Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing a speech-flow difficulty, in order to gain insight into how best to support such a learner within an inclusive classroom. The theoretical framework on which this study was based is the bio-ecological model, inclusive education, positive psychology, resilience as well as developmental psychology, specifically the developmental phase of adolescence. The purpose of this was to view the learner holistically, taking into account all of the positive support structures in her life, especially, her levels of resilience, whilst taking cognisance of the fact that she is in the adolescent developmental phase, within a mainstream high school. Inclusive classrooms should ideally be structured in such a way that they accommodate a learner’s specific individual learning needs. The methodology employed in this study was based on a basic qualitative research approach, and viewed through an interpretive paradigmatic lens. Purposive sampling was used to select a learner who was experiencing a speech-flow difficulty. Various methods of data collection were employed, such as: a semi-structured interview with the learner and her mother, diary entries from the learner, a timeline of the learner’s life drawn by the learner herself, the researcher’s observations (both in the classroom and during a break time), as well as the researcher’s own reflective notes. Documents were also made available to the researcher, and these were the learner’s school reports, the learner’s speech therapy workbook, as well as a report on the learner from her speech therapist. This data was analysed through a qualitative coding process. The research findings indicated that the learner had various experiences, both positive and negative, within all spheres of her life. The majority of her experiences were positive, as the learner had strong support structures in her life, in the form of her mother, her friends, her sound academic capabilities, as well as her level of resilience. The learner is also currently receiving positive intervention in the form of speech therapy, where she is learning various strategies in order to assist her with her speech-flow difficulty. However, there are few factors that make the learner feel uncomfortable, especially in the classroom. The researcher has thus recommended ways in which educators can better support learners who are experiencing speech-flow difficulties within their classroom. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die geleefde ervaringe van ʼn leerder in ʼn hoofstroomskool, en wat ʼn spraakvloeiversteuring ervaar, te probeer verstaan. Die doel hiermee was om insig te verkry in hoe so ʼn leerder ondersteun kan word binne ʼn inklusiewe klaskamer. Die teoretiese raamwerk waarop hierdie studie berus is die bio-ekologiese model, inklusiewe onderwys, positiewe sielkunde, veerkragtigheid, sowel as ontwikkelingsielkunde, spesifiek die adolessente ontwikkelingsfase. Die mikpunt was om die leerder holisties te beskou, deur al die positiewe ondersteuningstrukture in haar lewe in ag te neem veral haar vlakke van veerkragtigheid, terwyl die feit dat sy haar in die adolessente ontwikkelingsfase bevind, en in ʼn hoofstroomskool is, verder lig op haar ervaringe kan werp. Inklusiewe klaskamers behoort dus in so ʼn mate gestruktureer te wees dat individuele behoeftes van leerders in ag geneem word. Die navorsingsmetodologie in hierdie studie het berus op ʼn basiese kwalitatiewe benadering, en beskou deur ʼn interpretatiewe paradigmatiese lens. ʼn Doelgerigte steekproef is gebruik om ʼn leerder te identifiseer wat ʼn spraakvloeiversteuring ervaar. Verskeie metodes van data-insameling is gebruik, byvoorbeeld semi-gestruktureerde onderhoude met die leerder en haar moeder, dagboekinskrywings van die leerder, ʼn tydlynoefening wat die leerder van haarself geteken het, die navorser se waarnemings (binne die klaskamer sowel as op die speelgrond), asook die navorser se reflektiewe notas gedurende die proses afgeneem. Dokumente is beskikbaar gestel aan die navorser, naamlik die leerder se skoolrapporte, haar werkboek wat sy gedurende spraakterapie sessies gebruik, sowel as ʼn verslag deur die spraakterapeut wat die deelnemer tans konsulteer. Die data is geanaliseer met behulp van ʼn kwalitatiewe koderingsproses. Die navorsingsbevindinge dui ʼn verskeidenheid van ervarings (positief sowel as negatief) aan wat die leerder binne al die areas van haar lewe ondervind. Die meerderheid van haar ervaringe is positief, aangesien sy sterk ondersteuningsstrukture in haar lewe het, veral haar moeder, haar vriende, haar sterk akademiese vermoeëns sowel as haar veerkragtigheid. Die leerder ontvang ook tans ʼn baie positiewe intervensie van ʼn spraakterapeut, waar sy ʼn verskeidenheid strategieë aanleer, wat haar help om die spraakvloeiversteuring mee te hanteer. Daar is egter ʼn paar faktore wat haar ongemaklik maak, veral in die klaskamer. Die navorser kan dus ‘n verskeidenheid van riglyne aanbeveel waardeur leerders met spraakvloeiversteurings ondersteun kan word binne die klaskamer.

