Distance education and open and flexible learning policies have done much to extend accessibility to higher education throughout the world. However, distance education is not just a move away from learning in the classroom. It is a complete paradigm shift and when delivering learning materials outside the classroom across any distance, it is important that technologies and techniques support students. Against this background, the case has been made that the provision of student support services, according to the diverse needs and expectations of adult distance education students, should be an integral part of the provision of open and distance learning. The focal point of this study was to evaluate student support services, provided at the northern campus of the University of Namibia, from a student perspective. A combination of both quantitative and qualitative methodologies was chosen and data were collected by means of a literature review and a questionnaire, supplemented with open-ended questions. The subjects of the study were second- and third-year B.Ed. students from the northern campus of the University of Namibia. The results of this study have provided evidence that adult distance education students indeed value the provision of student support services. Specifically, students in this study placed the greatest importance on student support services related to getting started with their studies, for example orientation sessions about available student support services and contact and communication with tutors and fellow students by means of vacation schools, face-to-face tutorials on Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role of management are crucial in the establishment of an effective student support model to facilitate distance learning. The following recommendations were formulated: The University’s Centre for External Studies (CES) should conduct periodic and regular evaluation studies of its distance education students to design, develop and provide student support services that will be tailored to students’ specific needs and expectations. CES should pay attention to support services that help reduce barriers if it is to attain its mission of making quality higher education more accessible. CES should provide adequate training to tutors to prepare them for the special challenges presented by open and distance learning. CES should design and implement an appropriate Information and Communication Technology (ICT) course to empower distance education students adequately for the use of modern ICT.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / This action research study was aimed at establishing the importance and role of communication, and determining to what extent it impacts on formative assessment in the mathematics classroom with particular reference to feedback. During the first cycle of research it was evident that conditions within the mathematics classroom were preventing this from being realised. If we as researchers were to assess the nature of communication patterns within the classroom situation, then those communication patterns should have existed. Our findings reflect that teachers were generally in control of all aspects of communication of their learners, and that communication was usually a type of monologue, with very limited response from learners to closed questions, (characterised by “yes” and “no” responses), which were frequently posed. The feedback from learners (perhaps inadvertently ignored), was not optimally utilised to enhance learning. Through observation it was determined that teachers’ ability to engage learners meaningfully for longer periods, or to consciously reflect upon their actions, needed to be developed. Praxis as research paradigm, which is based on reflection and appropriate response or action geared towards improving the circumstances or conditions of the people concerned (in this case teachers), underlies this study. This research is furthermore based on the following learning theories: enactivism, constructivism, facilitation theory, action learning, andragogy, reification, and situated learning...

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, face-to-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / Competency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.

Dissertation (PhD)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The Saudi Arabian Government has implemented a nation-wide policy to prepare its people for the workforce and has directed that the Saudi Council for Health Specialties (SCHS) be established. Under the SCHS umbrella the Saudi Nursing Board (SNB) has been formed for the purpose of regulating the nursing profession. While Saudi Arabia has for many years been dependent on the international community for nurses, it is now establishing its own nursing workforce. One challenge for the SCHS and the SNB is to ensure that practice standards are developed, since ultimately nursing practice affects the quality of the patient services and patient health outcomes. The Saudi nursing profession has a responsibility to develop its social mandate and provide a full range of services to the Saudi public. Systems and education programmes are required for all aspects of the regulatory process, including continuing professional development. Effective regulation systems are not based on a “one size fits all” approach. Furthermore, nurses need to insist on high quality education to develop both basic and ongoing competence and should be able to depend on the profession for social status and credibility. The purpose of this research was to develop, implement, validate and evaluate a continuing