Thesis (MPhil)-- Stellenbosch University, 2004. / ENGLISH ABSTRACT: Today, educators in South Africa must be capable of successfully designing and implementing an outcomes-based curriculum that prepares learners for the world of work. The aim of this study is to determine what kind of groundwork has to be done by history educators to prepare themselves for outcomes-based education and the General Education and Training Phase. The Revised National Curriculum Statement will have far-reaching implications on curriculum development. A thorough knowledge of the principles and theoretical foundation of the process of curriculum development and outcomesbased education is essential to the successful implementation of the directives contained in this document. Dynamic curriculum development is founded on the quality of a thorough design. Educators - the people who use the curriculum - must be closely involved in the content and planning thereof. By implementing the proposed structure and procedures educators will be able to ensure quality control with regard to the successful preparation, implementation and assessment of outcomes-based education. This will also provide continuity in outcomes-based curriculum development. Once the newly designed curriculum has been established, existing school and classroom practices cannot be retained. Appropriate preparation is essential for the comprehensive changes that are taking place. Good management at all levels will prevent a climate of dissatisfaction and resistance from arising during the preparation phase of the curriculum. The real success of curriculum design depends on how it is implemented in the school and the classroom. In this study the emphasis falls on the modular approach to curriculum, with the learning area history as an example. The implementation of the designed curriculum must be continuously assessed. Through curriculum or quality assessment of their operations, services and learning programmes, schools must strive towards applying quality management to the benefit of the educators as well as the learners. It is vital that all educators, also history educators, will offer quality services that are globally competitive. In the final analysis curriculum development is about the learners and the way in which they will benefit from the process. The learners deserve to have a first-rate curriculum. After all, it is the stated aim of outcomes-based education to encourage learners to be successful. / AFRIKAANSE OPSOMMING: Tans moet opvoeders in Suid-Afrika in staat wees om 'n uitkomsgebaseerde kurrikulum, wat leerders voorberei vir die wêreld van werk, suksesvol te ontwerp en te implementeer. Hierdie studie het ten doelom vas te stel watter voorbereiding nodig is om die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys en die Algemene Onderwys- en Opleidingsfase voor te berei. Die Hersiene Nasionale Kurrikulumverklaring gaan verreikende implikasies hê. Om die voorskrifte wat daarin vervat is suksesvol te implementeer, verg 'n deeglike kennis van die beginsels en teoretiese basis van die proses van kurrikulumontwikkeling en uitkomsgebaseerde onderwys. Dinamiese kurrikulumontwikkeling berus op die kwaliteit van 'n deeglike ontwerp. Die inhoud en beplanning van die kurrikulumontwerp mag nie vir kurrikulumgebruikers verlore gaan nie. Deur die voorgestelde struktuur en voorskrifte te implementeer, kan kwaliteitbeheer t.o.v. die latere suksesvolle gereedmaking, implementering en assessering van uitkomsgebaseerde onderwys moontlik gemaak word. Dit verleen ook kontinuïteit aan uitkomsgebaseerde kurrikulumontwikkeling. Ná die nuut-ontwerpe kurrikulum daargestel is, kan bestaande skool- en klaskamerbestuurspraktyke nie bly handhaaf word nie. Behoorlike gereedmaking vir hierdie omvattende veranderinge is nodig. Goeie bestuur op alle vlakke verhoed dat 'n klimaat van ontevredenheid en weerstand tydens die gereedmaking van die kurrikulum ontstaan. Die werklike sukses van kurrikulumontwerp berus op die praktiese implementering daarvan in die skool en klaskamer. Daar word in hierdie studie op die modulêre kurrikulumbenadering gefokus, met geskiedenis as voorbeeld. Die implementering van die ontwerpte kurrikulum moet deurlopend geassesseer word. Deur kurrikulum- of kwaliteitsassessering van hul bedryf, dienste en leerprogramme, moet skole daarna streef om kwaliteitsbestuur tot voordeel van die opvoeders en leerders aan te wend. Dit is belangrik dat alle opvoeders, ook geskiedenis-opvoeders, in skole kwaliteitdienste wat globaal mededingend is lewer. Die leerders is uiteindelik die begin- en eindpunt van kurrikulumontwikkeling. Die leerders verdien 'n kwaliteitkurrikulum. UGO wil leerders immers aanmoedig om suksesvol te wees.

