Thesis (DEd)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Language is central to everyone's life, forms part of personal growth, interaction with others, and provides access to learning and development. In a multilingual country like South Africa a learner is not only expected to have a high level of proficiency in his mother tongue, but also in a second language. Investigations into the literacy proficiency of learners in the Foundation Phase, reveal that learners cannot read sufficiently well at the end of Grade 3. These investigations therefore focus attention on the instruction of literacy. The Revised National Curriculum Statement (2002) proposes that a balanced approach be adapted so that learners can develop skills and strategies to decipher the "code" of written language. The object of this study is to develop a theoretically founded Literacy programme for Grade R learners, which will equip them, in an informal and enjoyable manner, with an understanding of the concept of writing and getting to know the symbols of writing. This can be used as an alternative system of indications in initial reading for Grade 1. The focus of literary review is specifically directed towards two approaches in literacy, namely the holistic approach and the phonics approach. The holistic approach deals with literacy development unitarily and emphasizes concept formation, following a topdown process in reading instruction. The point of departure of the proponents of the phonics approach is that preparation for reading is done directly with written language. This approach proposes a bottom-up process. Phonemic awareness with letter-sound correspondence is instructed explicitly, directly and systematically prior to, and independently, of reading instruction. A positive attitude regarding reading and books is very important in the development of literacy and as much as 50% of attention in presentations ought to focus on establishing positive attitudes. To accomplish this, presentations should be planned according to the principles of early child development in terms of which the learners' level of development, capabilities, needs and fields of interest are taken as the point of departure. The empirical investigation in this study comprises a case study of a Grade R class. An intervention programme, in which the focus fell upon letter-sound correspondence, was implemented during the case study. The lessons introduced letter-sound correspondence, which was directly linked to the existing Literacy Curriculum being applied in Grade R at the time. A balanced approach, in terms of which components of both approaches in literacy development were incorporated, was followed. How a young child learns and attains a grasp of the world about him was thoroughly taken into account in the design of the intervention programme. No formal supervision was included in the intervention programme, but objective data were obtained through a thorough literature study, participatory observation by different observers and interviews with several role players. Grade R learners are eager to learn, are at a very impressionable stage of their lives and want to know more about writing and books. These learners were motivated so that they participated enthusiastically in the programme. Positive attitudes were inculcated and they eagerly commenced Grade 1. / AFRIKAANSE OPSOMMING: Taal staan sentraal in elkeen se lewe; nie aileen vorm dit deel van sy persoonlike groei en sy interaksie met ander nie, maar dit is ook sy toegang tot leer en ontwikkeling. In 'n veeltalige land soos Suid-Afrika word nie net 'n hoe taalbevoegdheidsvlak in die leerder se huistaal verwag nie, maar ook in 'n tweede taal. Ondersoeke na die geletterdheidsvermoens van leerders in die Grondslagfase, wat bevind dat leerders aan die einde van Graad 3 nie behoorlik kan lees nie, vestig die aandag op die onderrig van geletterdheid. Die Hersiene Nasionale Kurrikulumverklaring (2002) stel voor dat 'n gebalanseerde benadering gevolg word sodat die leerder vaardighede en strategiee kan ontwikkel om die "kode" van geskrewe taal te ontsluit. Die doelstelling van hierdie studie is om 'n teoreties gefundeerde Geletterdheidsprogram vir Graad R-Ieerders te ontwikkel wat die jong leerder toerus om die konsepte van skrif te verstaan, skrifsimbole op 'n informele en genotvolle wyse te leer ken sodat dit as 'n alternatiewe aanwysingsisteem gebruik kan word in aanvangslees in Graad 1. Die literatuuroorsig vestig die aandag veral op twee benaderings in die geletterdheidsveld, naamlik die holistiese benadering en die fonetiese benadering (phonics). Die holistiese benadering hanteer geletterdheidsontwikkeling as 'n eenheid, beklemtoon begripsvorming en volg 'n bo-na-onder-proses in leesonderrig. Voorstanders van die fonetiese benadering gaan egter van die standpunt af uit dat voorbereiding vir lees direk met geskrewe taal gedoen word en beveel 'n onder-na-boproses aan. Dit word aanbeveel dat fonemiese bewustheid met letter-klankkorrespondering eksplisiet, direk en sistematies onderrig word voor en onafhanklik van leesonderrig. . 'n Positiewe ingesteldheid ten opsigte van lees en boeke is krities belangrik in. die ontwikkeling van geletterdheid en tot soveel as 50% van die klem in aanbiedinge behoort op die vestiging van positiewe houdings te fokus. Om dit te bewerkstellig word aanbiedinge volgens die beginsels van vroeekindontwikkeling beplan deurdat die leerder se ontwikkelingsvlak, sy verrnoens, behoeftes en belangstellingsveld as vertrekpunt geneem word. Die empiriese ondersoek van hierdie studie behels 'n gevallestudie by 'n Graad R-klas. 'n Intervensieprogram wat op letter-klankkorrespondering fokus, is tydens die gevallestudie ge"lmplementeer. Die lesse het letter-klankkorrespondering bekend gestel en sluit direk aan by die bestaande Geletterdheidskurrikulum wat alreeds in Graad R toegepas word. 'n Gebalanseerde benadering is nagestreef deurdat komponente van albei benaderings ge·inkorporeeris. Die wyse waarop die jong kind leer en hoe hy begrip van die wereld am hom verkry, is deeglik in die antwerp van die intervensieprogram in ag geneem. Geen formele toetsing is in die intervensieprogram ingesluit nie, maar objektiewe data is verkry deur 'n grondige literatuurstudie, deelnemende observasie deur verskillende waarnemers asook onderhoude met verskillende rolspelers. Die Graad R-Ieerders wat leergierig en op 'n baie ontvanklike stadium van hul lewe is en graag van skrif en boeke wil weet, was gemotiveerd en het met oorgawe aan die program deelgeneem. Positiewe houdings is gekweek en die leerders kon Graad 1 met entoesiasme aanpak.