professional development learning programme for nurses working in Saudi Arabia. The learning programme was built from a vision of nurses (regardless of country) engaging in lifelong learning for the purpose of ensuring quality patient care and population health. The development of a continuing professional development learning programme is an initial step in fulfilling the need for educational structures to support standards of practice. The overall outcome of the research was functional by nature in that the knowledge of continuing professional development in nursing was generated and applied to nursing practice in Saudi Arabia. In view of the nature of the question, a mixed methodology was selected. Although the qualitative aspect was dominant, both the qualitative and quantitative aspects were used simultaneously. The design included exploratory and descriptive aspects. Furthermore, the researcher employed qualitative methods to develop, implement and evaluate the provisional learning programme and quantitative methods to validate the provisional programme, resulting in a partial explanation of the research phenomenon. The primary theoretical drive was inductive, as the purpose was to discover rather than to test the learning programme contents. Botes’ Research Model and King’s Theory of Goal Attainment were utilised. They complemented each other, as they both support a comprehensive, dynamic scientific approach to learning (health) outcomes influenced by the quality of nursing practice and practice environment. The research, which was outcomes–based, was carried out in the context of quality patient care (population health) and nursing practice situated within the Saudi Arabian setting, where the nursing regulatory system is emerging. As the questionnaire mean ( X ) results revealed scores of 3.0 to 3.9, data saturation was achieved during the first round of the Delphi technique. Fourteen experts from six different countries were asked to validate the provisional learning programme, which was duly done. The programme was implemented in a tertiary research hospital in Saudi Arabia. Formative and summative evaluations were also conducted. The results of the implementation and evaluation affirmed the effectiveness of the learning programme. Boyer’s Model for Scholarship was used to triangulate the research findings. These results formed the basis for the recommendations and final summary. The five broad recommendations that emerged from the research were that nurses should take on self-regulatory and leadership responsibilities; that they should engage in continuing professional development collaboration; that the nursing profession’s self-regulation responsibilities be acknowledged; that a healthy (quality) workplace environment be ensured; and that further research be done in this field. / AFRIKAANSE OPSOMMING: Die regering van Saoedi-Arabië het ʼn landwye beleid geïmplementeer om die mense van die land vir die arbeidsmag voor te berei en het opdrag gegee vir die stigting van die Saudi Council for Health Specialties (SCHS,) ʼn raad wat spesifiek met gesondheidsdienste gemoeid is. Die Saoedi Raad vir Verpleging (Saudi Nursing Board oftewel SNB) is tot stand gebring met die doel om die verpleegdiens in die land te reguleer. Nadat Saoedi-Arabië vir baie jare van die internasionale gemeenskap vir verpleegkundiges afhanklik was, word ʼn eie verpleegkorps nou in die land gevestig. Een van die uitdagings waarmee die SCHS en die SNB te kampe het, is die noodsaaklikheid om te verseker dat standaarde vir die praktyk ontwikkel word, aangesien die verpleegpraktyk inderdaad die gehalte van pasiënte-diens en gesondheidsuitkomste beïnvloed. Die verpleegberoep in Saoedi-Arabië is daarvoor verantwoordelik om sy maatskaplike mandaat te ontwikkel en ʼn volledige reeks dienste aan die mense van die land beskikbaar te stel. Stelsels en opvoedkundige programme is nodig vir alle aspekte van die reguleringsproses. Dit sluit voortgesette professionele ontwikkeling in. Vir ʼn reguleringstelsel om werklik doeltreffend te wees moet dit op spesifieke behoeftes gerig wees en kan een stelsel nie aan al die vereistes van diverse instellings voldoen nie. Dit is noodsaaklik dat verpleegkundiges op onderrig van ʼn hoë gehalte aandring ten einde basiese en voortgaande bevoegdheid te ontwikkel. Daarbenewens behoort hulle op die beroep te kan steun vir sosiale status en geloofwaardigheid. Die doel van hierdie navorsing was om ʼn voortgesette leerprogram vir die professionele ontwikkeling van verpleegkundiges wat in Saoedi-Arabië werk, te ontwikkel, te implementeer, te valideer en te evalueer. Die leerprogram het onstaan uit ʼn visie van verpleegsters (ongeag hulle land van oorsprong) wat hulle met lewenslange leer besig hou met die doel om diens van ʼn hoë gehalte aan pasiënte asook bevolkingsgesondheid te verseker. Met die ontwikkeling van ʼn leerprogram vir voortgesette professionele ontwikkeling is die eerste stap gedoen om in die behoefte aan opvoedkundige strukture ter ondersteuning van praktykstandaarde te voorsien. Die algehele uitkoms van die navorsing was funksioneel van aard deurdat die kennis van voortgesette professionele ontwikkeling in verpleging deur die verpleegpraktyk in Saoedi-Arabië gegenereer en ook daarop toegepas is. Vanweë die aard van die navorsingsvraag is besluit om ʼn gemengde metodologie, dit is kwalitatiewe en kwantitatiewe aspekte gelyktydig te gebruik, met die kwalitatiewe aspek as die dominante metode. Sowel verkennende as beskrywende aspekte is in die ontwerp ingesluit. Daarbenewens het die navorser kwalitatiewe metodes gebruik om die voorlopige leerprogram te ontwikkel, te implementeer en te evalueer, en