This research investigates the benefits of adventure-based activities used as a learning experience at school level. In order to scientifically investigate these benefits the study is located at a school where an adventure-based programme is being developed as part of the school's curriculum. This programme consists of a range of adventure type experiences including, rock climbing, abseiling, canoeing, mountain biking, group dynamic activities, survival camps, ropes courses and adventure racing. At Lilyfontein School these activities form part of the Life Orientation and life Skill programmes from grade 1 to grade 11. Specialized and qualified staff are used to conduct some of these programmes. Adventure-based activities are rigorous and contain elements of risk which require problem solving, good decision making and sound emotional management. These aspects present both physical and mental challenges to any participant. This study postulates that learners engaged in these adventure type activities are faced with using meta-cognitive strategies to help them through these mental and physical challenges. In doing these activities regularly learners will develop meta-cognitive strategies that will enable them to become better self-regulated learners. A self-regulated learner is able to use meta-cognitive strategies like problem solving, decision making, selfevaluation, self-monitoring, self-reflective thinking or emotional control in life generally. The aim of this research is to conduct an on-going action research study of the adventure-based programmes to determine their worth for the learners at Lilyfontein School and consequently the future of such experiences in a school's curriculum. This forms the primary goal of this research. The secondary goal is to gather valid and reliable evidence required to make an argument for the School's Governing Body (SGB) and Curriculum Development Committee (CDC) to be able to substantiate decisions relating to any such future programmes. This research regards the school context as the activity system which forms a primary case study. In order to extract maximum information from this educational system, embedded case studies will be conducted and monitored. These embedded case studies will be made up of the following groups of people: firstly the learners engaged in a variety of adventure-based experiences, secondly the educators as they observe and perceive the consequences of these experiences, and thirdly the parents as they identifY possible influences of adventure-based experiences on the behaviours, beliefs or habits of their children. In this research study data collecting techniques are used to extract infonnation from the embedded cases. Infonnation is elicited from parents and educators through the use of questionnaires and interviews. For learners, narratives and interviews are used to get a more qualitative sense of their beliefs and feelings on adventure-based experiences. However, in order to capture and document the learners' use of metacognitive strategies as they engage in the rigours of an adventure-based activity a more empirical approach is used. This approach uses in-depth observation, recording and measuring of the learners in action. Video footage is used to record the learners' reactions as they battle with fear, mental-strength, fatigue and decision making to accomplish their goal during an adventure activity. This study claims that an adventure-based experience helps to mediate the learning that will develop selfregulatory strategies in a learner. The limited research in the adventure-based learning field and more significantly the lack of empirical evidence of how meta-cognitive strategies fonn a crucial component of adventure-based activities has meant that the researcher has developed his own recording, measuring and analytical tools to serve this end. He has chosen to use Engestrom's third generation Activity Theory model which provides a useful underlying theory as well as an analytical and interpretive framework for this study. The research was conducted over a period of three years. Findings are considered in relation to the National Curriculum Statement for the GET and FET bands to ensure its relevance in the school context to the National Department of Education's expectations for the Life Orientation curriculum. The empirical findings of this study at Lilyfontein School and their relevance to the curriculum content of the National Curriculum Statement ought to provide convincing data for very important curriculum policy decisions at Lilyfontein School and in the broader educational context.