Thesis (PhD)--Universiteit van Stellenbosch, 2004. / ENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and importance of knowledge as an organisational resource is considered to be a key element and source of power. Knowledge is regarded as the single most important source of core competence to ensure competitiveness and long term sustainability. The value of most products and services now depends on knowledge-based intangibles and many organisational theorists argue that strategy formulations should be built on a resource-based theory. The challenge for many organisations is therefore how to enable organisational knowledge and how to increase their organisational learning capacity and performance. Following a multi-disciplinary approach, this study critically evaluates and interprets existing theories on action and systems thinking. The traditional positivist paradigm no longer answers to the needs of a post-modem paradigm and corporate epistemologists and practitioners alike are in search of a new paradigm on how to construct organisational knowledge. Drawing on Habermasian theory of communicative action, as well as Parsons' general theory of action and Giddens' structuration theory, I argue that the construction of knowledge happens in a pluralistic manner, in contrast with traditional approaches which support a paradigm informed by a singular epistemology. A pluralistic approach to the development of knowledge, in relation to a Habermasian theory of communicative action which emphasises the importance of communication and which integrates action and systems theory, is therefore proposed. Constitutive features of organisational knowledge, such as deliberation, knowledge leadership, organisational culture and technology, are identified and analysed. Action learning has been adopted by a number of leading international comparues as a learning methodology. However, action learning has seemingly not been grounded in a defensible epistemological framework. In redescribing action learning, this study explores epistemological foundations of action learning in an attempt to provide corporate epistemologists with a defensible epistemological framework which promotes pluralism and constitutive features of organisational knowledge. A framework for organisational learning and knowledge construction, the Pluralistic Action Learning Systems theory (pALS), is suggested as an improved model of organisational learning suitable for implementation in a post-modem era. This framework incorporates the primary "technical" elements of the learning process, namely problem identification, collection of information, analysis and interpretation, application/use and reflection, as well as organisational enablers inherent in collaborative learning. Organisational knowledge is therefore seen as the outcome of a learning process which occurs at the individual, social and organisational system levels. Organisational knowledge is also constituted by features such as communication, knowledge leadership and trust which are essential in a collaborative learning environment. Knowledge is therefore not constructed through a single paradigm, but socially constructed through a pluralistic epistemology. Organisational knowledge is the outcome of organisational learning and such an organisational learning process is enabled by an action learning approach. An empirical study is conducted which is based on a forty-point questionnaire. The sample size is 120 part-time MBA students who are enrolled for an action learning management development programme and who have all been theoretically and practically exposed to an action learning programme. The findings of the empirical study conclude that the construction of knowledge happens in a pluralistic manner and that an organisational epistemology should be shaped by a pluralistic framework if it were to be successful in a post-modem business environment. It proposes that action learning, which is shaped by a pluralistic epistemology grounded in the Habermasian theory of communicative action, provides a defensible framework to enhance organisational knowledge through a collaborative learning approach fostering values such as deliberation, trust and openness. / AFRIKAANSE OPSOMMING: Sleutel woorde: Organisasiekennis, pluralistiese epistemologie, aksieleer, stelseldenke, strukturasie teorie, organisasieleer, kennisbestuur. Die waarde en belangrikheid van kennis in vandag se vinnige veranderende wêreld word beskou as van kritiese waarde en as die enkele mees belangrike element van kompetisie om lang termyn volhoubaarheid te bewerkstellig. In die hedendaagse korporatiewe omgewing word die waarde van die meeste produkte en dienste gebaseer op ontasbare elemente soos onder andere kennis. Korporatiewe strategeë argumenteer derhalwe dat korporatiewe strategie gevolglik op 'n vermoëns-strategie gebaseer moet word. Vir baie maatskappye is die uitdaging dus hoe kennis konstrueer moet word en hoe maatskappye hulle vermoëns moet verbeter om kennisorganisasies te word. Hierdie studie volg 'n multi-disiplinêre benadering wat bestaande aksie- en stelseldenke teorieë krities evalueer en interpreteer. Die tradisionele positivistiese raamwerk beantwoord nie aan die vereistes van 'n post-moderne paradigma nie en beide korporatiewe epistemoloeë en praktisyns is op soek na nuwe wyses hoe om organisasiekennis te konstrueer. Deur gebruik te maak van Parsons se algemene aksie teorie, en in besonder Habermas se teorie van kommunikatiewe aksie en Giddens se strukturasieteorie, argumenteer ek dat die konstruksie van kennis op 'n veeldoelige wyse plaasvind, in teenstelling met die tradisionele benadering wat 'n raamwerk aanbeveel wat op 'n enkelvoudige teorie van kennis gebaseer is. 