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Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In this masters thesis the nature and theory of entrepreneurship, leadership and creativity are discussed. The primary objectives were to identify the entrepreneur. The secondary objectives were to evaluate that when he corporates his leadership skills and creativity if he can be a winner. Entrepreneurs create and manage change. Action-orientation is the essence of entrepreneurship. In order to achieve the above-mentioned objectives an in-depth literature study was carried out. It was followed by informal interviews with different entrepreneurs, managers and leaders of big and small businesses. Young entrepreneurs were also interviewed. During this study it was found that leadership and creativity are necessary for entrepreneurship, in order to prosper in an increasingly competitive world. Development of entrepreneurship, leadership and creativity becomes an important strategic objective of schools and other organisations. There is a need for training young people and adults efficiently. This situation poses definite challenges. On the part of educators it requires innovative and unique approaches to develop these abilities. Entrepreneurs are leaders. Being a leader is a prerequisite to entrepreneurship. An entrepreneur must be a leader to attract, retain and get the most out of financiers, suppliers, customers, consultants, professionals and contractors. He must be a leader to get the best out of himself. Some entrepreneurs lead in such a way that their leadership is easy to observe and to understand, while others' ways are less visible or comprehensible; but they are all leaders. One thinks that leaders are born with leadership talent. Some small elements of leadership may come with birth (Shefsky, 1994: 168), but those elements tend to determine the quality of the leadership, not the existence of leadership talent. People can be educated how to be leaders. This can also be taught at school. Entrepreneurial leadership develops by keeping perspective so that dreams can become reality, knowing why one must lead, identifying targets and staying focussed. Like other forms of leadership, entrepreneurial leadership entails a blend of what is ethically correct and what is financially successful. The entrepreneurial leader must be prepared for the stimulation and the responsibility of the position. Creativity in entrepreneurship is challenging and stimulating. Intuition is the enabling factor in creativity. Once the entrepreneurial leader creates, he tears apart his good ideas. He will analyse how long his idea will take to develop, what the risk is and what the market is. He will estimate both sides of success, spectacular and worst case scenarios. His mind will be open for creativity to truth. He will be inquisitive, he will question everything and try to figure out how in the world everything can be done better. / AFRIKAANSE OPSOMMING: In hierdie verhandeling word die aard en teorie van entrepreneurskap, leierskap en kreatiwiteit bespreek. Die primêre doelwitte was om te bepaal of die entrepreneur suksesvol kan wees as hy leierskap en kreatiwiteit koppel aan entrepreneurskap. Die entrepreneur skep verandering en hy bestuur verandering. Die wese van die entrepreneur is daarin om daadwerkilk op te tree. Om bogenoemde doelwitte te verwesenlik, is en diepgaande Iieteratuurstudie gedoen, asook onderhoude gevoer met verskeie entrepreneurs, bestuurders en leiers van groot en klein sakeondernemings. Daar is ook onderhoude met skoolgaande en jong entrepreneurs gevoer. Tydens die studie is bevind dat leierskap en kreatiwiteit noodsaaklik is vir entrepreneurskap ten einde voorspoedig te wees en vooruit te gaan in en Wêreld wat toenemend mededingend raak. Ontwikkeling van entrepreneurskap, leierskap en kreatiwiteit raak al hoe meer die strategiese doelwitte van skole en ander organisasies. Daar is en behoefte daaraan om jong mense en volwassenes effektief op te lei. Hierdie situasie skep werklik uitdagings. Aan die kant van die opvoeders vereis dit unieke verandering deur nuwighede in te voer en unieke benaderings te ontwikkel, ten einde hierdie vermoëns te ontwikkel. Entrepreneurs is leiers. Om en leier te wees, is en vereiste vir entrepreneurskap. en Entrepreneur moet en leier wees ten om die finansiers, verskaffers, kliënte, konsultante, beroepslui en kontrakteurs aan te trek, hulle te behou en die meeste uit hulle te haal. Hy moet 'n leier wees om die beste uit homself te kry. Sommige entrepreneurs lei op so 'n manier dat hulle leierskap maklik waarneembaar en verstaanbaar is. Ander se leierskap is weer minder sigbaar of verstaanbaar, maar hulle is almal leiers. Daar word algemeen aanvaar dat leiers gebore word met leierskaptalent. Sommige