kwantitatiewe metodes om die voorlopige program te valideer. Die navorsingsverskynsel is deur middel van ʼn gedeeltelike verklarende metode ontleed. Die primêre teoretiese dryfkrag was induktief, aangesien dit die doel van die navorsing was om die leerprogram se inhoud te ontdek eerder as om dit te toets. Daar is van Botes se Navorsingsmodel en King se Teorie van Doelbereiking (Theory of Goal Attainment) gebruik gemaak. Hulle het mekaar aangevul aangesien albei ʼn omvangryke, dinamiese wetenskaplike benadering tot leer- (gesondheid-) uitkomste, wat deur die gehalte van verpleegpraktyk en die praktykomgewing beïnvloed word, ondersteun. Die navorsing, wat uitkomsgebaseerd was, is uitgevoer binne die konteks van pasiëntediens van gehalte (bevolkingsgesondheid) en verpleegpraktyk, gesetel in die Saoedi-Arabiese milieu, waar die reguleringstelsel vir verpleegkunde aan die ontwikkel is. Data saturasie is reeds bevestig tydens die eerste rondte van die Delphi tegniek met gemiddelde tellings van ( X ) 3,0 en 3,9. Die navorsingsontwerp is daardeur verder versterk. Veertien deskundiges van ses verskillende lande is gevra om die voorlopige leerprogram te valideer, wat hulle ook gedoen het. Die program is in ʼn tersiêre navorsingshospitaal in Saoedi-Arabië geïmplementeer. Formatiewe en summatiewe evaluering is gedoen en die resultate van die implementering en evaluering het die doeltreffendheid van die leerprogram bevestig. Boyer se Wetenskaplikheidsmodel (Model for Scholarship) is gebruik om die navorsingsbevindinge te staaf. Hierdie resultate het die grondslag gelê vir die aanbevelings en die finale opsomming. Die vyf breë aanbevelings wat uit die navorsing voortgekom het was dat verpleegkundiges selfregulerende en leierskapverantwoordelikhede aanvaar; dat hulle aan samewerkingsaksies ten opsigte van voortgesette professionele ontwikkeling deelneem; dat die verpleegberoep se verantwoordelikhede ten opsigte van selfregulering erken word; dat ʼn gesonde (gehalte-) werkomgewing verseker word; en dat verdere navorsing op hierdie gebied gedoen word.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the continuous pursuit of competitiveness. This has placed a renewed emphasis on the capacitation of managers operating in such environments and may be seen as a critical means of ensuring a sustainable advantage. Within the South African food retail environment, learning and development activities do not seem to be capacitating managers effectively, as well as taking too long to meet the changing demands of the retail sector. Lifelong learning has the potential to accelerate the development of individuals in management positions. Lifelong learning can be seen as the facilitation of learning, growth and development of individuals, as well as a means for enabling individuals and organisations to meet the challenges of an increasingly competitive world. Learning has the potential to empower individuals. In facilitating lifelong learning, a coaching methodology was used to facilitate the learning of ten middle managers in a large food retail store (part of one of the biggest retail organisations in South Africa). This research set out to evaluate the effect of coaching (as a method to facilitate learning) to empower middle managers in the food retail sector. The research was approached from a lifelong learning perspective and the focus of the research was the individual adult learner. Within the context of adult learning, the concepts of andragogy, experiential learning and transformative learning were applied in the facilitation of adult learning. Coaching (as a method to facilitate learning) allows for a uniquely individual and personal approach to learning. The learning and development intervention (using a coaching methodology) to facilitate learning was implemented over a period of 12 months and the participants were ten middle managers employed by the retail store. The case study (more specifically a multiple-case) design was used as research design. The findings of the research were discussed to place them within the context of the following research questions: • What is the effect of coaching as a method of learning and development in the facilitation of lifelong learning to empower middle managers in the food retail environment? • Is coaching (as only another way of facilitating learning) an effective method for facilitating learning and the development of middle managers in the food retail sector? • Which dimensions should be taken into consideration when implementing a coaching methodology (as a method of learning) in developing middle managers in the retail sector? The participants’ empowerment status was measured with a standardised questionnaire using a pre-test, post-test and post-post-test design. The research was conducted in three phases. Mixed methods research (using both qualitative and quantitative methods) was used during the research, which included interviews, field notes, questionnaires, observation, tests and official statistics. The first phase consisted of an evaluation, which included an evaluation of each individual manager. Two learning style questionnaires were applied to each middle manager to gain a better understanding of each middle manager and to assist the learning process on an individual basis. Lastly, a pre-test on empowerment was done by means of a standardised questionnaire. Part of this phase involved a structured interview with each individual manager. The second phase involved exposure to the coaching intervention and the process of coaching, followed by a post-test for measuring changes in the empowerment status. The last phase consisted of a post-post-test to measure