D.Ed. / In South Africa the water and sanitation sector faces many problems in the delivery of services to ensure that all South Africans have access to safe and sufficient water resources and adequate sanitation to meet their needs. Local government, mandated to supply these services, has a lack of resources including trained human resources. Distance education learning programmes could be one way of addressing the lack of trained human resources. Distance education can reach a much wider spectrum of people, the costs to the employers can be greatly reduced, less work hours are lost, people, especially women, have the opportunity to study whilst still taking the caring role at home, and learners are also able to learn at their own pace and time. To address the problem it was identified that a framework for the development of outcomes-based distance education learning programmes for adult learners would be beneficial to the programme planners and educators who plan and design distance education learning programmes. The framework was developed based on the research literature explored. A literature study of three issues namely: outcomes-based education, facilitation of adult learning and distance education was undertaken. Theoretical underpinnings were extrapolated from the literature study which were used as the building blocks for the framework. To establish the theoretical underpinnings for the framework the evolution of competency-based education to outcomes-based education was investigated. It was concluded that competency-based education included core elements such as learning that is not time bound, learning that is stated as outcomes, various means can be used to achieve the outcomes, and assessment is based on the stated outcomes. These concepts have become the focus areas in all developments in competency-based as well as outcomes-based education. In the 1990s the education and training sector in South Africa was transformed, and an outcomes-based education system was adopted. A National Qualifications Framework has been introduced which offers a set of principles and guidelines for the education and training sector. These principles and guidelines were examined. Another issue that was scrutinised was the design of outcomes-based training material for the South African situation. Theoretical underpinnings for the framework were extrapolated from the findings of the literature study on the facilitation of adult learning and planning of adult learning programmes. The characteristics of the adult learner and the importance of these characteristics when planning a learning programme for the adult learner were examined. Two learning theories namely constructivism and transformative learning provided valuable insights into how adults learn in the learning situation. How to plan a learning programme for adult learners using the Critical Events Model, was explained. For the extrapolation of the theoretical underpinnings for the framework from distance education the evolution of distance education, from an informal style of correspondence education to a more formal style of single media correspondence education and eventually to a formal distance education system using multi-media methods was also explored. All these theoretical underpinnings were consolidated into the final product of this study namely a framework for the development of outcomes-based distance education learning programmes for the adult learners in the water and sanitation sector. The framework is designed as an independent document to be used by the programme planners and educators of distance education learning programmes. Within the framework the theoretical underpinnings are applied, guidance and advice on how to plan and design events in the distance learning programmes is given, and an example of how to design outcomes-based training material is included. Checklists are included at the end of every event in the framework. Programme planners and educators can use the checklist to determine if all the activities in the event have been completed. This makes the framework a guide that can be used by the most inexperienced programme planners and educators. It is hoped that this framework will guide many programme planners and educators as they are faced with the immense task of assisting in meeting the challenges of education and training in the water and sanitation sector in South Africa.