No description available.

(D. Ed. (Didactics))

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

The desire to produce a learning environment which promotes student motivation, collaboration, and higher order thinking is common within the higher education system of today. Such learning environments also have the ability to address challenges’ Mechanical Engineering Technology (MET) students face entering the workforce. Through the vertical and horizontal integration of courses, this research presents how a scaffolded learning environment with a centralized theme of energy can increase motivation and conceptual retention within students. The integration of courses allows students to systematically translate their competency of concepts between energy based courses through experiential learning. The goal of this work is to develop a competency based learning model where students earn a professionally recognizable credential. The credential is earned through demonstrating their mastery of industry desired skills at a level that goes above and beyond the stock curriculum. The result is a more continuous curriculum that enhances multi-disciplinary problem solving while better preparing MET students for the workforce.

Introdução: O debate sobre a formação de profissionais da saúde no mundo tem valorizado a integração entre o sistema de educação e o sistema de saúde. Paralelamente, ganham força a educação baseada em competências como também a ideia de competências profissionais que favoreçam a qualidade do cuidado centrado na pessoa, apoiado no trabalho colaborativo. No Brasil, políticas públicas valorizam tanto a formação quanto as práticas profissionais voltadas à atenção primária à saúde (APS), podendo ser considerados exemplos em nível federal, as Diretrizes Curriculares Nacionais (DCN) e a Política Nacional de Atenção Básica (PNAB). Entretanto, as normas jurídicas ainda são objetos pouco estudados apesar de sua relevância como expressão do controle formal da sociedade e também por sua capacidade de promover avanços na integração necessária entre a formação e o exercício profissional. Objetivos: Analisar o conteúdo das competências das DCN à luz da APS e identificar pontos de articulação com a PNAB, caracterizar as competências elencadas nos documentos regulatórios da graduação e da prática da saúde na APS por meio da PNAB, caracterizar a inter-relação entre as competência destes diferentes cursos e identificar a interface das DCN com a PNAB. Método: Trata-se de análise documental, a partir da continuidade de pesquisa financiada pela OPAS intitulada \"Regulação das Profissões de Saúde no Brasil: mapeamento jurídico e institucional, identificação dos pontos de articulação e desarticulação e formulação de propostas para a harmonização regulatória\", cujo relato segue as recomendações do Standards for Reporting Qualitative Research. A análise foi realizada de duas maneiras: análise de conteúdo temática (adotando o quadro teórico dos atributos da APS como categorias a priori) e análise lexical, com apoio do Software Iramuteq. Os documentos escolhidos foram as DCN dos cursos de medicina, enfermagem e terapia ocupacional e PNAB (versão 2011), sendo selecionados e analisados os trechos que descrevem as competências esperadas do egresso (nas DCN) e as atribuições comuns e específicas dos profissionais na PNAB. Resultados: As duas formas de análise mostram que os documentos normativos abordam o atributo da integralidade de forma expressiva. A frequência dos atributos na PNAB é maior do que nas DCN. Há diferenças conceituais discretas entre os cursos e características distintas de linguagem. Como limitação, é importante pontuar que os resultados dizem de um contexto histórico e político específico, já transformado com a publicação da nova PNAB em 2016. Contudo, entende-se que a dissertação investiga e contribui para o reconhecimento também de aspectos permanentes das políticas públicas e demonstra a convergência, prevista nos documentos, entre os cursos/profissões bem como corrobora para o papel dos marcos normativos como forma de controle social formal. Conclui-se que há a necessidade da presença de atributos da APS nas competências das DCN e nas atribuições dos profissionais na PNAB, reforçando a necessidade de repensarmos os documentos que regulam a formação e buscarmos a elaboração de novas versões, viabilizando a prática colaborativa na saúde, já que estes atributos permitem a articulação entre as práticas profissionais / Introduction: The discussion about the health professional\'s formation has been enriched by the convergence