'n Pluralistiese benadering met betrekking tot die ontwikkeling van kennis, in ooreenstemming met Habermas se teorie van kommunikatiewe aksie en gesteun deur aksie- en stelsels teorie, word derhalwe aanbeveel. Kenmerkende eienskappe van organisasie kennis soos, uitgebreide dialoog, kennisleierskap, organisasiekultuur en tegnologie word ook geidentifiseer en ontleed. Aksieleer is deur verskeie toonaangewende internasionale maatskappye aanvaar as 'n leer metodologie. Dit wil egter voorkom asof aksieleer nie in 'n epistemologiese raamwerk gegrond is nie. Deur aksieleer te herbeskryf ondersoek hierdie studie epistemologiese gronde van aksieleer in 'n poging om korporatiewe epistemoloeë met 'n verdigbare teoretiese kennisraamwerk toe te rus. 'n Raamwerk vir organisasie leer en die konstruksie van kennis, die Pluralistiese Aksieleer Stelsels (pALS) raamwerk, word derhalwe aanbeveel as 'n verdedigbare model wat aan die eise van 'n postmoderne samelewing beantwoord. Hierdie raamwerk sluit die primêre tegniese elemente van die leerproses in, te wete: probleem identifisering, die inwin van informasie, analisering en interpretasie van informasie, aanwending en gebruik van informasie en refleksie. Hierdie proses word verder ondersteun deur aspekte wat organisasieleer vergemaklik binne spanverband. Organisasieleer word dus beskou as die uitkoms van 'n leerproses wat bogenoemde elemente bevat en wat gebaseer is op 'n leeromgewing wat samewerking bevorder. Organisasiekennis word derhalwe gesien as die uitkoms van 'n leerproses wat op die individuele, sosiale en organisasie vlakke geskied. So 'n leerproses word bevorder en vergemaklik deur 'n aksieleer proses. Organisiekennis word ook gekenmerk deur eienskappe soos kommunikasie en kennisleierskap wat binne 'n saamwerk leeromgewing as noodsaaklik geag word. Kennis word dus nie deur 'n enkelvoudige raamwerk konstrueer nie, maar word ondersteun deur 'n veelvoudige epistemologie. Die empiriese studie is gebaseer op 'n veertigpunt vraelys. Die ondersoekgroep is 120 :MBA studente wat vir 'n aksieleer bestuursontwikkelingsprogam ingeskryf is en wat beide teoreties en prakties aan aksieleer blootgestel is. Die bevindings van die studie dui daarop dat kennis nie op 'n enkelvoudige wyse geskep word nie, maar wel deur van verskeie teorieë van kennis gebruik te maak. Die bevindings van die studie beveel aan dat aksieleer, as 'n pluralistiese teorie van kennis gegrond in die denke van Habermas, 'n verdedigbare raamwerk verskaf wat organisasieleer en die konstruksie van kennis bevorder deur 'n leeromgewing waarin waardes soos vertroue, openlikheid en kommunikasie bevorder word.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study investigated the impact that use of a microcomputer-based laboratory (MBL), in this case the TRAC PAC and associated software, had on student understanding in relation to common 'alternative learner ideas' and difficulties related to kinematics and kinematic graphs. It was carried out in the South African context, and focussed on subject matter that learners are expected to work with in preparation for the Senior Certificate South African examination. Twenty Grade 12 learners from four different schools participated in the study. Three key questions were investigated: 1. What conceptual difficulties do learners in this context experience in relation to kinematics and kinematic graphs? 2. Does use of the TRAC PAC as a microcomputer-based laboratory contribute to learner understanding of graphs of motion and related concepts? 3. If learning is enhanced using the TRAC PAC, what are some of the 'ways of learning' evident as learners participated in the MBL programme? To answer these questions, the study employed both an empirical quantitative dimension and an ethnographic qualitative dimension. The empirical study involved the use of pre- and post-questionnaires which were administered before and after learners participated in a TRAC PACbased learning programme comprising of six 3-hour learning activities conducted over three days. Overall learner performance on the questionnaires, as well as responses to individual questions, were analysed statistically, as well as through use of an 'item and matrix' analysis technique described by Svec (1999). Chapter 8 of this document reports on this component of the study. The ethnographic component of the study made use of observational data, and transcripts of video and audio recordings of learners as they participated in the learning activities. The data gathered using these techniques was analysed largely through use of a 'verbal analysis' technique described by Chi (1997). Chapter 9 of this document reports on this component of the study. In relation to Research Question 1, the main findings of the study were: • A literature review highlighted common 'alternative learner ideas' identified by other researchers, and these allowed me to group them into four main areas. These are described in Chapter 4 of this report. • The analysis of the questionnaires highlighted 'alternative learner ideas' that the group of learners who participated in this project held. These are described in Chapter 8 of this report. • The analysis of the video and audio transcripts also allowed for the identification of 'alternative learner ideas' held by this group of learners. These are described in Chapter 9 of this report. There was a high degree