beginsels van leierskap is reeds by geboorte aanwesig (Shefsky, 1994: 168), maar hierdie beginsels is geneig om die bestaan van leierskap te bepaal, maar nie die bestaan van leierskap talent nie. Mense kan opgelei word on leiers te wees. Leierskap kan ook in die skool aangeleer word. Ondernemende leiers ontwikkel deur perspektief te behou sodat hulle drome werklikheid word, deur te wete te kom hoekom hulle moet lei, deur doelwitte te stel en gefokus te bly. Soos enige vorm van entrepreneurskap tree hulle eties korrek op om finansieel suksesvol te wees. Kreatiwiteit en entrepreneurskap skep 'n uitdaging en is stimulerend. Intuïsie is die bydraende faktor tot kreatiwiteit. Sodra die voornemende leier skep, haal hy sy idee uitmekaar uit. Hy analiseer hoe lank dit sal duur voor sy idee ontwikkel, wat die risiko is en waaroor die mark geleenthede gaan. Hy maak 'n waardebepaling van moontlike suksesse of mislukkings. Hy is ingestelop kreatiwiteit, is ondersoekend en weetgierig. Hy doen alles in sy vemoë om 'n belangrike rol te speel om die wêreld 'n beter plek te maak. Klem is gelê op die eienskappe, vaardighede, rolle en funksies van die voornemende leier en watter rol leierskap en kreatiwiteit in entrepreneurskap speel.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Higher education depends heavily on government funding, yet the tendency in both industrial and developing countries is one towards a decrease in budget allocation for the maintenance or improvement of higher education. At the same time institutions of higher learning are increasingly required to give account of that performance. Higher Education institutions will have to explore avenues of raising revenue other than government funding. Decisions with regard to promotion and salary increases, which form a substantial part of the expenditure on the institutional budget, must therefore be based on justifiable grounds if these institutions are to remain viable. It is for this reason that performance appraisal of academic staff assumes increasing significance. This study addresses the aspect of introducing an individualised performance appraisal system for academic staff. The research is in the format of a literature review of performance appraisal in higher education followed by a questionnaire survey and interviews among academic staff at an institution of higher learning. The questionnaire survey and interviews prove that performance appraisal for academic staff is necessary. According to the interviews there is, however, not substantive support for an individualised performance appraisal system for academic staff. In view of the support for performance appraisal elicited by the questionnaire survey, however, the research recommends that an individualised performance appraisal system be introduced for academic staff on an experimental basis, and that the research goal be subjected to further research in a more extensive manner by taking a bigger sample and employing different research methods. / AFRIKAANSE OPSOMMING: Die hedendaagse tendens in hoër onderwys dui op 'n vermindering van finansiële ondersteuning deur die owerheid aan instellings vir hoër onderwys, ten spyte daarvan dat sodanige instellings hoofsaaklik aangewese is op die owerheid vir befondsing vir die handhawing, of selfs verbetering, van hoër onderwys. Terselfdertyd word daar groter verantwoording van instellings vir hoër onderwys vereis. Instellings van hoër onderwys sal ernstige oorweging daaraan moet skenk om ander inkomstebronne as staatsbefondsing te bekom, ten einde die befondsing deur die owerheid aan te vul. Bevordering en salarisverhogings vorm 'n groot deel van die uitgawes op die begroting van die instelling. Besluite in hierdie verband behoort derhalwe geneem te word op gesonde grondslae. Dit is om hierdie rede dat prestasieboordeling van doserende personeel toenemende belangrikheid aanneem. Hierdie navorsmg fokus _ op die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel. Die navorsing is in die formaat van 'n literatuurstudie van prestasiebeoordeling in hoër onderwys, gevolg deur 'n vraelysondersoek en onderhoude met doserende personeel by 'n instelling vir hoër onderwys. Die vraelysondersoek en onderhoude bewys dat prestasiebeoordeling van doserende personeel wel nodig is. Daar is egter, volgens die onderhoude, onvoldoende steun vir 'n geïndividualiseerde stelsel van prestasiebeoordeling vir doserende personeel. In die lig van die ondersteuning vir prestasiebeoordeling soos blyk uit die vraelysondersoek, beveel die navorsing aan die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel op 'n proefbasis, en dat meer intensiewe navorsing ten opsigte van die navorsingsdoelwit gedoen word deur 'n groter steekproef te neem en verskillende navorsingsmetodes te gebruik.