between the educational and health systems around the world. The education based on competencies has increased importance as the idea of professional competencies that favor the quality of person-centered care, supported by collaborative work. In Brazil, public policies value as training as professional practices focused on primary health care (APS). The National Curricular Guidelines (DCN) and the Nacional Policy of Primary Care (PNAB) can be considered as examples at the federal level. However, the current legislation is still a matter of studies despite its relevance as an expression of formal control of society and also for their ability to promote progress in the necessary integration between training and professional practice. Objectives: To analyze the content of the competences of the DCN in the light of the APS and to identify points of articulation with the PNAB, to characterize the competences listed in the regulatory documents of the graduation and health practice in the APS through the PNAB, to characterize the interrelation between the different courses and identify the interface of the DCN with the PNAB. Method: This is documentary analysis, based on the continuity of research funded by PAHO entitled \"Regulation of Health Professions in Brazil: legal and institutional mapping, identification of points of articulation and disarticulation and formulation of proposals for regulatory harmonization\", whose report follows the recommendations of the Standards for Reporting Qualitative Research. The analysis was carried out in two ways: thematic content analysis (adopting the theoretical framework of APS attributes as a priori categories) and lexical analysis, with the support of Iramuteq Software. The selected documents are from the DCN related to medical, nursing, occupational therapy schools and PNAB (2011 version). These documents describe the expected competencies of the egress (according the DCN) and the common and specific assignments of the professionals in the PNAB. Results: The analysis show the normative documents approaching the attribute of integrality expressively. The frequency of attributes in the PNAB is greater than in the DCN. There are discrete conceptual differences between courses and distinct language characteristics.As a limitation, it is important to point out that the results refer to an specific historical and political context, already changed with the publication of the new PNAB in 2016.Although, it is well knowledge that the master\'s thesis investigates and contributes to the recognition about the permanent aspects of public policies and demonstrates the convergence predicted in the documents between the courses / professions as well as corroborates the role of normative milestones as a form of formal social control. It is concluded that there is a need for the presence of APS attributes in the competencies of the DCN and in the attributions of the professionals in the PNAB, reinforcing the need to rethink the documents that regulate the training and seek the elaboration of new versions, enabling the collaborative practice in health , since these attributes allow the articulation between the professional practices

Introdução: O debate sobre a formação de profissionais da saúde no mundo tem valorizado a integração entre o sistema de educação e o sistema de saúde. Paralelamente, ganham força a educação baseada em competências como também a ideia de competências profissionais que favoreçam a qualidade do cuidado centrado na pessoa, apoiado no trabalho colaborativo. No Brasil, políticas públicas valorizam tanto a formação quanto as práticas profissionais voltadas à atenção primária à saúde (APS), podendo ser considerados exemplos em nível federal, as Diretrizes Curriculares Nacionais (DCN) e a Política Nacional de Atenção Básica (PNAB). Entretanto, as normas jurídicas ainda são objetos pouco estudados apesar de sua relevância como expressão do controle formal da sociedade e também por sua capacidade de promover avanços na integração necessária entre a formação e o exercício profissional. Objetivos: Analisar o conteúdo das competências das DCN à luz da APS e identificar pontos de articulação com a PNAB, caracterizar as competências elencadas nos documentos regulatórios da graduação e da prática da saúde na APS por meio da PNAB, caracterizar a inter-relação entre as competência destes diferentes cursos e identificar a interface das DCN com a PNAB. Método: Trata-se de análise documental, a partir da continuidade de pesquisa financiada pela OPAS intitulada \"Regulação das Profissões de