Multi-grade education is currently a national priority. Situational analyses carried out by Adele Gordon (1987, 1999), Grey (2001), Lungwangwa (2000) and Potenza (2000) have indicated that quality education in multigrade schools is suffering. Visits to farms in South Africa by journalists of leading newspapers like Jabusi, Letsaoleo, Mecoamere (Sowetan, 1999 & 2000) and Thompson and Mboyane (City Press, 1999 & 2001), respectively, have confirmed the findings in respect of farm schools, leading to this study. Attempts were made from 1980 to 1988 to address these problems. The previous Department of Education and Training (DET) implemented a programme to assist and develop farm schools. This programme was the result of the recommendations of a synthesis report in 1986 on black schools in rural areas, including farm schools. A number of reports and memoranda contributed to the above programme, for example: • a memorandum about the upgrading of farm school education; • a committee report on the provision of education on smallholdings and small farms; and • an investigation into the facilities available to learners in rural areas (July 1983). A new view of multi-grade schools in the Limpopo province is related to a study undertaken in 2000 by Professor Geoffrey Lungwangwa. Although the study concentrated on the Limpopo province, the findings and recommendations were submitted so that they could be applied nationally, some even worldwide. These findings and recommendations were presented at national level during the UNICEF conference in Durban during 2000. Workshops were scheduled throughout the country to address the recommendations of the studies of 2000. These recommendations largely involved the services of NGO's. The NGO's had a lion's share in the recommendations, as indicated by those who participated in the study. It appeared that districts were not up to standard. They had no structures in place to address the challenges of multi-grade teaching. It was also evident that districts had no programme to present and were looking for a way to remedy the situation. The NGO's in the districts were consequently appointed. / Prof. T.C. Bisschoff

M.Ed. / The implementation of Outcomes-based education by the Department of Education in 1998 has shown adverse implications on the ability of educational managers to manage the curriculum effectively because most of them were not reskilled and ready during implementation. This has far reaching implications for educational management in general and therefore requires a review in order to maintain high levels of efficiency and effectiveness in management. The purpose of the study was to determine the extent to which educational managers were equipped with professional skills and knowledge for successful implementation of OBE. It also aimed at determining the involvement of stakeholders during the implementation of OBE. Educational managers and educators who were purposely selected from primary schools were interviewed during focus group interviews using a tape recorder. Verbatim-transcribed data was analysed using the constant comparative method. The research findings suggest that transformation in educational management is necessary for the successful implementation of OBE.

M.Ed. / The central focus of the study is the development of guidelines and the creation of a implementation model for the integration of Outcomes Based Education (hereafter referred to as OBE) and Cooperative learning. The purpose of both the guidelines and the implementation model is to assist colleges with the implementation of the Education Strategy of the National Department of Education as proposed by the Minister of Education. A literature study was initiated through the identification of a problem area. A problem statement was formulated, followed by determining a working methodology which was to be followed during the execution of the study. During the study as well as the development stages of the implementation model, both OBE and Cooperative learning remained the central focus. By means of a literature study both the focus points were highlighted by the emphasis on the integration of OBE and Cooperative learning. The literature study was followed by a quantitative empirical study. The study was supported by the development of a qualitative data gathering instrument. The empirical study was conducted at 3 colleges. The purpose of the empirical study was to determine the extend to which lecturers were employing OBE and Cooperative learning in the Mathematics classes. The research data forthcoming from the empirical study were analysed. During this analysis the focus fell on specifically six points. The six points were the following: • What level of understanding do the respondents have of OBE and Cooperative learning? • What level of training have respondents undergone pertaining to OBE and Cooperative learning? • Does the need exist among respondents to implement OBE and Cooperative learning in their Mathematics classes? • Are respondents capable of implementing OBE and Cooperative learning in their Mathematics classes? • How often are OBE and Cooperative learning used by the respondents in the Mathematics classes? • Is there a need among respondents for further training in OBE and Cooperative learning? The analysis was followed by an elaborate discussion of the above mentioned points to ensure the data acquired were understood and correctly interpreted. This allowed the researcher to draw certain conclusions, which in turn, along with personal experience, were used to make recommendations with respect to the integration of OBE and Cooperative learning as teaching approaches in Mathematics classes.

The purpose of this study was to “explore the problems experienced by educators with regard to the implementation of Outcomes-Based Assessment in the Senior Phase”. According to the National Assessment Policy (RSA: No 27 of 1996), Outcomes-Based Assessment is a process of gathering valid and reliable information about the performance of the learner, on an ongoing basis against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders. Govender (2003: 22) states that: “Educators somehow fail to understand that Outcomes-Based Assessment is a process which must be followed and adhered to for assessment to be successful and easily understood.” In order to explore the problems regarding the implementation of Outcomes-Based Assessment, the data collection methods utilised included: focus group interviews, questionnaire, observation and literature review. The participants comprised of thirty-six educators involved in the Senior Phase and four District Officials responsible for the same phase in the curriculum delivery. The major findings indicate that educators are experiencing problems regarding the implementation of Outcomes-Based Assessment in the classroom. The findings also point out that educators were inadequately trained for the implementation of Outcomes-Based Assessment processes in the teaching and learning environment. The researcher concluded that something must be done and therefore the study concludes with recommendations that have been made with the aim of resolving the problems as stated above. / Dr. M.C. van Loggerenberg