Thesis (MEd)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Teacher support teams were established in South Africa as part of the strategy for handling the changing educational environment. These teams, without proper skills training, were established in various parts of South Africa. In the early phases of the research process, the need for the training of these newly established teams arose. Team members needed skills to execute the tasks expected of a Teacher Support Team effectively. There was no guide of which skills were in the greatest need of training, nor any guidelines concerning the most effective methods of training. The purpose of the present research is thus to compile a set of guidelines for the content of a skills training manual. A small section will be devoted to preferred methods of training. It must be emphasized that this research only provides guidelines for the compilation of such a training manual. The emphasis on guidelines is the result of different school, social and physical contexts, which influenced the needs of the Teacher Support Teams. As each team's needs concerning training content and method will differ according to their circumstances, so will their training manual. It is therefore not feasible to compile a set, skills training manual to suit everyone. Broad guidelines will thus be given in order for each team to compile their own training manual to suit their own training needs. The co-ordinator of the newly established Teacher Support Team may facilitate the compilation of such a training manual. A list of possible skills to increase the effectivity of the team was compiled from the available literature study. A detailed discussion of the respective skills has been done in the literature study. This discussion may be used for the compilation of action steps in the training of the skills. From the literature, a short discussion of the most effective training methods has also been done. Training methods, not the content of the skills to be trained, is the focus of this study. This is the reason for the very simplistic discussion oftraining methods. The research group consists of six different groups of Teacher Support Teams. The first group, a large group of 50 schools, did not react positively to the questionnaires sent to them. The second group consisted of spontaneously formed Support Teams while the third, fourth, and fifth groups were Teacher Support Teams, which were facilitated by a co-ordinator. The sixth group was a school management team of supportive nature. Skills in need of training and preferred training methods formed the focus of this current study. A list of needs to be trained was compared to the list of needs derived from the literature study. The skills which overlapped in the literature study and the research process, were indicated in the discussion of results. Most of the skills found in the literature study were also present in the needs analysis of the research group. Data from the literature study and from four of the five groups, which responded in the data collection process, preferred practical training methods to theoretical methods. In the empirical study the different groups forming the research group also preferred small group training to mass training. Training and implementation of Teacher Support Teams should be done on a personalized and individualized base, as the context and needs of each school or community differ. In conclusion it should be again stressed that this study only provides broad guidelines for the compilation of a training manual. This is not a training manual to be used without any adaptations. It only provides the rational of skills to be trained and some ideas on the possible skills to be trained, the content of this training and preferred training methods. / AFRIKAANSE OPSOMMING: Onderwyser Ondersteunings Spanne is in Suid Afrika bekendgestel as deel van 'n strategie om die veranderende onderwys siseem te hanteer. Hierdie spanne is in verskeie dele van Suid Afrika geïmplimenteer, sonder enige vaardigheidsopleiding. 