of commonality between the 'alternative learner ideas' identified through use of these three different sources. Research Question 2 was answered mainly through the empirical study described in Chapter 8 of this report. It was found that the MBL experience generally resulted in an improvement in learner understanding in this area of kinematics and kinematic graphs. More detailed statistical and 'item and matrix' analyses showed that the impact on learner understanding was better in certain areas than in others. The ethnographic study described in Chapter 9 contributed to answeri The degree of learner involvement in learning activities seemed to impact on the effectiveness of the programme. Possible factors impacting on involvement were identified . • 'Alternative learner ideas' were made visible in the context of 'argumentation episodes' and 'discussion and explanation episodes'. Consequently, these formed the contexts in which shifts in understanding were most likely to take place. Key learner behaviours and skills necessary for participation in these episodes are identified, and linked to success and non-success on the programme. Recommendations arrsmg from findings m the study are described m Chapters 8, 9 and 10of this report. / AFRIKAANSE OPSOMMING: Hierdie ondersoek bestudeer gebaseerde laboratorium, III gepaardgaande sagteware, op kinematikagrafieke het. die uitwerking wat 'n hierdie geval die TRAC studente se begrip van mikro-rekenaar PAC en die kinematika en Die ondersoek is III 'n Suid-Afrikaanse konteks uitgevoer en is toegespits op die vakmateriaal wat leerders behoort te beheers ter voorbereiding vir die Suid-Afrikaanse Senior Sertifikaat. Twintig Graad 12' s van vier verskillende skole het aan die ondersoek deelgeneem. Drie sleutelvrae is ondersoek: 1. Watter begripsprobleme ondervind leerders in hierdie verband met betrekking tot kinematika en kinematikagrafieke? 2. Dra die gebruik van die TRAC PAC as 'n mikro-rekenaar gebaseerde laboratorium by tot die leerder se begrip van kinematikagrafieke en verwante begrippe? 3. Indien "leer" deur die gebruik van die TRAC PAC bevorder word, watter "vorme van leer" is waarneembaar as leerders deelneem aan die MBL-program? Beide 'n empiries-kwantitatiewe dimensie en 'n etnografiese kwalitatiewe dimensie is in die navorsing gebruik. Die empiriese ondersoek maak van beide 'n voortoets en 'n na-toets gebruik. Hierdie vrae is aan die leerders voorsien voordat asook nadat hulle aan die TRAC PAC gebaseerde leerprogram deelgeneem het. Die leerprogram het bestaan uit ses leeraktiwiteite, elk drie uur lank, wat oor 'n tydperk van drie dae gedoen is. Die leerders se prestasie/uitslae met betrekking tot die vrae asook hul reaksie op individuele vrae is statisties ontleed, asook met behulp van die 'item en matriks' analitiese tegniek soos deur Svec (1999) beskryf. Hoofstuk 8 van hierdie verslag verwys na hierdie deel van die ondersoek. Die etnografiese komponent van die die ondersoek maak gebruik van waarnemingsdata en transkripsies van band- en video-opnames van leerders verkry tydens hul deelname aan die leeraktiwiteite. Die data so verkry, IS hoofsaaklik geanaliseer deur van die 'n verbale analise-tegniek gebruik te maak soos deur Chi (1999) voorgestel. Hoofstuk 9 van hierdie dokument doen verslag oor hierdie komponent van die ondersoek. Wat Navorsingsvraag 1 betref, IS die hoofbevindings van die studie die volgende: • 'n literatuur-oorsig beklemtoon die algemene alternatiewe leerderopvattings wat deur ander navorsers geidentifiseer is. Dit het my in staat gestelom hulle in 4 hoofareas te groepeer wat ek in hoofstuk 4 van die verslag bespreek. • Die analise van die vraelyste beklemtoon die alternatiewe leerderopvattings van die groep leerders wat aan hierdie proj ek deelgeneem het. Dit word in hoofstuk 8 van hierdie verslag bespreek. • Die analise van die band- en video-opnames het ook bygedra tot die identifikasie van' alternatiewe leerder-idees' wat by hierdie groep leerders voorkom. Dit word in hoofstuk 9 van hierdie verslag bespreek. Daar is 'n groot mate van ooreenkoms ten opsigte van die alternatiewe leerderopvattings wat by hierdie drie verskillende groepe voorkom. Navorsingsvraag 2 is hoofsaaklik beantwoord deur die emprrrese studie wat in hoofstuk 8 van hierdie verslag bespreek word. Daar is bevind dat die MBLondervinding oor die algemeen 'n vebetering in die leerders se begrip ten opsigte van kinematika en kinematikagrafieke tot gevolg gehad het. 'n Meer gedetailleerde statistiese 'item en matriks' -analise het getoon dat die uitwerking op die leerders se begrip in sommige areas beter was as in ander. Die etnografiese studie wat in hoofstuk 9 van hierdie verslag beskryf word, dra by tot die beantwoording van Navorsingsvraag 3. Sleutelbevindings met betrekking tot hierdie vraag sluit onder andere in: • Leerderdeelname aan leeraktiwiteite hou skynbaar verband met die sukses wat hulle in die program behaal. Moontlike faktore wat 'n invloed op deelname kon hê, is geidentifiseer. • Alternatiewe leerderopvattings is In die konteks van 'beredeneringsepisodes ' en 'besprekings- en verduidelikings-episodes' uitgelig. Hierdie "episodes" het die waarskynlikste verband uitgewys waarbinne veranderings van insig/begrip kan plaasvind. Kernleerdergedrag en vaardighede wat noodsaaklik IS vir die deelname aan hierdie episodes is geidentifiseer, en is gekoppel aan 'n leerder se sukses en mislukking tydens deelname aan die program. Aanbevelings wat voortspruit uit die bevindings van die ondersoek word In hoofstukke 8, 9 en 10 van hierdie verslag, bespreek.

