in the South African context. The focus of these guidelines is on large class management and effective teaching in large classes. The possibilities of strategies such as whole group instruction, cooperative learning, peer teaching, groupwork and the proper organisation of classroom space are investigated. / Educational Studies / M. Ed. (Didactics)

In this qualitative study, the phenomenon of large class teaching in South African secondary schools is investigated. It was concluded that since large classes will be a feature of the South African teaching context for many years to come due to financial constraints, educators and educational planners should explore and implement coping strategies instead of becoming demoralised by the situation. The study provides several instructional guidelines for implementation in large classes in the South African context. The focus of these guidelines is on large class management and effective teaching in large classes. The possibilities of strategies such as whole group instruction, cooperative learning, peer teaching, groupwork and the proper organisation of classroom space are investigated. / Educational Studies / M. Ed. (Didactics)

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: (Management) at the Durban Institute of Technology, 2004. / Since 1994 South Africa has been undergoing political change and this has impacted tremendously on education. There have been major shifts in education policy, structures and curriculum. Since the introduction of the new curriculum which is Outcomes-Based Education, educators, learners, parents, school governors and principals have been faced with numerous challenges and have also been confronted with a variety of problems / M

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2004. / Corporal punishment was abolished in schools in June 1995 (Benson:1995). The suspension was sudden, and the Education Department provided very Little guidance with regard to alternative means of maintaining discipline. Teachers, who for years had the option of resorting to corporal punishment as a final means of instilling and maintaining leaner discipline, now had very little to fall back on to. An upsurge in disciplinary problems seemed to follow the suspension, and many schools struggled to maintain effective learner discipline. As with many other schools, Silverlea Primary School battled to come to grips with learner discipline in the post-corporal punishment era. Educators had little or no training in alternative methods of maintaining discipline, but still had to deal with the same, or worsening, levels of learner discipline. It is because of this perceived erosion of learner discipline that this study was undertaken. It is grounded in the belief that a positive, disciplined ~environment is essential for effective teaching and learning to happen consistently, and moves from the premise that the system of discipline and, to a large extent its effectiveness, is the creation of the staff of that school. This system, though, should operate within a supportive framework of the Department of Education. Discipline impacts strongly on the quality of education offered and received. It also affects the ability of educators to maintain consistently high standards. Although the environment from which the learners come affect their behaviour and discipline, the management of this discipline at school is dependent on the management skills and systems present at the school. Four concepts - effective discipline, curriculum, management styles, and the abolition of corporal punishment - are identified as being central to the study of discipline. They affect the running of the school, and thus the discipline adhered to at the school. This discipline in turn impacts on the educators who have to constantly be dealing with disciplinary problems rather than teaching. A descriptive research method was used

M.Ed. / Globalisation is a worldwide phenomenon it poses enormous challenges in the new world of work of which schools are not exceptions. As a result of globalisation the world has become small, interconnected and interdependent. The researcher argues that the interconnectedness and interdependence of the world poses a number of immeasurable challenges for South African township schools today. Therefore, a new paradigm in viewing education is eminently important to improve the South African township schools. This study focuses on reconceptualising classroom-management practices using global education trends in South African township schools. Furthermore, it presents evidence and arguments that it is significant for township schools to contribute to the creation of learning communities by offering a sound body of knowledge that enhances learners capacity and high performance. A single case study was used to explore the concept of thinking globally and acting locally whilst rethinking classroom management in township schools. The study was conducted at J.E Malepe Secondary School situated in a township called Tsakane. Data was collected through focus-group interview, observation and document analysis. A qualitative research method was employed with 6 educators as respondents for the focusgroup interview. Lincoln and Guba's (1985) model of trustworthiness of qualitative research was employed for validity and reliability of the study. The analysis in this study was carried out according to the following framework: comparing units applicable to each category; integrating categories and their properties; delimiting the construction; and using an independent coder. The following themes emerged from the analysis: the influence of globalisation on education; traditional approach versus transformational approach to classroom management practices; learnercentredness; knowledge implementation; resistance to change; and life-long learning. Findings suggested that globalisation has significant implications in managing classrooms in South African township schools; and that global .education is a critical aspect in effective classroom management. In general, this study found it is imperative that all learners be equipped with requisite skills to survive in the global village.