'n Behoefte aan die opleiding van hierdie spanne het reeds vroeg in die navorsingsproses geblyk. Spanlede het vaardighede benodig om hul taak effektief te verrig. Daar is geen riglyne oor watter vaardighede benodig word, die inhoud daarvan en die wyse waarvolgens opleiding moet geskied, beskikbaar nie. Die doel van die huidige navorsing is dus die samestelling van 'n stel riglyne vir die inhoud van 'n vaardighede opleidings handleiding. Daar salook 'n klein gedeelte afgestaan word aan metodes van opleiding. Dit moet beklemtoon word dat hierdie navorsing slegs riglyne verskaf vir die samestelling van 'n opleidingshandleiding. Die klem op slegs riglyne is die gevolg van die invloed wat verskillende kontekste en sosiale- en fisiese omgewings op die aard en behoeftes van die Onderwyser Ondersteunings Span het. Elke span se verskillende opleidings behoeftes lei tot 'n verskil in hulopleidings handleiding. Dit is daarom nie aangewese om 'n vaste handleiding vir almal se gebruik saam te stel nie. Breë riglyne word dus daar gestel sodat elke Onderwyser Ondersteunings Span sy eie handleiding kan saamstel. Die saamstelling van so 'n handleiding kan deur die koordineerder van die span gefasiliteer word. 'n Lys van moontlike vaardighede om in 'n handleiding te vervat, is saamgestel uit die literatuur. Elke vaardigheid is in detail bespreek. Hierdie besprekings kan gebruik word in die samestelling van aksiestappe in vaardigheids opleiding. Uit die literatuur is a kort bespreking van die mees gevraagde opleidingsmetodes ook saamgestel. Opleidings metodes is egter nie die fokus van hierdie studie nie. Dit is die rede vir die baie simplistiese bespreking van opleidingsmetodes. Die navorsmgsgroep bestaan uit ses verskillende groepe Onderwyser Ondersteunings Spanne. Die eerste groep het bestaan uit 50 skole wat nie positief op die vraelyste gereageer het nie. Die tweede groep is spontaan gevormde Ondersteunings Spanne. Die derde, vierde, en vyfde groepe is Onderwyser Ondersteunings Spanne wat deur 'n fasiliteerder gekoordineer word. Die sesde groep is 'n skool bestuurspan met 'n ondersteunende karakter. Die noodsaak van vaardigheidsopleiding en die vaardighede wat opgelei moet word is die fokus van die huidige studie. 'n Lys van behoeftes vir opleiding is vergelyk met behoeftes uit die literatuur studie. Die vaardighede wat tussen die literatuurstudie en die navorsingsproses oorvleuel, is aangedui in die uiteensetting van die bevindinge. Die meeste van die vaardighede uit die literatuurstudie oorvleuel met dié uit empiriese navorsmg. Inligting uit die literatuurstudie en die navorsingsproses het gewys op die voorkeur van praktiese opleidingsmetodes bo teoretiese opleiding. Die navorsingsproses het ook 'n voorkeur vir kleingroep opleiding bo massa opleiding aangedui. Opleiding en implementering van Onderwyser Ondersteunings Spanne moet op 'n persoonlike en geïndividualiseerde basis geskied aangesien skole en sosiale kontekste verskil. Ter afsluiting moet dit weer eens beklemtoon word dat hierdie slegs breë riglyne is vir die samestelling van 'n opleidingshandleiding. Hierdie is dus nie per sy 'n opleidingshandleiding wat sonder enige aanpassings gebruik kan word nie. Dit verskaf slegs die rasionaal van vaardighede wat opgelei moet word. Dit verskaf ook idees aangaande die vaardighede wat opgelei moet word, die inhoud van hierdie opleiding en die gewildste opleidingsmetodes.

Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly, the ability of ACE schools to make provision for learners with special education needs, islimited. Following from these findings, a few recommendations are made. / AFRIKAANSE OPSOMMING: In hierdie studie is 'n ondersoek gedoen om vas te stel of die onderrig in ACE-skole (in die Suid-Afrikaanse konteks) voorsien in die ontwikkelingsbehoeftes van leerders. Politieke veranderinge in Suid-Afrika het meegebring dot veral Christenouers die persepsie het dot hul kinders, weens 'n sterk humanistiese inslag in staatskole, gebrek Iy aan voldoende Christelike opvoeding. Verder het die opvoedingsbestel in Suid-Afrika dit moontlik gemaak dot In wyer verskeidenheid van opvoedingsinstellings gevestig word waaruit ouers die een kan kies wat aan hul unieke behoeftes voldoen. Accelerated Christian Education (ACE) IS In Christelike opvoedingstelsel wat sy ontstaan in die VSA gehad het. maar nou wereldwvd ge'implementeer word. Die uniekheid van hierdie stelsel Ie daarin dot onderrig grootliks geskied via geskrewe materiaal wat elke leerder individueel en op sy eie tyd (binne die klaskamer) bemeester. Die voordele Ie in die individualisering van leer, maar In vraag ontstaan no die wenslikheid van die gebrek aan interpersoonlike kommunikasie in die onderriggebeure. In Literatuurstudie is onderneem om te bepaal in watter psigososiale ontwikkelingsbehoeftes voorsien moet word om te verseker dot leerders begelei word no effektiewe en gebalanseerde volwassenheid. Verder is 'n oorsig verkry van hoe Christelike onderwys in die algemeen, en die ACE-stelselin die besonder, door uitsien. Om die ACE-stelselin die praktyk te evalueer is die menings (en veral kritiek) van teoretici en outeurs aangevul deur inligting wat verkry isvan ouers. leerders en onderwysers van drie ACE-skole. Hierdie inligting is verkry deur middel van individuele informele gesprekke. Die ondersoekgroepe het bestaan uit vyf verteenwoordigers uit elk van die subgroepe uit elk van die drie skole (N=45). Die belangrikste bevindinge is die volgende: Die ACE-skoolstelselbied 'n aanvaarbare alternatief vir ouers wat graag wil toesien dot hul kinders meer Christelike opvoeding ontvang, of dan ten minste opvoeding in 'n Christelike omgewing ontvang. Ander voordele sluit in individualisering en die feit dot leerders daagliks hul eie leerdoelwitte stel, wat motivering en dissipline vergemaklik. Vanuit 'n opvoedkundig-sielkundige perspektief bevat die ACEskoolstelselegter belangrike leemtes: • Eerstens maak die aard van onderrig in 'n ACE-skool nie voldoende voorsiening vir interpersoonlike kommunikasie nie. Die belangrikheid van interpersoonlike kommunikasie vir effektiewe leer, hetsy in die vorm van inhoud wat via 'n onderwyser no die leerder gemedieer word, of in klaskamergesprekke (portuurgroepinteraksie) word wyd as gegewe aanvaar. • Tweedens lei die eksklusiewe aard van die ACE-skool daartoe dot leerders ge"isoleerword van die wye verskeidenheid mense, sienswysesen geloofsoortuigings wat in die samelewing bestaan. • Derdens word in die ACE-skool min, indien enige, voorsiening gemaak vir fisieke aktiwiteite; nog 'n belangrike aspek vir die gebalanseerde ontwikkeling van leerders. • Laastens isdie verrnoe van ACE-skoleom voorsiening te maak vir leerders met spesiale onderwysbehoeftes, beperk. Voortspruitend uit hierdie bevindinge word enkele aanbevelings gemaak.

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased (OBE) education. Within this paradigm much has been written and recommended as regards assessment, specifically authentic assessment, which needs to be continuous. Within this transformatory model of teaching and assessment, it is vital for the educator to understand how the learner learns in order to assess him/her authentically. Because cognition has to do with how learners acquire, store and utilize information, the best way to assess cognitive ability is to assess those thought processes that are involved in arriving at the products of cognition directly. Being process-based and judging the learners' responsiveness to instruction, it becomes important for the educator to examine how a learner learns, before educators can hope to categorise and analyse the learners' ability to learn. The paucity of the data base search revealed that the design of such a cognitive checklist was imperative. The checklist had to be easily understood, practical and easily impiementabie. The researcher based the checklist on Feuerstein's (1980) model, which is underpinned by the concepts of structural cognitive modifiability (SCM) and the mediated learning experience (MLE). SCM is based on the assumption that human beings have the capacity to modify their cognitive functions and adapt to life's changing demands. They are thus open systems which are amenable to cognitive changes. Structural changes are pervasive and determine cognitive function in a broad series of mental activities. Feuerstein has suggested a list of deficient cognitive functions at the input, elaboration and