Curriculum 2005 is an attempt by the South African government to create and implement a strategic plan to change the formal school curriculum. The new curriculum has 'integration' as one of its focal features. This study is an investigation of the use of' environment' as an integrating' organiser' in the senior phase of Curriculum 2005 in a selection of schools in the Mpumalanga province. While the Curriculum 2005 framework encourages curriculum integration, this is an area which might be neglected during implementation, because there is so little experience among teachers of working in an 'integrated' way. Environmental education is an approach to education which requires and facilitates curriculum integration. This study has the potential to contribute to our understanding of the integration of environmental learning across the new curriculum. Questionnaires and vignettes based on document analysis, follow-up interviews and classroom observations, involving a small group of teachers, were used in conducting the study. The investigation has revealed that participating teachers show a limited understanding of the constructs 'environment' and 'phase organiser'. Teachers do not take or introduce a critical perspective on the nature and causes of environmental issues. They treat the construct 'environment' and associated issues quite superficially when working with learners. Participating teachers generally misunderstood the concept 'phase organisers' and tended to interpret it in concepts associated with the curriculum framework they were used to. Curriculum 2005 also requires teachers to take on a more active curriculum development role. This study looked at four teachers' attempts to develop learning programme units, and at the way in which two teachers implement their curriculum plans focussing on 'environment', in the classroom. It was found that participating teachers do not always follow the same sequence or steps when developing a learning programme. Learning programme units were not considered in developmental sequence, they lacked some form of continuity and links between intended learning outcomes and teaching activities were also lacking. There was inadequate integration between learning areas. Furthermore, integration between knowledge, skills, values and attitudes was also not quite clear among the teachers, and they tended to deal with environmental knowledge in a rather limited way, focussing instead on the awareness and attitudes. These findings are of concern, and they are in keeping with the Curriculum 2005 Review Report, which highlighted the danger of inadequate focus on curriculum content. On overall teachers seem to be struggling with the whole notion of 'integration', even though environment as a phase organiser is meant to assist with curriculum integration. The thesis ends with recommendations on how teachers might be assisted to achieve meaningful curriculum integration, through using learning outcomes as well as content knowledge relevant to environmental learning.

This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.

South African education is in the process of undergoing what has become known as a "paradigm shift", requiring a change from the familiar transmission method to outcomes-based education (OBE) founded on social constructivist theories oflearning and teaching. Teachers, (45% of whom are poorly qualified), "will play a pivotal role in the success or failure of this change. There is therefore an urgent need to re-educate in-service teachers in the philosophy, and related methodologies underpinning Curriculum 2005. To this end, in-service education courses need to be developed "which will encourage teachers to reconstruct their beliefs about teaching and learning. INSET programmes in the past were aimed at either "topping up" qualified teachers, or "adding on" for under qualified teachers - neither of which have proved successful. It is therefore unlikely that applying similar methodologies to support teachers in the shift to OBE will meet with success, nor will simply "training" teachers to use the new learning programmes. Government documents on Education Policy are calling for teachers to become reflexive practitioners, able to guide learners in their efforts to achieve the critical outcomes which are intended to develop a competent citizenry of lifelong learners. Therefore, teachers ought to be empowered as curriculum developers in their own right. This interpretative case study hoped to find out from teachers themselves what aspects of an activity-based environmental education course acted as change agents in assisting them to begin the shift to constructivist theories of teaching and learning. A variety of research tools were used, including questionnaires, interviews, journals, narratives and concept maps, all of which provided a rich source of data for interpretation. From what was gained from four participants in this research, tentative suggestions for incorporation into the next cycle of action research in future INSET programmes are made.

The medical formation includes as a graduation’s integrating clerkship, curriculum mandatory in-service training. The Family Health Strategy (ESF) clerkship was implanted in January 2007 and it was offered in the first year of internship, during the tenth period of the Federal University of Alagoas’ School of Medicine (FAMED -UFAL). This study aims to analyze the development of students for Basic Atention during internship in ESF under FAMED-UFAL students' perceptions, it was structured as a qualitative research with an explanatory case study. Data collection was conducted through focus group technique and treated using the content analysis tool proposed by Bardin. Four thematic categories emerged: autonomy as recognition of value; relationship with users and professionals from the service; medical student frustration about the health services reality; skills and abilities acquisition during the clerkship. Many of the factors analyzed are required to compose a comprehensive framework for specific skills and abilities development, predicted in the DCN. In the end, we understand that it is up to medical schools continue to think about the formation process of their graduating students. / A formação do médico inclui, como etapa integrante da graduação, estágio curricular obrigatório de treinamento em serviço. O estágio em Estratégia Saúde da Família (ESF) foi implantado em 2007, no décimo período da Faculdade de Medicina da Universidade Federal de Alagoas, no primeiro ano do internato. Este estudo tem como objetivo analisaro desenvolvimento discente na Atenção Básica durante o estágio em ESF na percepção dos estudantes, estruturado como pesquisa qualitativa, com delineamento de estudo de caso. Os dados foram coletados através da técnica de Grupo Focal e analisados com a ferramenta de análise de conteúdo segundo Bardin. Emergiram quatro categorias: autonomia como reconhecimento de valor; relacionamento com usuários e profissionais do serviço; sentimento de frustração do estudante diante da realidade dos serviços de saúde; aquisição de competências e habilidades. Muitos dos fatores analisados foram necessários à composição de um quadro compreensivo quanto ao desenvolvimento de competências e habilidades específicas, previsto nas Diretrizes Curriculares Nacionais. Ao final, entendemos que cabe às escolas médicas dar continuidade às reflexões sobre o processo de formação dos graduandos.

