Magister Educationis - MEd / In Suid-Afrikaanse skole word op 'n gereelde grondslag gevind dat nie alle leerlinge baat vind by gewone groeponderrig soos dit in die gewone klaskamer vergestalting vind nie. Enersyds is daar die groep wat op Buitengewone Onderwys aangewese is, en andersyds is daar die groep wat nie vir buitengewone onderwys kwalifiseer nie, maar nog steeds nie die mas in die gewone klas kan opkom nie. Laasgenoemde maak dikwels deel uit van 'n sosio-ekonomies of polities benadeelde groep en die grootste persentasie druipelinge en vroeë skoolverlaters, in vergelyking met die res van die skoolbevolking , kom uit die groep. Die swak akademiese prestasies van hierdie leerlinge word in die meeste literatuur gekoppel aan kognitiewe benadeeldheid. Opvoedkundige Sielkunde. Kognitiewe benadeeldheid word vir die doel van hierdie mini-tesis gelykgestel aan kulturele benadeeldheid, maar dit word gekoppel aan die definisie van Feuerstein wat dit beskou as 'n gebrek aan bemiddelde leerervaring (BLE). Te midde van 'n strewe na sosio-ekonomiese, politieke en opvoedkundige rekonstruksie in Suid-Afrika, is dit belangrik dat probleme met skolastiese prestasie op die intermediêre vlak aangespreek word. Alhoewel skole weinig kan doen om 'n radikale verandering in die omgewingstoestande van leerlinge teweeg te bring, kan dit egter 'n groot bydrae lewer in die ontwikkeling van die kognitiewe vermoëns van kinders. Om hierdie belangrike funksie te vervul, is ditnoodsaaklik dat onderwysers in hul voorbereiding vir hul taak deeglik toegerus moet word met gepaste teoretiese begronding, asook daaruitvloeiende maatreëls om kognitiewe benadeeldheid by hul leerlinge effektief te verklaar en te bekamp. Die fokus in hierdie mini-tesis is op die benadering ten opsigte van kognitiewe benadeeldheid by primêre skool leerlinge in die opleidingsprogramme - spesifiek die Opvoedkundesillabusse - van onderwyskolleges van die Departement van Onderwys en Kultuur, Raad van Verteenwoordigers (DOK:RV); en die Departement van Onderwys en Opleiding (DOO), asook ontwikkelinge op die gebied van kognitiewe onderwys in Suid-Afrika. Op grond van die leemtes in die betrokke opleidingsprogramme is die doel van hierdie mini-tesis om BLE as noodsaaklike komponent in die opleidingsprogram van primêre skoolonderwysers in Suid- Afrika aan te beveel.

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

The objectives of the research study are to review existing subnational credit rating methodologies and their applicability in the South African context, to develop the quantitative parts of credit rating methodologies for two provincial departments (Department of Health and Department of Education) that best predict future payment behaviour, to test the appropriateness of the proposed methodologies and to construct the datasets needed. The literature study includes background information regarding the uniqueness of South Africa’s provinces and credit rating methodologies in general. This is followed by information on subnational credit rating methodologies, including a review of existing subnational credit rating methodologies and an assessment of the applicability of the information provided in the South African context. Lastly, the applicable laws and regulations within the South African regulatory framework are provided. The knowledge gained from the literature study is applied to the data that have been collected to predict the two departments’ future payment behaviour. Linear regression modelling is used to identify the factors that best predict future payment behaviour and to assign weights to the identified factors in a scientific manner. The resulting payment behaviour models can be viewed as the quantitative part of the credit ratings. This is followed by a discussion on further investigations to improve the models. The developed models (both the simple and the advanced models) are tested with regard to prediction accuracies using RAG (Red, Amber or Green) statuses. This is followed by recommendations regarding future model usage that conclude that the department-specific models outperform the generic models in terms of prediction accuracies. / PhD (Risk analysis), North-West University, Potchefstroom Campus, 2015

The objectives of the research study are to review existing subnational credit rating methodologies and their applicability in the South African context, to develop the quantitative parts of credit rating methodologies for two provincial departments (Department of Health and Department of Education) that best predict future payment behaviour, to test the appropriateness of the proposed methodologies and to construct the datasets needed. The literature study includes background information regarding the uniqueness of South Africa’s provinces and credit rating methodologies in general. This is followed by information on subnational credit rating methodologies, including a review of existing subnational credit rating methodologies and an assessment of the applicability of the information provided in the South African context. Lastly, the applicable laws and regulations within the South African regulatory framework are provided. The knowledge gained from the literature study is applied to the data that have been collected to predict the two departments’ future payment behaviour. Linear regression modelling is used to identify the factors that best predict future payment behaviour and to assign weights to the identified factors in a scientific manner. The resulting payment behaviour models can be viewed as the quantitative part of the credit ratings. This is followed by a discussion on further investigations to improve the models. The developed models (both the simple and the advanced models) are tested with regard to prediction accuracies using RAG (Red, Amber or Green) statuses. This is followed by recommendations regarding future model usage that conclude that the department-specific models outperform the generic models in terms of prediction accuracies. / PhD (Risk analysis), North-West University, Potchefstroom Campus, 2015