changes in empowerment at the end of the coaching intervention. Five out of the ten middle managers showed sustained empowerment gains at the end of the coaching intervention. An experiential approach (using Kolb’s learning model) was used to facilitate the learning, and the middle managers who completed the learning cycle (namely concrete experience, reflective observation, abstract conceptualisation and active experience) showed empowerment gains. The learners who showed empowerment also displayed self-direction in their learning. Coaching (as a method to facilitate lifelong learning) was used as an effective method of learning in a busy retail environment. Statistical analysis showed no statistically significant improvements in empowerment from pre-test to post-posttest of the total group. Based on the findings and conclusions of the research, a new coaching framework (to facilitate lifelong learning), namely the New Coaching Retail Model, is proposed. This model consists of dimensions that facilitate individual lifelong learning, pointing to an empowered lifelong learner. / AFRIKAANSE OPSOMMING: Die hedendaagse sake-omgewing word gekenmerk deur onsekerheid, vinnige verandering en ’n volgehoue ingesteldheid op mededinging. Binne die konteks van menslikehulpbronontwikkeling is daar ’n hernude beklemtoning van die ontwikkeling van bestuurders in omgewings van hierdie aard, wat aan besighede volhoubare voordeel sal gee. In die Suid Afrikaanse kleinhandel-voedselsektor blyk dit dat sekere leer- en ontwikkelingsaktiwiteite nie aan die uniekheid van die sake – en dus aan die konteks – voldoen nie. Lewenslange leer het die potensiaal om individuele ontwikkeling te versnel. Lewenslange leer kan as die fasilitering van leer, groei en ontwikkeling gesien word, en hou voordele in vir die individu, asook vir die organisasie binne die konteks van ’n veranderende sake-omgewing. Lewenslange leer het die potensiaal om die individu te bemagtig. Binne die konteks van die navorsing is ’n afrigtingsmetodologie gebruik om die lewenslange leerproses van tien middelbestuurders van ’n kleinhandelsaak (wat deel vorm van een van die grootste kleinhandelgroepe in Suid-Afrika) te fasiliteer. Die doel van die navorsing was om die effek van afrigting op die bemagtiging van middelbestuurders binne die kleinhandel te evalueer. Die navorsing is vanuit die perspektief van lewenslange leer benader. Die fokus van die navorsing was die individuele volwasse leerder. Binne die konteks van volwasse leer, is andragogie, ondervindingleer en transformasieleer tydens die fasilitering van volwasse leer toegepas. Afrigting (as ’n metode om lewenslange leer te fasiliteer) maak voorsiening vir ’n unieke individuele en persoonlike aanslag tot lewenslange leer. Die leer- en ontwikkelingsintervensie (deur die gebruik van afrigting ) is oor ’n tydperk van 12 maande gevolg en die teikengroep het uit tien middelbestuurders binne een kleinhandelsaak bestaan. Die navorsingsontwerp het ’n gevalle studie- (meer spesifiek ’n veelvuldige gevalle studie) ontwerp gevolg. Die drie navorsingsvrae verwys na die aard van die afrigtingsintervensie om lewenslange leer te fasiliteer en was daarop gemik om te bepaal of die afrigtingsintervensie ’n effek op die deelnemers se bemagtigingsvlakke gehad het, of afrigting as effektiewe metode vir leer en ontwikkeling vir middelbestuur binne die kleinhandelsektor aangewend kan word, en watter dimensies in ag geneem moet word wanneer ’n afrigtingsmetodologie gebruik word om middelbestuur binne die kleinhandelsektor te ontwikkel. Die deelnemers se bemagtigingstatus is met ’n gestandaardiseerde vraelys gemeet, terwyl ’n voor-en-ná-toets en ’n verdere (post-post-) toetsontwerp gevolg is. Die navorsing is in drie fases geïmplementeer. Beide kwalitatiewe en kwantitatiewe metodes bestaande uit onderhoude, notas tydens veldwerk, onderhoude, vraelyste, waarneming, toetse en statistiese analise is gebruik. Die eerste fase het uit formele evaluering bestaan, waar elke individuele bestuurder geëvalueer is. Elke bestuurder het twee verskillende vraelyste voltooi wat die individu se leerstyl geïdentifiseer het. Hierdie fase het ook voortoets behels wat die deelnemers se bemagtigingstatus gemeet het, asook uit gestruktureerde onderhoude. Gedurende die tweede fase is deelnemers aan die afrigtingsintervensie blootgestel. Gedurende die intervensie is die deelnemers se bemagtigingstatus weer deur ná-toets gemeet om verandering in bemagtiging vas te stel. Fase drie het uit verdere toets bestaan om die deelnemers se bemagtigingstatus aan die einde van die leer intervensie te meet. Die navorsing se bevindinge dui daarop dat vyf van die tien deelnemers aan die einde van die afrigtingsintervensie ’n verbetering in hul bemagtigingstatus getoon het. Deur gebruik te maak van ’n ondervindingsaanslag (soos gebruik in Kolb se leermodel) was dit beduidend dat die middelbestuurders wat die siklus van leer voltooi het, almal ook ’n verbetering in hul bemagtigingstatus getoon het. Hierdie leerders het ook selfrigting in hulle leer getoon. Afrigting (as ’n metode om lewenslange leer te fasiliteer) kon effektief as ’n metode van leer in ’n besige kleinhandelsektor gebruik word. Statistiese analise het getoon dat daar geen betekenisvolle verbeteringe van die voortoets na die na-na-toets van die groep was nie. Gegrond op die bevindinge en gevolgtrekkings, word ’n nuwe afrigtingsmodel voorgestel om lewenslange leer te fasiliteer, naamlik die “New Coaching Retail Model” (wat vertaal kan word as die “Nuwe Kleinhandelafrigtingsmodel”). Dié model is aamgestel uit dimensies wat individuele lewenslange leer bevorder, en wat dui op ’n bemagtigde lewenslange leerder.