Over the past ten years, South Africa has undergone substantial changes, following the advent of democracy. Key amongst these changes being the transformation of educational policy. These policy changes have introduced new structural frameworks within which we operate (including myself as a subject advisor) and new roles for educators. These policy changes affect all the levels of the education system, and have an impact at school level, where teachers are now responsible for learning programme development (including a focus on lesson planning). Lesson planning in an outcomes-based education framework is a challenging aspect of policy implementation. South Africa is faced with the challenges associated with policy change and implementation. The role of the subject advisors and facilitators who support the teachers to make sense of the curriculum is crucial, as they provide the interface between policy and practice. They are the people who work most with teachers, and have a responsibility for curriculum implementation. This study aimed to explore the strategies which are used by subject advisors and facilitators to support teachers develop lesson plans with an environmental learning focus. A qualitative case study was conducted in which I looked at how the support processes were provided by the subject advisors and facilitators in the Eastern Cape in particular the NEEP-GET cluster in the Makana district. The study employed a range of data producing techniques such as questionnaires, interviews, document analysis and observation. The data was analysed to report the findings. The research indicates that some strategies are used to provide curriculum and pedagogical support and guidance, but that these are superficially treated and others have not been attempted at all. This therefore shows that further growth in this area is possible amongst the subject advisors. Recommendations relevant to both the subject advisors and the Department of Education so as to enhance the support processes and professional development of subject advisors have been made.

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No. of bitstreams: 1 DissEMOL.pdf: 1449176 bytes, checksum: 5aebfbf43e11e96463fedab630b05e83 (MD5) Previous issue date: 2014-12-17 / Não recebi financiamento / Considering the hypothesis which says that the person responsible for people education is also being educated and modified during the teaching and learning processes along with individuals this person is teaching, this investigation aims to identify how the lecturer-facilitators from the “Clinical Governance in Health Regions” specialization understood their educational practice. The facilitators were simultaneously teachers from the “Clinical Governance in Health Regions” specialization and students from the “Health Educational Processes” specialization. Both specializations were built through a partnership between the Health Ministry – MS – and the Sírio-Libanês Teaching and Research Institute – IEP/HSL, being developed during the years of 2011 and 2012 in 10 Brazilian regions, indicated by MS. The courses utilized a constructivist approach and were guided by active methods of teaching and learning. The investigation was based upon the research qualitative principles and utilized the lecturer-facilitators Conclusion Course Thesis as the main source of data analysis. Among the thesis, the facilitators’ educational practice was reported in reflective synthesis about their teaching and learning trajectory. In order to interpret the data a thematic content analysis was applied. Two analytical categories was considered: Educational Practice and Health Care Practice. From those two categories, three thematic was identified: (i) Health professionals’ challenges in graduation and post-graduation; (ii) Building new strategies and educational capacities; (iii) Dialoguing with Clinical Governance elements. The first and the second thematic link to the analytical category “Educational Practice” and the third is linked to the category “Health Care Practice”. A fourth thematic (iv) called “Personal Life Transformations” was linked to the empirical category “Personal Development”. The facilitators’ conclusion course thesis pointed towards the competency profile development proposed by the course, especially to the articulation among educational and heath care practices. Accordingly, the autonomy ideas and construction of new knowledge, from the expansion of listening, respecting others and be tolerant to diversity, permeated all of the thematic. The feelings of discovery, joy and satisfaction reported by the facilitators, associated to the recognition of their own practice transformation point to the educational initiatives power, which integrates theory and practice. / A