Thesis (PhD)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The positive relationship between physical activity and recreation and a reduction in risk factors for youth has extensive historical roots. The definition of youth in an at-risk context has evolved over the years and may be conceptualized on a continuum ranging from low risk to chronic deviance. Many factors predispose youth to behavioural risk factors. These predisposing factors include variables related to the individual (self), family, peers, school, and community. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context, and that efforts to minimize risk factors for youth will provide diverse personal and social benefits. Strategies involving physical activity and recreation appear particularly promising in minimizing risk factors for youth. Physical activity and recreational participation can provide positive benefits related to psychological health, physical health, familial interaction, peer influence, academic performance, community development, and other lifestyle behaviours. The documentation supporting the enormous potential of physical activity and recreational programmes to positively influence youth in an at-risk context cannot be ignored. The 305 participants in the survey and the 35 participants from the Physically Active Youth (PAY) Group provided invaluable input into this research. All participants provided unique insight. Throughout the research it became increasingly apparent that there is incredible potential for physical activity initiatives to positively impact on youth in an at-risk context. Physical activity can help youth in an at-risk context by improving self-esteem, providing positive role models, teaching teamwork and social skills, promoting self-confidence, providing a sense of belonging. reducing risk factors for disease, giving youth something constructive to do, providing a means of releasing stress, promoting positive morals and values, teaching cognitive, leadership and life skills, providing a sense of community, fostering family support, and promoting the wellness of youth. At the end of the PAY pilot project all learners showed remarkable increases in their fitness levels, their attitudes changed towards being more positive and the programme showed a passing rate of 91%. Many organizations are currently providing programmes or services that directly or indirectly impact on youth in an at-risk context. There was a general consensus that these efforts is in need of government policy that will result in better coordination of such programmes. Successful programmes need to have youth spearheading the initiative. Programmes also need to be flexible, accommodating, inexpensive (or free), with good leadership and community support. Programmes directed towards youth in an at-risk context should be non-threatening, emphasizing participation, and not competition. The research evidence suggest that there is a need to empower marginalized youth, provide good leadership, establish parental support, provide increased government support, develop partnerships, create youth centres, reform current programming initiatives to reflect the needs of youth in an at-risk context, and continue research are some of the primary concerns. The need to approach youth in an at-risk context issues holistically was also a pervasive attitude. Physical activity and recreation can provide both prevention and intervention functions. / AFRIKAANSE OPSOMMING: Die positiewe verhouding tussen liggaamlike aktiwiteit en ontspanning en 'n afname in risikofaktore vir die jeug het 'n omvangryke geskiedenis. Die definisie van jeugdiges binne 'n risiko-konteks het oor die jare heen ontwikkel en kan gekonseptualiseer word op 'n kontinuum wat van laerisiko- tot chroniese afwyking strek. Daar is baie faktore wat die jeug vatbaar maak vir risiko ten opsigte van gedrag. Hierdie predisponerende faktore sluit veranderlikes in wat verband hou met die individu (self), die gesin, die portuurgroep, die skool en die gemeenskap. In die huidige situasie in Namibië is daar aanduidings dat daar rede vir kommer is wat betref jeugdiges binne 'n risiko-konteks, en dat pogings om risikofaktore vir die jeug te minimaliseer baie voordeel inhou, op persoonlike sowel as sosiale vlak. Dit blyk dat strategieë wat liggaamlike aktiwiteit en deelname in ontspanningsbedrywighede insluit, veel kan bydra om risikofaktore vir die jeug te minimaliseer. Liggaamlike aktiwiteit en deelname aan ontspanningsbedrywighede kan bydra tot die bevordering van die geestes- en liggaamlike gesondheid, gesinsinteraksie, invloed van die portuurgroep, akademiese prestasie, gemeenskapsontwikkeling, asook ander vorme van lewenstylgedrag van jongmense. Die dokumentasie oor die geweldige potensiaal wat liggaamlike aktiwiteit en ontspanningsprogramme het om die jeug op 'n positiewe wyse te beïnvloed, mag nie misken word nie. Die 305 deelnemers aan die ondersoek, en die 35 deelnemers van die Liggaamlikaktiewe Groep (Engels: Physically Active Youth Group oftewel PAY Group) het waardevolle insette tot hierdie navorsing gemaak. Elke deelnemer het 'n unieke insig bygedra. Namate daar met die navorsing gevorder is, het dit toenemend duidelik geword dat daar 'n ongelooflike potensiaal bestaan vir inisiatiewe vir liggaamlike aktiwiteite om 'n positiewe uitwerking te hê op jeugdiges binne 'n risiko-konteks. Liggaamlike aktiwiteit kan jeugdiges binne 'n risiko-konteks help deur hul gevoel van eiewaarde te verhoog, positiewe rolmodelle te verskaf, vir hulle spanwerk en sosiale vaardighede aan te leer, hul selfvertroue te bevorder, hulle te laat voel dat hulle êrens behoort, risikofaktore vir siekte te verminder, hulle iets opbouends te gee om hulle mee besig te hou, 'n manier te bied waarop hulle van stres ontslae kan raak, positiewe sedes en waardes te leer, kognitiewe, leierskaps- en lewensvaardighede te leer. 