Saúde no Brasil: mapeamento jurídico e institucional, identificação dos pontos de articulação e desarticulação e formulação de propostas para a harmonização regulatória\", cujo relato segue as recomendações do Standards for Reporting Qualitative Research. A análise foi realizada de duas maneiras: análise de conteúdo temática (adotando o quadro teórico dos atributos da APS como categorias a priori) e análise lexical, com apoio do Software Iramuteq. Os documentos escolhidos foram as DCN dos cursos de medicina, enfermagem e terapia ocupacional e PNAB (versão 2011), sendo selecionados e analisados os trechos que descrevem as competências esperadas do egresso (nas DCN) e as atribuições comuns e específicas dos profissionais na PNAB. Resultados: As duas formas de análise mostram que os documentos normativos abordam o atributo da integralidade de forma expressiva. A frequência dos atributos na PNAB é maior do que nas DCN. Há diferenças conceituais discretas entre os cursos e características distintas de linguagem. Como limitação, é importante pontuar que os resultados dizem de um contexto histórico e político específico, já transformado com a publicação da nova PNAB em 2016. Contudo, entende-se que a dissertação investiga e contribui para o reconhecimento também de aspectos permanentes das políticas públicas e demonstra a convergência, prevista nos documentos, entre os cursos/profissões bem como corrobora para o papel dos marcos normativos como forma de controle social formal. Conclui-se que há a necessidade da presença de atributos da APS nas competências das DCN e nas atribuições dos profissionais na PNAB, reforçando a necessidade de repensarmos os documentos que regulam a formação e buscarmos a elaboração de novas versões, viabilizando a prática colaborativa na saúde, já que estes atributos permitem a articulação entre as práticas profissionais / Introduction: The discussion about the health professional\'s formation has been enriched by the convergence between the educational and health systems around the world. The education based on competencies has increased importance as the idea of professional competencies that favor the quality of person-centered care, supported by collaborative work. In Brazil, public policies value as training as professional practices focused on primary health care (APS). The National Curricular Guidelines (DCN) and the Nacional Policy of Primary Care (PNAB) can be considered as examples at the federal level. However, the current legislation is still a matter of studies despite its relevance as an expression of formal control of society and also for their ability to promote progress in the necessary integration between training and professional practice. Objectives: To analyze the content of the competences of the DCN in the light of the APS and to identify points of articulation with the PNAB, to characterize the competences listed in the regulatory documents of the graduation and health practice in the APS through the PNAB, to characterize the interrelation between the different courses and identify the interface of the DCN with the PNAB. Method: This is documentary analysis, based on the continuity of research funded by PAHO entitled \"Regulation of Health Professions in Brazil: legal and institutional mapping, identification of points of articulation and disarticulation and formulation of proposals for regulatory harmonization\", whose report follows the recommendations of the Standards for Reporting Qualitative Research. The analysis was carried out in two ways: thematic content analysis (adopting the theoretical framework of APS attributes as a priori categories) and lexical analysis, with the support of Iramuteq Software. The selected documents are from the DCN related to medical, nursing, occupational therapy schools and PNAB (2011 version). These documents describe the expected competencies of the egress (according the DCN) and the common and specific assignments of the professionals in the PNAB. Results: The analysis show the normative documents approaching the attribute of integrality expressively. The frequency of attributes in the PNAB is greater than in the DCN. There are discrete conceptual differences between courses and distinct language characteristics.As a limitation, it is important to point out that the results refer to an specific historical and political context, already changed with the publication of the new PNAB in 2016.Although, it is well knowledge that the master\'s thesis investigates and contributes to the recognition about the permanent aspects of public policies and demonstrates the convergence predicted in the documents between the courses / professions as well as corroborates the role of normative milestones as a form of formal social control. It is concluded that there is a need for the presence of APS attributes in the competencies of the DCN and in the attributions of the professionals in the PNAB, reinforcing the need to rethink the documents that regulate the training and seek the elaboration of new versions, enabling the collaborative practice in health , since these attributes allow the articulation between the professional practices