Thesis (PhD (Education )--University of Stellenbosch, 2008. / 352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures. / ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate. The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum. To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice. The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum. The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These iv findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum. For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines. / AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word. Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk. Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui. Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.

Dissertation (PhD) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education has become the "new buzz word" in South Africa, and a paradigm shift from content-based to outcomes-based education has become essential. Institutions are concerned with efficient and effective approaches to critical care nursing delivery. The institution (nursing department) proves its worth by anticipating patient care needs and planning its learning program cognizant of the need to correlate activities with the institution's (nursing department) mission and outcomes. Planning that meets the learning needs of the critical care nursing learners not only provides the ability to meet job expectations, but also experiences for professional growth and satisfaction. In an age of nursing shortage, a well planned, integrated and outcomes orientated critical care learning program is essential. The outcome of the research was identified as a process of quality improvement for outcomes-based critical care nursing education, which included validated standards to facilitate quality critical care nursing education. This was researched by utilising an adapted Laing and Nish Model for Quality Assurance (1981) as the research strategy. Seven (7) steps were identified, namely: Step one included the identification and clarification of values; step two determined criteria, established standards for outcome, structure and process; step three ratified criteria and validated standards; step four identified and analysed factors influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected actions and in step seven, assessment (testing) was done. In steps two and three of the quality improvement process the Muller's (1996) Three Phase Model for Standard Development was implemented. Seven (7) standards were identified and formulated, namely: Standard one - Quality improvement; Standard two - Standard formulation; Standard three - Philosophy; Standard four - Legislative framework; Standard five - Curriculum development (learning program development); Standard six - Outcomes-based education; and Standard seven - Critical care nursing education. During the process of validation of the standards, standards five and six were combined and became Standard five - Outcomes-based learning program development. In step three the Delphi technique as part of the second phase of Muller's model (1996), was utilised to gain expert opinions / validation of standards. Operationalisation and assessment of the validated standards as part of a process of quality improvement for outcomes-based critical care education were done in a higher education institution. The results of this pilot study that was done supported the central theoretical assumption, namely that outcomes-based critical care nursing facilitates quality critical care nursing. The uniqueness of the research lies in the fact that in outcomes-based critical care nursing education there is no formal process of quality improvement for outcomes-based critical care nursing education. In this research, standards were developed and presented as part of a process of quality improvement for outcomes-based critical care nursing education. These standards should guide the developer of an outcomes-based critical care nursing education program during the development of the learning program (meso curriculum) and could be utilised to judge the quality of the current learning programs' quality. Five of the six standards are generic and could be utilised with minor adjustments in any higher education learning program. / AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg verpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na uitkoms-gebaseerde onderrig genoodsaak. Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg leerprogram se aktiwiteite in ooreenstemming met die instelling (departement verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde van die instelling (departement verpleging). 8eplanning wat aan die leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul werksverwagtinge nie, maar het ook professionele groei en genoegdoening tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde van die dag is. Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, ge"identifiseer. 'n Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing) gedoen. Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering; Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling); Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek tydens die tweede fase van Muller (1996) se model gebruik om deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en assessering van die gevalideerde standaarde as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling gedoen. Die resultate van hierdie toetsstudie het die sentrale teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging gehalte kritiekesorg-verpleging fasiliteer, ondersteun. Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde kritiekesorg-verpleegonderrig, geen formele proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie. In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram (mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram begelei, en kan gebruik word om die gehalte van huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik word.