'n gemeenskapsbewustheid te kweek, gesinsondersteuning te bevorder, en ook hulle algemene welstand te bevorder. Aan die einde van die PAY-projek het al die leerders 'n merkwaardige verhoging in hul fiksheidsvlakke getoon, en was hulle houding baie meer positief. Die program het 'n slaagsyfer van 91% gehad. Daar is tans baie organisasies wat programme of dienste aanbied wat direk óf indirek 'n invloed het op jeugdiges binne 'n risiko-konteks. Daar was eenstemmigheid dat hierdie poging op regeringsbeleid moet kan steun wat tot beter koordinering van sodanige programme sal lei. In suksesvolle programme moet jeugdiges aan die voorpunt van die inisiatiewe wees. Programme behoort soepel en aanpasbaar te wees, hulle moet óf bekostigbaar óf gratis wees, en daar moet sterk leierskap en gemeenskapsondersteuning wees. Programme wat op jeugdiges binne 'n risiko-konteks gerig is moet deelnemers nie bedreig laat voel nie, en behoort deelname eerder as wedywering te beklemtoon. Die navorsing het bewys dat daar 'n behoefte is om gemarginaliseerde jeugdiges te bemagtig, om goeie leierskap daar te stel, om ouerondersteuning te vestig, om verhoogde regeringsondersteuning te verskaf, om vennootskappe te ontwikkel, om jeugsentrums te skep, om huidige programinisiatiewe te omskep sodat hulle die behoeftes van jeugdiges binne 'n risiko-konteks weerspieël, en om met navorsing voort te gaan. Hierdie is sommige van die primêre sake wat aandag vereis. 'n Houding wat deurgaans voorgekom het, was die noodsaaklikheid daarvan om kwessies rakende jeugdiges binne 'n risiko-konteks holisties te benader. Liggamlike aktiwiteit en ontspanning' kan beide voorkomings- en intervensiefunksies bied.

Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: South African society is currently undergoing a process of reconstruction and development, in social, economic and various other areas. South Africa struggles with problems such as unemployment and crime, which is also the case in many other countries. Socio-political and cultural factors, for example, poverty, unemployment, hunger and a shortage of housing, lends itself favourably towards criminal activities. These individual problems are regarded as reasons for the escalating crime in the country. The statistics pertaining to violence reflect that the level of acceptance of crime is embedded in the South African culture. As a result of the high crime figures, only the minority of the South African population have peace of mind. This situation influences the learners of the country because the school is directly connected to their society. Without peace, South Africa will be unable to prosper on any level and therefore it is essential that the present generation of learners be taught to resolve conflict in a peaceful manner. The statistics in respect of crime indicates that learners are influenced negatively and because of the democratic values of the country the various aspects of the rights of children do not carry any weight. The process of democracy has led to a total transformation at the educational level. A teaching system has evolved whereby teaching is more developmental, thereby stimulating people physically, emotionally, critically, aestheticaely and mentally. Outcomes Based Education is therefore regarded as a valuable shift in the direction for a better educational system. This education system strives to breach the social and historical inequalities. Aspects such as freedom, equality and peace which connect strongly to the process of Continuous Learning is emphasised in the White Paper of Education and Training (1995). The new education system requires that crime in schools be resisted and that education be utilised as an instrument for the promotion of peace in the country. The teaching of values and skills to handle conflict, conflict resolution, mediation, tolerance and co-operation can promote stability and peace within schools. These critical elements form part of Education for Peace. According to the literature, Education for Peace is seen both nationally and internationally as a possible solution to crime. Outcomes Based Education has made a tremendous impact on schools and educators. The National Qualification Framework requires of the educator to be a facilitator, which changes the task and nature of the teacher. The teacher must realise that change is an ongoing process and that the process of empowerment is necessary. Empowerment in Outcomes Based Education system and also in respect of Education for Peace demands a prominent role from the teacher as curriculum agent and developer. The development of an effective curriculum is rather difficult and demands dynamic teachers that can positively handle these changes. The teacher is regarded as the stimulant of behavioural changes within the learner. Teachers are therefore responsible to empower learners within the school context to think critically about social problems, conflict and crime. In this study acknowledgement is given to the importance of participation of the teachers in decision making. The opinions of teachers with regard to Education for Peace are obtained by an empirical investigation through interviews and questionnaires. Responding teachers have indicated that there is a vacuum in respect of Education for Peace. In this study teachers have: taken cognisance of Education for Peace and highlighted