M.A., Faculty of Humanities, University of the Witwatersrand, 1999

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

The purpose of this study was to investigate the perceptions of principals and educators of primary school libraries in implementing Outcomes Based Education (OBE) and imparting and enhancing information skills in the Ndengezi Ward, Pinetown District, KwaZulu-Natal, with a view to proposing a set of recommendations based on the findings that would contribute to more effective use of the school library. The study population consisted of 15 principals and 385 educators. The survey instrument used to elicit data was a self-administered questionnaire that was distributed to a sample population of 15 principals and 105 educators. The questionnaire sought to establish if principals and educators are aware of the role of the school library in the successful implementation of OBE. A total of 104 responded, 10 principals and 94 educators, indicating a response rate of 89.5%. The results were analyzed in terms of frequency responses and are graphically displayed in the form of tables. The study findings show that the educators used both school libraries and other libraries for their curricula needs. Other libraries were more heavily used than school libraries. In the Ndengezi Ward there are no functional and well-resourced school libraries and this has contributed to their underutilization. Principals experience problems in development and establishment of school libraries. There is a need for training educators in library and information skills and creating awareness amongst principals about the role of the school library in implementing OBE. Recommendations for action and further research, based on the conclusions of the study, are made. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This thesis aimed at evaluating Outcomes-Based Education (OBE) policy in public schools in the Empangeni Region. Although South Africa is now a free and democratic country with a new system of education, some inequalities still exist among public schools which make it very difficult for them to implement OBE policy in the same way. It is therefore necessary to evaluate how educators view OBE policy. This research aimed at finding out (a) the policy measures that apply to OBE as a policy, (b) the extent to which normative factors apply in the implementation of education policy, (c) factors that hinder or promote effective implementation of OBE policy in public schools and (d) the model that can be recommended for the effective implementation of OBE policy. For purposes of orientation of the study it had to be located within its background which motivated it. The field of education in South Africa has always experienced problems especially with its policies. Some of these problems motivated the researcher to undertake this study and because of their significance they had to be stated in this research. The statement of the problem provided a foundation within which the aims of the study were explained. The significance of any research cannot be overemphasized. However, this one becomes even more significant because it comes up at a crucial period in South African education. This is a period when policies that were implemented in the country after 1994 should be evaluated. It is true that not all problems that relate to education policy can be solved at once. This therefore necessitated that delimitation of the study be clearly stated. There is virtually no study without its limitations, especially if it has to be done in public schools. These limitations were stated. For the purposes of clarity the terms that were constantly used in the study were defined and explained. The demarcation of the study provided a clear picture of the outline of chapters. The study had to be contextualized within the existing theoretical and conceptual perspectives that apply to public policy, policy-making process and OBE policy. Theory had to be drawn from different sources to find out whether OBE policy does adhere to the expectations of public policy in general. The policy-making process is one area that plays a very important role in the success of the implementation process. This necessitated that OBE policy be evaluated in terms of whether it followed necessary policy processes before and during its implementation. It also became necessary to present critical viewpoints on OBE policy as understood by its critics. This criticism culminated in the Revised National Curriculum Statement which was also discussed in great details in this study. This study had to outline the research methods and techniques used. The nature of the study necessitated the use of only questionnaires and interview schedule to elicit information from educators. It is true that there is no single research instrument without its limitations. It is for this reason that information obtained through the questionnaire had to be validated through the interview schedule. The researcher presented, analyzed and discussed research findings at the same time. The nature of the study enabled the use of tables and frequency distribution to present data. Because there was a lot of information to analyze, it sufficed to use descriptive statistical analysis. Discussion of data entailed interpretation and integration of data based on its presentation and analysis. In drawing conclusions the researcher realized that the present South African education system still has problems. To obviate these problems recommendations were made to the government, the education department in KZN and schools. This research culminated into a model of implementation which is the researcher's own creation intended to help all stakeholders have a clear direction in the implementation of OBE policy. The researcher did not only experience challenges inherent in the research process but also professional development. This learning experience is discussed as reflections on learning. / Thesis (Ph.D.)-University of Durban-Westville, 2002.

The purpose of this study was to establish what difficulties Grade Seven educators were experiencing in the implementation of Curriculum 2005, a new national outcome-based curriculum with wide ranging aims. A qualitative approach, using a case study method, was employed and mainly in-depth interviews and observations were conducted. Six Grade Seven educators in a variety of schools were interviewed at length about the wide ranging problems they experienced in introducing C2005 into the classrooms for the first time in 2000. The interview data was supplemented by personal observations of most of these educators in their schools. The research study was undertaken in a predominantly rural district of one region of the KwaZulu-Natal Department of Education. The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by the educators and the researcher's observation of identified features of problems. The key findings of this research study are the following: • Educators use inappropriate teaching styles • Educators lack a conceptual knowledge of Science • Educators lack the skill to teach practical work • Educators avoid selected aspects of C2005 • Assessment, recording and reporting is a threat to educators • Educators are not able to use learners' knowledge • Educators display a waning interest in the implementation of C2005 • Educators are stressed out • There is an increased workload on educators Educators lack qualification, training and teaching in outcomes - based approaches • Educators do not have parental support • There is a lack of guidance on what to teach • The lack of resources is a major obstacle for the implementation of C2005 • Educators lack a commitment to teach Natural Science • There is a lack of support from principals and school management teams Finally, recommendations are made for the successful implementation of C2005 as well as suggestions for further research. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