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-11-23T13:21:30Z No. of bitstreams: 1 2010 - Francisco de Assis Ver?osa Amorim.pdf: 5628732 bytes, checksum: d364ebc6a63abdbee270f31843fb3d0a (MD5) / Made available in DSpace on 2018-11-23T13:21:30Z (GMT). No. of bitstreams: 1 2010 - Francisco de Assis Ver?osa Amorim.pdf: 5628732 bytes, checksum: d364ebc6a63abdbee270f31843fb3d0a (MD5) Previous issue date: 2010-10-21 / Within this study, we aimed the participation of students on thirth year of Agriculture Course in order to awaken, them and through them, the interest of the community surrounding Federal Agrotechnical School of Satuba/AL for the use of alternative materials, available at this micro-region, for construction of rural breeding of family subsistence, through alternative techniques of rustic construction, using " knowledge development " and "design methodology". Faced with this challenge, the work was organized in four stages. At first stage, there was the involvement of students through a questionnaire about the possibility of using alternative materials for rural construction, such as fibers, palm leaves, polypropylene fiber raffia bags, old tires, PET, clay, etc., followed by the presentation of examples of rustic buildings and facilities for housing animals, reported in the literature, on the Internet and orally among the inhabitants of Satuba micro-region. In the second stage, we seek "knowledge development? based on the construction of diverse animal facilities for family subsistence production, using alternative materials found in Satuba micro-region, together with the community. In the third period, we reviewed, cataloged, organized and worked out an institutional document, as an embryonic proposed model of rustic facilities for breeding, using techniques and alternative materials, developed at the collective research, in order to boost an entire productive circle, from the collection of these materials until the construction of rural facilities for animal production, thus occupying families in an alternative activity, environmentally adequated, without requiring large investments. On fourth stage, we sought to evaluate the change that the experience of rural buildings construction with alternative materials had on the students. It was concluded that the proposal is viable and can be incorporated into the community, with students help, as a process of knowledge elaboration. / No presente trabalho, buscou-se a participa??o de alunos dos terceiros anos do Curso de Agropecu?ria com o intuito de despertar, neles e por meio deles, o interesse da comunidade circunvizinha ? Escola Agrot?cnica Federal de Satuba/AL, para a utiliza??o dos materiais alternativos dispon?veis na sua microrregi?o, para constru??o de instala??es rurais de cria??es de animais de subsist?ncia familiar. Para isso se usou as t?cnicas alternativas r?sticas de constru??o civil, as quais foram ?desconstru?das? e ?reconstru?das? atrav?s da ?elabora??o do conhecimento? e da ?metodologia de projetos? com o intuito de adapt?-las as constru??es de instala??es de cria??es animais. Diante desse desafio, o trabalho foi organizado em quatro momentos. No primeiro momento, ocorreu o envolvimento dos alunos, por meio de um question?rio sobre a possibilidade de uso de materiais alternativos na constru??o rural, com fibras, folhas de palmeiras, sacos de fibra de r?fia e polipropileno, pneus velhos, embalagem PET, argila, etc. E, por conseguinte se apresentou exemplos de constru??es r?sticas para moradias humanas e instala??es zoot?cnicas, existentes na literatura, internet e tamb?m as difundido popularmente entre os moradores da microrregi?o de Satuba. No segundo momento, se buscou atrav?s da ?elabora??o do conhecimento? construir as instala??es animais mais utilizadas na circunvizinhan?a na produ??o familiar de subsist?ncia, utilizandose dos materiais alternativos dispon?veis na microrregi?o de Satuba, e do saber popular. No terceiro momento, levantou-se, organizou-se e elaborou-se um