its critical elements; declared that Education for Peace (and the critical elements within) be applied as a mechanism to combat crime; determined that Education for Peace is essential within Outcomes Based Education and that specific skills be carried over to learners and that certain critical outcomes be reached. In response teachers have indicated that South Africa is not a peaceful country and that each teacher and learner make a personal contribution to the attainment of peace in schools, as well as in the community. Through Education for Peace learners can realise that they have an important role to playas peace makers in South Africa. This research has led to the compilation of a theoretical curriculum framework which has specific critical elements of Education for Peace as its foundation. The curriculum framework can be changed or adapted according to the needs of the learner and the community. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans op ekonomiese, sosiale en ander terreine in 'n proses van heropbou en ontwikkeling. Soos baie ander lande worstel Suid-Afrika ook met probleme soos werkloosheid en misdaad. Sosio-politieke en kulturele faktore, byvoorbeeld armoede, hongersnood werkloosheid en 'n tekort aan huise, verskaf 'n ideale omgewing vir kriminele aktiwiteite. In hierdie studie word enkele van die probleme as agtergrond vir die toenemende geweld in die land aangedui. Die statistiek ten opsigte van geweld toon aan dat die aanvaarding van geweld diep gewortel is in die Suid-Afrikaanse kultuur. As gevolg van die hoë misdaadsyfer het slegs 'n klein persentasie van die Suid-Afrikaanse bevolking algehele gemoedsrus. Hierdie situasie beïnvloed die leerders van die land omdat die skool inherent deel ls van die samelewing. Sonder vrede kan Suid-Afrika nie op enige terrein vooruitgaan nie en daarom is dit so essensieel dat die huidige generasie leerders geleer moet word om konflik vreedsaam op te los. Die statistiek ten opsigte van geweld dui egter daarop dat die leerders van die land nadelig beïnvloed word omdat die demokratiese waardes en die regte van kinders nie gewig dra nie. Die proses van demokrasie het gelei tot 'n totale verandering op opvoedkundige gebied. 'n Onderwysstelsel is gevestig waar onderwys tans in 'n ontwikkelingsproses is en sodoende mense verstandelik, fisies, emosioneel, krities en esteties ontwikkel. Uitkomsgebaseerde onderwys word daarom beskou as 'n waardevolle skuif in die rigting van 'n beter onderwysstelsel. Met hierdie onderwysstelsel word daarna gestreef om die sosiale en historiese ongelykhede in gemeenskappe te oorbrug. Aspekte soos vryheid, gelykheid en vrede wat aansluit by die proses van lewenslange leer, word in die Witskrif oor Onderwys en Opleiding (1995) beklemtoon. Die nuwe onderwysstelsel vereis dat geweld in skole teengestaan moet word, en dat opvoeding benut kan word as 'n instrument vir die bevordering van vrede in die land. Die onderrig van waardes en vaardighede in konflikhantering, konflikresolusie, mediasie, verdraagsaamheid en samewerking kan vrede en stabiliteit in skole bevorder. Hierdie kritiese elemente vorm deel van Opvoeding vir Vrede. Volgens die literatuur word Opvoeding vir Vrede, internasionaal sowel as nasionaal, as 'n moontlike oplossing vir geweld gesien. Uitkomsgebaseerde onderwys het 'n geweldige impak op skole en die onderwyser. Omdat die Nasionale Kwalifikasieraamwerk van die onderwyser verwag om 'n fasiliteerder te wees, verander die aard van die onderwyser se taak. Die onderwyser moet besef dat verandering 'n voortdurende proses is en dat die proses van bemagtiging noodsaaklik is. Bemagtiging in 'n uitkomsgebaseerde onderwysstelsel, en ook ten opsigte van Opvoeding vir Vrede, vereis dat die onderwyser as kurrikulumagent en ontwikkelaar In groter rol moet speel. Die ontwikkeling van 'n effektiewe kurrikulum is uiters moeilik en vereis dinamiese onderwysers wat hierdie veranderinge positief kan hanteer. Die onderwyser word beskou as die stimuleerder van gedragsverandering in die leerder, en is daarom verantwoordelik om leerders binne die skoolkonteks te bemagtig om krities oor sosiale probleme, konflik en geweld te dink. In hierdie studie word gefokus op die belangrikheid van die onderwyser se deelname aan besluitneming. Die menings van onderwysers ten opsigte van Opvoeding vir Vrede word in "n empiriese ondersoek uit onderhoude en vraelyste verkry. Responderende onderwysers het aangedui dat daar "n leemte is ten opsigte van Opvoeding vir Vrede. In die ondersoek het responderende onderwysers: bepaalde gebreke ten opsigte van kennis en vaardighede met betrekking tot Opvoeding vir Vrede getoon en is bepaalde kritiese elemente daarin geïdentifiseer; verklaar dat Opvoeding vir Vrede (en die kritiese elemente daarin) aangewend kan word as "n meganisme om geweld te bekamp; bepaal dat Opvoeding vir Vrede essensieel is binne uitkomsgebaseerde onderwys. Bepaalde vaardighede word op hierdie wyse aan leerders oorgedra en sekere kritiese uitkomste kan bereik word. Responderende onderwysers het aangedui dat Suid-Afrika nie "n vreedsame land is nie en dat elke onderwyser en leerder "n persoonlike bydrae kan lewer tot die verkryging van vrede in die skole, asook in die gemeenskap. Deur Opvoeding vir Vrede kan leerders besef dat hulle "n belangrike rol as vredemakers in Suid-Afrika het. Hierdie navorsingsondersoek het gelei tot die opstel van "n teoretiese kurrikulumraamwerk wat die geïdentifiseerde kritiese elemente van Opvoeding vir Vrede as onderbou neem. Die kurrikulumraamwerk kan verander en aangepas word na gelang van die behoeftes van die leerder en die betrokke gemeenskap.