With the introduction of a new government in South Africa in 1994, the country embarked on a programme of land reform, and currently the process of dealing with the issues of Land Redistribution, Land Restitution and Tenure Reform is underway. Sound land administration is crucial to the Land Reform programme, and to future peace in the country. Such land administration requires a range of role players with varying levels of education. Also in the field of education the country saw a complete break away from the system of content-based education and competency based training, to one of outcomes-based education and training. The introduction of this new educational dispensation is overseen by the South African Qualifications Authority (SAQA), who is in the process of ensuring the smooth implementation of the National Qualifications Framework (NQF) into all aspects of learning in South Africa. The purpose of the NQF in the broad sense is to provide for the registration of nationally and internationally recognised qualifications on all levels in an integrated system, in order to facilitate access to and provide mobility in education and training. The NQF is designed to develop learning that is relevant to the needs of industry, the individual and the economy, but also to be dynamic and able to adapt quickly to changing circumstances. It therefore is providing South African educators with new challenges in the field of Outcomes-Based Education and training. One of the methods available to identify appropriate learner outcomes to meet the above requirements is the DACUM method, which works on the premise that expert workers are better able to describe/define their job than anyone else. The DACUM method is a proven way of arriving at relevant outcomes, which is the starting point in the curriculum development process as used in outcomes-based education and training programmes. In this thesis the DACUM model is tested as a tOGI for designing relevant outcomes, and such outcomes are modified in accordance with outcomes in practices in existing programmes in land administration in SouthernAnother important component in designing learning outcomes is to ensure that appropriate embedded knowledge is identified in order to avoid that learning becomes mechanistic without learners mastering necessary content. In this thesis a body of general knowledge has been compiled which can inform the curriculum developer on relevant embedded knowledge when designing learning units in Land Administration. This body of knowledge includes land related historical issues in South Africa as well as Australia and the USA, Government Policies and Legislation dealing with Land Reform. Finally some learning units in one of the fields in land administration were developed. In making the choice of which field, care was taken to identify one which will span a range of NQF levels, and the choice fell on the adjudication of land rights, which proved to have relevant learning on every NQF level from Level 3 to Level 7. To achieve this the writer had to interview a number of stakeholders and compile a body of knowledge specific to adjudication. Care was taken to develop elements, which could be used by the Standards Generating Body (SGB) in Surveying in designing Unit Standards, as well as by educators in Higher and Further Education. Africa. / Thesis (M.Sc.)-University of Natal, Durban, 2003.

This study considered use of practical work as one of the strategies that may be used to teach and learn fraction concepts in primary school Mathematics. Although an educator and learners were participants in the study, the focus was mainly on the learners. The class educator’s perception of practical work was investigated and the results confirmed the assumption that most educators use minimal or no practical work when teaching learners fractions. The researcher carried out an experiment with learners to find out whether they saw any value in doing practical work. Data collection instruments used were an observation schedule which was collated by the researcher in teaching four lessons, written responses of learners to a series of activities they did as class work and their responses to interview questions. Data collected from learners confirmed that practical work did have value in the teaching of fraction concepts, especially addition of fractions. Other than confirming the value of practical work, much other valuable data emerged from the findings. The data have important implications for the teaching and learning of fractions, especially addition of fractions, teacher training in practical work and also further research. These are intended to improve teaching of fractions, particularly addition of fractions. / M. Ed. University of KwaZulu-Natal, Durban 2013.

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.

The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.