output phases of the mental act. These serve as guidelines for observational and mediational efforts. The identification of the deficient cognitive function, the level of modifiability and the mediation required to change them are considered to be of vital importance to predicting future learning. This basic assumption shifts the responsibility for a person's modifiability from that individual to the mediator or educator. The basic parameters of the cognitive process are subsumed into the cognitive map. These include: content; operation; modality; phase (input, elaboration, output); level of complexity; level of abstraction and level of efficiency. The present researcher reframed all the basic components of the learning phases into easily accessible English and provided examples of sub-skills (150) necessary for the successful acquisition of learning at that phase of the learning process. The literature study was followed by a pilot-study. This was carried out in order to refine the checklist and make sure that it was, indeed, user-friendly, easily understood, impiementabie without training and that it yielded information which the educators found to be professionally beneficial and enriching. The results of the pilot-study were incorporated into The Checklist To Assess Cognitive Skills' (Chapter 4). The result of the research was unanimous as regards the above-mentioned goals. The educators all realised the necessity of linking assessment to instruction and understood how crucial it is that educators understand and appreciate how a learner learns and hence, develops. / AFRIKAANSE OPSOMMING: Na apartheid het Suid-Afrika 'n verskuiwing na prosesgesentreerde, uitkomsgebaseerde onderwys (UGO) beleef. Binne hierdie paradigma is baie geskryf en aanbevelings gemaak oor assessering, veraloor outentieke assessering wat deurlopend toegepas moet word. Binne hierdie transformatiewe model van onderrig en assessering is dit van besondere belang dat opvoedkundiges moet verstaan hoe die leerder leer ten einde hom of haar op 'n outentieke wyse te kan assesseer. Omdat kognisie te doen het met die verwerwing, prosessering, storing en aanwending van inligting, is die geskikste wyse om kognitiewe verweë te assesseer, om daardie denkprosesse te assesseer wat direk betrek word ten einde by die produkte van kognisie uit te kom. Aangesien dit proses gebaseerd is, en gaan om die beoordeling van leerders se responsiwiteit op onderrig, word dit belangrik vir die opvoedkundige om te ondersoek hoe 'n leerder leer, voordat die opvoedkundige met enige mate van sukses leerders se leervermoëns sal kan kategoriseer en analiseer. Die beperkte omvang van die databasis-soektog beklemtoon dat die ontwerp van 'n kognitiewe kontrolelys vir opvoedkundiges imperatief is. Die kontrole lys moet verstaanbaar, prakties en maklik implementeerbaar wees. Die navorser het die kontrolelys gebaseer op Feuerstein (1980) se model wat onderlê word deur die konsepte van strukturele kognitiewe modifieerbaarheid (SCM) en die gemedieerde leerervaring (MLE). Struktuele kognitiewe modifieerbaarheid (SCM) is baseer op die aanname dat mense oor die vermoë besit om hulle eie kognitiewe funksies te modifieer en om aan te pas by die veranderende eise van die lewe. Hulle is dus oopsisteme wat vatbaar vir kognitiewe veranderinge is. Struktuele veranderinge is deurdringend van aard en bepaal kognitiewe funksionering in 'n breë reeks van denkaktiwiteite. Feuerstein het 'n lys van ontoereikende kognitiewe funksies by die invoer-, uitbreidings- en uitvoerfases van die denkhandeling voorsien. Hierdie lys dien as riglyne by beide waargenome en gemedieerde pogings. Die identifikasie van ontoereikende kognitiewe funksies, die vlak van modifieerbaarheid en die mediëring om dit te wysig, word as van kardinale belang beskou in toekomstige leer. Die basiese parameters van die kognitiewe proses word gesubsumeer in die kognitiewe kaart. Dit sluit in: inhoud; operasie; modaliteit; fase (invoer, uitbreiding, uitvoer); vlak van kompleksiteit; vlak van abstraksie en vlak van effektiwiteit. Die navorser het al die basiese komponente van die leerfases in toeganklike Engels herskrywe en het voorbeelde van 150 subvaardighede, nodig vir suksesvolle verwerwing van leer in daardie spesifieke fase van die leerproses, voorsien. Die literatuuroorsig is deur 'n loodsstudie opgevolg. Die loodsstudie is uitgevoer ten einde die kontrolelys te verfyn en om te vergewis dat dit werklik gebruikersvriendelik, maklik verstaanbaar, en toepasbaar is sonder opleiding, en dat dit inligting voorsien wat 'n voordelige en verrykende professionele bydrae sal maak. Die bevindings van die loodsstudie is in die Kognitiewe Kontrolelys geïnkorporeer (Hoofstuk 4). Die navorsingsbevindings het op eenstemmige wyse die realisering van bostaande doelwitte onderskryf. Die opvoedkundiges het almal die noodsaaklikheid van die verbinding tussen assessering en onderrig verstaan en ook van die belangrikheid dat die opvoedkundige begrip en waardering toon van hoe 'n leerder leer en dus ontwikkel.

Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: A study of the relevant literature revealed anxiety disorders to be of the most prevalent psychiatric disorders of childhood. Prevalence is put at between1 % and 20% in different studies. The purpose of this study was to gather data regarding the prevalence of anxiety in a group of learners in the Western Cape. Literature regarding the different etiological theories of anxiety, the classification of anxiety disorders, their prevalence, the living conditions of the child in South Africa and the assessment of anxiety in children were explored. The study further examined DSM-IV defined anxiety disorder symptoms in a large community sample of 7 to 13 year old learners in the Western Cape. This was done by a simple survey approach, using quantitative measures. Two self-report questionnaires were used, ie the Spence Children's Anxiety Scale (SCAS) and the Screen for Child Anxiety Related Emotional Disorders (SCARED). Results showed that the psychometric properties of the SCAS and the SCARED were moderate (convergent validity) to sufficient (reliability). The original factor structure of the SCAS and the SCARED did not emerge in this sample of learners, although factor analysis did yield evidence of the presence of a number of the hypothesised anxiety categories (ie social phobia, panic disorder, fears and generalised anxiety disorder). Results also indicated that a high percentage of the subjects reported serious anxiety symptoms, namely 22% on the SCAS and 25.6% on the SCARED. The most common anxiety symptoms of the learners in the Western Cape pertained to generalised anxiety disorder, separation anxiety disorder, social phobia, and obsessive-compulsive disorder. Studying the content of the most common responses revealed that symptoms referring to compulsive behaviours and physical separation from the parents were frequent. / AFRIKAANSE OPSOMMING: 'n Studie van die relevante literatuur het aan die lig gebring dat angsversteurings van die mees algemene psigiatriese versteurings tydens die kinderjare is. Die voorkoms daarvan wissel tussen 1% en 20%, en die doel van hierdie studie was om data oor die voorkoms van angs by 'n groep leerders in die Wes-Kaap in te samel. Literatuur oor die verskillende etiologiese teorieë rakende angs, die klassifikasie van angsversteurings, die voorkoms daarvan, die lewensomstandighede van die kind in Suid-Afrika, en die assessering van angs, is ondersoek. Daarna is angsversteurings soos gedefinieer deur die DSM-IV, ondersoek in 'n groot steekproef vanuit die gemeenskap, van 7- tot 13- jarige leerders in die Wes-Kaap. Dit is gedoen deur van 'n eenvoudige opname ontwerp gebruik te maak, en deur kwantitatiewe metodes te gebruik. Twee vraelyste waarin die subjekte inligting omtrent hulself verskaf, is gebruik, naamlik die Spence Children's Anxiety Scale (SCAS) en die Screen for Child Anxiety Related Emotional Disorders (SCARED). Resultate het aangetoon dat die psigometriese eienskappe van die SCAS en die SCARED matig (die konvergerende geldigheid) en voldoende (die betroubaarheid) was. Die oorspronklike faktorstruktuur van die SCAS en die SCARED het nie na vore gekom in hierdie steekproef nie. Faktoranalise het egter die teenwoordigheid van 'n aantal gehipotetiseerde angskategorieë aangedui, naamlik sosiale fobie, paniekversteuring, vrese en algemene angsversteuring. Resultate het ook getoon dat 'n hoë persentasie van die respondente die teenwoordigheid van ernstige angssimptome aangedui het, naamlik 22% op die SCAS en 25.6% op die SCARED. Die mees algemene angssimptome by die leerders in die Wes-Kaap het te doen gehad met algemene angsversteuring, skeidingsangs, sosiale fobie en obsessief-kompulsiewe versteuring. Simptome watte doen het met kompulsiewe gedrag en fisiese skeiding van hulouers, het die populêrste geblyk te wees.