Philosophiae Doctor - PhD / A review of the literature has shown that there is a lack of mental health information on which to base planning of mental health services and decisions concerning programme development for mental health services. Several studies have indicated that the use of an evidence-based health information system (HIS) reduces inappropriate clinical practices and promotes the quality of health care services. This study was aimed at developing a framework for a district-based mental health information management system, utilising the experiences of health care providers and caregivers about a district mental health information system (DMHIS). Activity Theory was used as the philosophical foundation of the information system for the study. A qualitative approach was employed using semi-structured individual interviews, Focus Group Discussions (FGDs), systematic review and document analysis. The intervention research design and development model of Rothman and Thomas (1994) was used to guide the study, which was conducted in the Cape Town Metropole area of the Western Cape. A purposive, convenient sampling method was employed to select study participants. Ethical clearance for the study was obtained from the University of the Western Cape, and permission to use the health facilities from the Department of Health. The data collection process involved 62 individual interview participants, from mental health nurses to district health managers, health information clerks, and patient caregivers/families and persons with stable mental conditions. Thirteen caregivers took part in the FGDs. Document review was conducted at three community mental health centres. The data were analysed manually using content analysis. Core findings of the interviews were lack of standardized information collection tools and contents for mental health, information infrastructure, capacity building, and resources. Information processing in terms of collection, compiling, analysing, feedback, access and sharing information were the major problems. Results from document analysis identified inconsistencies and inaccuracies of information recording and processing, which in turn affected the quality of information for decision making. Results from the systematic review identified five functional elements: organizational structure; information infrastructure; capacity building; inputs, process, output and feedback; and community and stakeholders’ participation in the design and implementation of a mental health information system (MHIS). The study has contributed a framework for a DMHIS based on the findings of the empirical and systematic review. It is recommended that there is a need to establish a HIS committee at district health facility level for effective implementation of the framework and quality information processing. There is a need to ensure that staffs have adequate knowledge and skills required for effective implementation of an information system. It is recommended that higher education institutions include a course on HISs in their curriculum. It is suggested that the South African Mental Health Policy be reviewed to include an MHIS and ensure involvement of the community and stakeholders in this system as well as adequate budget allocation.

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014