partir da hipótese de que o sujeito responsável pela formação de pessoas também se forma e é modificado durante o processo de ensino aprendizagem juntamente com os indivíduos em formação, essa investigação se propõe a identificar como os docentes-facilitadores da especialização “Gestão da Clínica nas Regiões de Saúde - GCRS” perceberam sua prática educacional. Os facilitadores foram simultaneamente docentes do curso GCRS e alunos da especialização “Processos Educacionais na Saúde - EPES”. Essas especializações foram construídas em parceria pelo Ministério da Saúde – MS – e o Instituto Sírio-Libanês de Ensino e Pesquisa – IEP/HSL, sendo desenvolvidas nos anos de 2011-2012 em 10 regiões do país indicadas pelo MS. Os cursos utilizaram uma abordagem construtivista e foram pautados em metodologias ativas de ensino-aprendizagem. Essa investigação foi baseada nos princípios da pesquisa qualitativa e utilizou o Trabalho de Conclusão do Curso - TCC dos docentes-facilitadores como fonte para a coleta de dados. Nos TCC, a prática educacional dos facilitadores foi relatada em sínteses reflexivas sobre suas trajetórias de ensino-aprendizagem. Para a interpretação dos dados, foi aplicada a técnica de análise temática de conteúdo. Foram consideradas duas categorias analíticas: Prática Educacional e Prática de Cuidado em Saúde. A partir destas, foram identificadas três temáticas: (i) Desafios na graduação e pós graduação de profissionais de saúde; (ii) Construindo novas estratégias e capacidades educacionais, (iii) Dialogando com elementos da Gestão da Clínica. A primeira e a segunda temática vinculam-se à categoria analítica “Prática Educacional” e a terceira relaciona-se com a categoria “Prática de cuidado em saúde”. Uma quarta temática (iv) denominada “Transformações na vida pessoal” foi vinculada à categoria empírica “Desenvolvimento Pessoal”. Os TCC evidenciaram o desenvolvimento do perfil de competência proposto pelo curso, com destaque para a articulação entre práticas de educação e de cuidado em saúde. As ideias de autonomia e construção de novos saberes, a partir da ampliação das capacidades de ouvir, respeitar o outro e ter tolerância com a diversidade, permearam todas as temáticas. Os sentimentos de descoberta, alegria e satisfação relatados pelos facilitadores, associados ao reconhecimento de transformações nas próprias práticas, apontaram a potência de iniciativas educacionais que integram teoria e prática

Este estudo teve como objetivo identificar a percepção do grau de competência gerencial alcançado por graduandos em enfermagem de uma universidade privada frente ao elenco de competências previsto nas disciplinas da área de administração que permeiam o currículo do curso desta instituição. Também, se procurou identificar possíveis relações de associação entre as variáveis independentes do estudo e os resultados encontrados. Este estudo tem caráter quantitativo descritivo que se utiliza de comparações ora transversalmente entre - sujeitos, ora longitudinalmente nos - sujeitos, sendo a população de estudo constituída por graduandos das disciplinas da área de administração do curso de graduação da Faculdade de Enfermagem da PUC-Campinas do período integral e noturno. Para tal, este estudo foi pautado em recursos da análise quantitativa e se utilizou da técnica de coleta de dados por meio de questionários estruturados com uma escala de respostas que permitiu a aplicação de processos estatísticos para obtenção de representações simplificadas. Os questionários foram estruturados em duas partes: uma composta pela caracterização dos respondentes envolvendo as variáveis sexo, idade, tipo e local de atividade profissional, e outra envolvendo as competências previstas nas disciplinas da área de administração. A definição das competências das disciplinas constituiu um trabalho a partir da análise dos objetivos e conteúdos programáticos das disciplinas e passou por um processo de validação de juízes. Os resultados mostraram uma população de 488 respondentes distribuídos em função da disciplina que estavam cursando e do período de realização do curso, sendo identificada uma predominância de indivíduos do sexo feminino, idade mediana de 24 anos, a maioria foi composta por graduandos trabalhadores distribuídos em 19 diferentes tipos de atividade profissional com grande incidência de trabalhadores de nível médio de enfermagem. Os resultados relativos ao alcance das competências mostraram que aproximadamente ¾ das respostas se situaram entre o grau parcial e o grau integral da escala de intensidade, sendo que das 125 questões em que se constituíram os quatro questionários aplicados, em apenas 14 delas foi identificada uma diferenciação nas respostas entre os grupos analisados. A análise dos resultados e a comparação dos resultados fase