documento para utiliza??o institucional, com t?cnicas de instala??es r?sticas tradicionalmente consolidadas, para assim, com a ?constru??o do conhecimento? despertasse nos alunos, poss?veis desenvolvimentos de novas id?ias para as constru??es de instala??es r?sticas para cria??o de animais. Bem assim motivar todo um c?rculo produtivo, desde a coleta desses materiais at? a constru??o de instala??es rurais para produ??o animal, ocupando as fam?lias em uma atividade alternativa, ecologicamente correta, sem exigir grandes investimentos. No quarto momento, buscou-se avaliar com a apresenta??o do mesmo question?rio apresentado no primeiro momento a modifica??o que a viv?ncia com a constru??o por materiais alternativos exerceu sobre os alunos. Concluiu-se que a proposta ? vi?vel e pode ser incorporada pela comunidade, com o aux?lio dos alunos, num processo de elabora??o do conhecimento com aplicabilidade das t?cnicas de constru??o com materiais alternativos, nas instala??es de cria??es animais.

This doctoral thesis is the result of the experience, continuous practice and day to day work as head of infant and youth choirs that the candidate has developed for over more than thirty years. The motivation, the concerns and the questions formulated with regards to choral singing, have underpinned this research. The thesis has focused on the learning of values, habits and competences in order to demonstrate that singing in an infant or youth choir is educational and goes far beyond the mere act of singing in a choir. We can therefore state that education is continuous, it never comes to an end and, furthermore, it unfolds in divergent ways. In summary to show that singing in an infant or youth choir is educational in the widest possible sense. / La tesi doctoral que presentem és fruit de l’experiència, de la pràctica continuada i de la tasca del dia a dia al capdavant de cors infantils i juvenils, per part de l’autora, al llarg de més de trenta anys. La motivació, la preocupació i els interrogants formulats entorn al cant coral han estat el mòbil de la present investigació. Hem centrat el tema en l’educació en valors, hàbits i competències per arribar a demostrar que cantar en una coral infantil o juvenil és un fet educatiu en aquests aspectes i que va molt més enllà de l’acte de cantar en una coral, ja que podem afirmar que l’educació és continuada, no s’acaba mai i, a més, es realitza en espiral. En definitiva, vol demostrar que cantar en una coral infantil o juvenil és un fet educatiu en el sentit més ampli.

South Africa is facing increasing competition as it becomes a more active participant in the "global village". The current South African skills base is inadequate and existing education and training structures are doing little to ensure a high degree of flexibility and multi-skilling. In addition, many people have acquired skills which are not recognised by traditional, formal learning institutions. Future workforces will require a high degree of flexibility and multiple skills in order to keep abreast of the fast changing workplace and technological innovations. Furthermore, vocational training is often perceived as less valuable than an academic education qualification. It is these, and other issues which stimulated some debate around the transformation of education and training in South Africa. The recommended structure to guide this transformation is a national qualifications framework. The National Qualifications Framework (NQF) will form a backdrop for recognition of and awarding of qualifications. The Framework aims to integrate vocational and academic qualifications and maintain internationally comparative standards. This study focusses on the impact the introduction of the Framework is likely to have on industry. It was discovered that on the whole, organisations, unions and industry training boards are in agreement about the need for such a structure and the potential benefits thereof. However, most retain some reservations about the implementation process and the practical considerations of time and money are hindering the full acceptance of the Framework. While the process is in its infancy in many industries, certain other industries are rather well established in the process of implementation. The Framework is far from finalised, and even once fully implemented, will require ongoing maintenance and adaptation. For this reason most participants in this discussion indicated varying degrees of reservation about the overall success of the National Qualifications Framework. / Thesis (M.Soc.Sc.)-University of Natal, 1997.