Information security is crucial to the continuous well-being of modern orga- nizations. Humans play a signfiicant role in the processes needed to secure an organization's information resources. Without an adequate level of user co-operation and knowledge, many security techniques are liable to be misused or misinterpreted by users. This may result in an adequate security measure becoming inadequate. It is therefor necessary to educate the orga- nization's employees regarding information security and also to establish a corporate sub-culture of information security in the organization, which will ensure that the employees have the correct attitude towards their security responsibilities. Current information security education programs fails to pay su±cient attention to the behavioral sciences. There also exist a lack of knowledge regarding the principles, and processes, that would be needed for the establishment of an corporate sub-culture, specific to information security. Without both the necessary knowledge, and the desired attitude amongst the employee, it will be impossible to guarantee that the organi- zation's information resources are secure. It would therefor make sense to address both these dimensions to the human factor in information security, using a single integrated, holistic approach. This dissertation presents such an approach, which is based on an integration of sound behavioral theories.

The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003. / The introduction of Curriculum 21 in South Africa in 1998 has brought with it added responsibilities for parents. According to the South African Schools' Act, No.84 (1996), parents have been granted powers to "support teachers in the performance of their task "and "determine subject choices" for their children. However, when Curriculum 21 was introduced in 1998, relevant programmes for introducing parents to these ideas dia not exist. According to Schlebusch and Spady (1999) family, home, identity and respect are important features of Curriculum 21 and only parents can create the best conditions for the academic development of their children. Therefore, the involvement of parents in the education of their children is vital. This dissertation is a case study of a rural KwaZulu- Natal public school, Hopewell Primary School, in which a pilot study of a programme to introduce parents to their responsibilities in the implementation of Curriculum 21, was first introduced. / M

M.Ed. / Although the language assessment procedures for South African Grade12 learners have been extensively investigated by language practitioners, additional research is required in order to enhance assessment procedures and questioning techniques so that attitudes, values and learners' observable knowledge be included in testing. This study addresses the deficiencies associated with the existing assessment and evaluation techniques as related to English Second Language examinations. In this regard all aspects of assessment Le. writing, language and literature have been critically analyzed. The gaps that exist between assessment theories and assessing English in practical use have also been investigated, including ways of closing these gaps. The focus of the argument in this research report is that the less effective questioning measures in Grade 12 examinations should be addressed by critically analyzing existing papers and by identifying alternative assessment techniques. An alternative assessment programme incorporating new techniques has thus been formulated, and a pilot project conducted. The results from the pilot project, including learners' critical analysis of current assessment practice and educator responses have been analyzed and documented. The major findings were that: ~ The examinations encouraged learners to write in only a limited range of genres. The tasks set were appropriate as there was an assessment of the knowledge and skills that learners require beyond the classroom. ~ The literature papers focused too narrowly on intensive reading of short extracts from text.

M.Ed. / In South Africa outcomes-based education with Curriculum 2005 brought great changes to learners, educators and parents. The purpose of this investigation was in the first place to determine the influence of OBE on the classroom management of the Mathematics educator in the senior phase. Secondly this research was to determine effective classroom management guidelines. Data was collected before and after the implementation of OBE. The respondents were Grade 8 and 9 educators in four different schools, situated in four different urban communities, respresentative of the broader South African nation. Data was collected by means of focus group interviews, analyzed by means of content analysis and conducted by the researcher and an independent analyst. Teachers identified problems regarding classroom management, existing support factors and support factors that they would like to have. Many of the problems identified by the respondents were common before and after the implementation of OBE. Some of these problems were the learners lack of interest in their work, communication difficulties between the educator and learners from township communities, lack of a learning culture, a very low interest in school activities by parents, absence of resources and lack of support by the Department of Education. Educators mentioned some other problems that occurred after the implementation of OBE. A big issue to educators is overcrowding of classes and the amount of work that comes along with it. They find it impossible to teach Mathematics effectively in such big classes. Contributing to this problem are the negative attitudes of learners towards the learning situation. In OBE, the learners' input is important, and educators struggled to get them to work. Almost all the respondents require effective guidelines for teaching and the necessary resources. Educators as well as the learners struggle with the increased workload. In view of the findings, it is clear that teachers require the necessary skills for implementing OBE effectively. Enough resources, smaller classes and enough textbooks are important necessities. From this study it appeared that learners should be actively involved in the learning process, and educators have to be very well prepared for everyday's class. Well-prepared groupwork by educators provides for active involvement of the learners in the learning process and the opportunity for the learner to accept responsibility for his/her own learning success as well as that of his/her fellow-learners. Mathematics teachers need to spend more time on basic number skills, assessment of new work and should be very strict on homework. Educators in the Mathematics class have to motivate learners and this requires motivated educators. The enjoyment of learning should be a very important factor. The correct steps need to be taken by the Department of Education to ensure a positive learning experience by educator and learner.

M.Ed. (Educational Management) / Please refer to full text to view abstract