á fase do conjunto de respostas dos respondentes em relação a sua percepção do grau de competência alcançado permite concluir que o grupo alcançou em sua maioria o grau de competência integral e, preservados os limites da análise transversal, alcançaram um grau de competência crescente conforme cursaram as disciplinas. É preciso uma avaliação da contribuição das disciplinas para o desenvolvimento de competências previstas no projeto político pedagógico de forma a atender ao perfil do egresso desejado pelo curso. E, além disto, primordialmente avaliar a contribuição que estas disciplinas podem dar ao curso no sentido de buscar a formação do Enfermeiro capaz de uma ação transformadora de sociedade em que atua e vive / This studys objective was to identify the perception degree of management competency reached by undergraduates in nursing of a private university relative to subjects that administrative field forecasts. Also, was to identify possible relations of association between the independent variables contained in the paper and the results found. This study has quantitative descriptive character which uses comparisons times transversally with subjects, times longitudinal in subjects, being the study population made of undergraduates of administration disciplines of the Nursing course from the Faculdade de Enfermagem da PUC-Campinas, both integral and night shifts. For that, this study was ruled by quantitative analysis resources and has used the data collection by questioning method, those structured by an answer scale that allowed the application of statistic processes leading to simplified representations. The question forms were structured by two parts: the first was composed by the characterization of the interviewed containing variables as gender, age, type and local of professional activity, the second touching the subjects of forecast in the administrative graduation field. The definition of subjects competencies constituted a work of developing the analysis of the objectives and programmatic contents and went through a process of validation by judges. The results shown a population of 448 repliers distributed by the subject they were coursing and the period they were in, being identified predominance of female individuals, medium age of 24, most of them worker undergraduates distributed in 19 different groups of professional activity and great incidence of workers on nursing basic levels. The results related to range of the competences have shown approximately ¾ of the answers situated between the partial and integral level of the intensity scale, being that from 125 questions which built the forms, in only 14 of them were identified a differentiation of the answers by the analyzed groups. The analysis of the results and the comparisons of the them phase by phase allows to conclude that the group reached in its majority the integral degree of competence and, preserved the limits of transversal analysis, reached an increasing degree of competence as they attended the disciplines. An evaluation of the subjects contribution is needed for the development of competences forecast in the politic pedagogic project as to reach the expected egress profile of the course. And, besides that, first mostly evaluate the contribution that those subjects may give to the course in sense of seeking the development of the Nurse capable of transformation action on the society in which he acts and lives

M.Ed. / South Africa is faced with the challenge of reconstruction and social recovery having held its .first democratic elections in 1994. Education was central to the discursive process of racial and cultural segregation (Baxen & Soudien 1999: 131). After the 1994 elections the whole education dispensation in South Africa was bound to change dramatically. This is a logical deduction since new role players will always have a new vision, in order to spell out the new roads to be embarked upon. Jansen (1999:145) puts it as follows: "...OBE as primarily a political response to apartheid schooling rather than one which is concerned with the modalities of change at classroom level". A multitude of changes have taken place in the interim. One of the major changes was legislation that provided for the establishment of SAQA (South African Qualifications Authority). The Act was promulgated in 1996, Act 58 of 1996. The main objective of SAQA is to provide for the development and implementation of the NQF (National Qualifications Framework). The NQF brought about a new structure regarding bands of education and levels of qualifications within the said bands. (Refer to diagram 1). According to Pretorius (1998:4) the framework of the NQF makes provision for life-long learning opportunities and levels of qualifications nationally agreed upon.