M.Ed. (Education and Learning Support) / This study focused on the design, implementation and reflection of the development of a workshop for educators with regards to understanding and effectively managing learners with Attention Deficit Hyperactivity Disorder (ADHD) in their classrooms. This study was done in an action research framework in four specific stages, (a) the educators role, (b) educators knowledge about teaching, (c) teaching practices, and (d) reflective practices. Data was collected from a video recording of the workshop on ADHD, an informal focus group assessment questionnaire, and collection of participant's artifacts of the activities during the workshop. Educators who were engaged in the stages of action research during the workshop were provided with theory, strategies, and a checklists on ADHD. This structure assisted educators through the process of becoming knowledgeable, effective, and reflective managers of learners with ADHD.

M.Ed. (Educational Psychology) / This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is classroom teaching duties and educator commitment. Teaching is only successful if it leads to effective learning. In order to be successful in their teaching teachers need skills, knowledge and techniques that can be used simultaneously so that they can achieve predetermined aims and objectives. There can be no doubt that teaching is a complex task, and in order to accomplish this demanding task successfully, teacher's need to focus on different aspects in the learning teaching situation, like classroom management, classroom discipline, preparation of their lessons and the others. The research was based on assumption that for prospective and serving teachers to teach effectively and be committed to the teaching profession. In order to understand this problem in its total context, a study of the literature on classroom teaching duties and educator commitment was done.

M.Ed. / With the implementation of outcomes based education in 1998, Technology-education as a learning area became a reality in South African schools. Technology-education's purpose is to help learners use knowledge, skills and resources to satisfy human needs and to help solve problems, through the technological process. Technology-education improves higher order manipulation and thinking skills enabling a person to persevere in a technological environment and to improve his/her own life through technological knowledge. Such a complex learning area will need a special kind of classroom in which the technological processes and skills can be practised. The classroom must be able to accommodate pupils as they exercise skills such as thinking, planning, designing, conversing, building, drawing, experimenting, evaluating and report writing. The process to transform existing classrooms to accommodate Technology-education has not yet been researched in South Africa. The aim is to research the possible transformation of existing classrooms into technology classrooms and to find guidelines for a technology classroom to conform to. A case study in the form of qualitative research was undertaken to find a workable solution to the problem. Current and applicable literature were studied and document analyses, a semi-structured interview and observations were used as data collection methods. This research focussed only on one case, namely RAUTEC. The reliability and validity of the study are ensured by triangulation. Results from the document-analyses, interview and observations were analysed, explained and discussed. The results can be divided into five guidelines with a mutual relationship between them. These guidelines influence the functionality of: Guideline 1 — Furniture and equipment in the technology classroom must accommodate the various phases of the technological process. Guideline 2 — Suitability of work areas and surfaces for the activities in a technological classroom. Guideline 3 — Storing facilities for the variety of supplies and tools and products must be provided. Guideline 4 — Teaching aids for the variety of learning processes to assist critical and creative thinking should be present. Guideline 5 — Safety in the technology classroom when equipment is used is imperative. After mentioning the possible limitations of the research, the final results of the study are set out as guidelines.

Die doel van hierdie studie is om die dissiplinêre probleme in skole soos dit in die Oudtshoorn-omgewing voorkom, te identifiseer en aan te spreek. Dit word gedoen deur te let op: • die skoolklimaat wat by 'n skool heers en die uitwerking van die skoolklimaat op die dissipline van`n skool. • die dissiplinêre probleme wat met skooldissipline in skole ervaar word. • die oorsake van skooldissipline en in watter mate die omgewing waarin die skool geleë is 'n invloed op skooldissipline het en • om oplossings vir dissiplinêre probleme soos vasgestel aan die hand te doen. Die studie poog om deur kwalitatiewe navorsingsmetodes vas te stel hoe prinsipale, opvoeders en leerders die huidige dissiplinêre situasie in skole ervaar. Dit poog dus om eerstehandse kennis te verkry van hul denke, gevoelens en gedagtes en hoe hierdie fenomeen hulle beïnvloed. Die studie kyk ook in watter mate skoolklimaat op die breë spektrum van skooldissipline 'n invloed het, en hoe die verbetering van skooldissipline `n sleutelbestuurstaak in 'n skool is. Die belangrikste bevindinge van die studie is dat daar samewerking tussen opvoeders en ouers moet wees om negatiewe leerdergedrag aan te spreek. Die studie dui ook aan dat kommunikasie tussen alle rolspelers van uiterse belang is om die dissiplinêre probleme binne skole aan bande te lê. Skoolleierskap moet hulle ook vergewis van die jongste metodes om dissiplinêre probleme aan te spreek. 'n Positiewe skoolklimaat of kultuur is ondersteunend om skooldissipline te verbeter.