Dissertation (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The main purpose of the study is to develop a model and to establish certain principles for writing a script treatment (personal pictures) of a book of the Bible. Personal pictures can be identified as the most important component of the production (filmic creation) and marketing (promulgation) processes of a fully dramatised audio-visual representation of a biblical book. The study deals primarily with personal pictures. Changes in the communication and perception of biblical content are investigated. The study focuses mainly on the dissemination of such content through audio-visual Bible products (end products). The study contends that audio-visual Bible communications for children and adults should have an educational foundation. The other main dimension of all audio-visual Bible is the entertainment it provides to viewers (patrons). The educational and entertainment facets of end products are described here as edutainment. It is important for end products to have edutainment value as perceived by socio-economically diverse peoples, of both Christian and non-Christian (non-religious) persuasions. Aspects which can contribute to the edutainment value of fully dramatised audio-visual Bible products are expounded. An audio-visual model, which defines the basis for the filmic creation and promulgation of an end product, is explained and its elements described. The determinants of the filmic creation and promulgation processes, some of which have a greater educational impact and some which have a greater entertainment impact, are explicated. An important factor is to involve patrons in the filmic creation and promulgation processes, and to help them to feel part of these processes. Writing the personal pictures of a Bible book is investigated. A personal pictures model is put forward to explain how the personal pictures can be written. A variety of guidelines to help the writer (owner) write the personal pictures of a book are presented. These guidelines deal with aspects such as writing the narrative, selecting the context of the storytelling, gathering and using background information, using enhancement factors, and implementing requirements of the users. The personal pictures already written of two Bible books are assessed. An explanation is given of why the books of Ruth and Hebrews, one from the Old and one from the New Testament, are chosen for such assessment. These personal pictures are found to be deficient and new personal pictures are written for both books, using the model and guidelines given. An empirical survey is undertaken of the personal pictures of one of the two books assessed, namely Ruth. The analysis of the empirical research finds that the respondents are able to visualise a film of Ruth with edutainment value after reading the personal pictures. The results of the survey point to the importance of both the educational and entertainment aspects in end products. Some further valuable deductions can be made from the study: Audio-visual Bible products are beneficial to convey biblical content to patrons. A model and guidelines are presented for writing good quality personal pictures. Patrons can profitably be engaged in the filmic creation and promulgation processes of fully dramatised audio-visual Bible products. A few constraints have been encountered which have a limiting effect on the study. The study highlights a number of important areas which can be further researched. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie is om sekere riglyne neer te Ie vir die skryf van 'n draaiboeksinopsis of visuele voorstelling ("personal pictures") van 'n Bybelboek. "Personal pictures" van 'n Bybelboek is waarskynlik die belangrikste komponent van die vervaardigings- en verspreidingsprosesse van 'n volledig-gedrarnatiseerde oudio-visuele weergawe van so 'n boek. Die studie handel hoofsaaklik oor "personal pictures". Veranderinge in die kommunikasie en in die begrip van die inhoud van die Bybel word ondersoek. Die studie fokus hoofsaaklik op die uitdra van die inhoud van Bybelboeke deur middel van oudio-visuele Bybelprodukte. Die studie toon aan dat oudio-visuele Bybelkommunikasie vir kinders en volwassenes 'n opvoedkundige grondslag het of behoort te he. Die ander belangrike grondslag van 'n oudiovisuele Bybel is die vermaaklikheidsaspek. Die opvoedkundige en vermaaklikheidsfasette van oudio-visuele Bybelprodukte word hierin beskryf as opvoedkundige vermaak ("edutainment"). Dit is belangrik dat oudio-visuele Bybelprodukte "edutainment'' verskaf aan uiteenlopende sosio- . ekonomiese groepe van sowel Christel ike as nie-Christelike oortuiging. Sekere aspekte word verduidelik wat die waarde van "edutainment" in gedramatiseerde oudiovisuele Bybelprodukte kan verhoog. 'n Oudio-visuele model, wat die grondbeginsels vir die vervaardiging en verspreiding van so 'n Bybelproduk uiteensit, word verskaf en die onderskeie beginsels word gedefinieer. Die bepalende faktore in die vervaardigings- en verspreidingsprosesse, waarvan sornmige 'n groter opvoedkundige en ander 'n groter vermaaklikheidsimpak het, word uitgewys. 'n Belangrike faktor is dat verbruikers by die vervaardigings- en verspreidingsprosesse betrek word, en op 'n wyse wat hulle dee I van hierdie prosesse laat voel. Hoe om "personal pictures" van 'n Bybelboek te skryf, word ondersoek. 'n "Personal pictures"- model word aangebied, asook 'n verskeidenheid riglyne vir die skryfvan die "personal pictures" van 'n boek. Hierdie riglyne omvat aspekte soos die storielyn, die keuse van die konteks waarin die storie afspeel, die inwin en gebruik van agtergrondinligting, die gebruik van effekte wat die storie bevorder, en die toepassing van spesifieke vereistes van die vervaardigingspersoneel. Die "personal pictures" wat reeds van twee Bybelboeke bestaan, word beoordeel. 'n Verduideliking word gegee waarom Rut en Hebreers, boeke uit onderskeidelik die Ou en die Nuwe Testament, vir so 'n evaluering gekies is. Hierdie "personal pictures" word as ontoereikend bevind, en nuwe "personal pictures" word vir beide boeke geskryf deur van die genoemde model en riglyne gebruik te maak. 'n Empiriese ondersoek word gedoen om die "personal pictures" van een van die twee boeke, naamlik Rut, te evalueer. In die ontleding van die empiriese ondersoek word bevind dat respondente in staat is om 'n film van Rut met "edutainment"-waarde te visualiseer, nadat hulle die "personal pictures" gelees het. Die resultate van die ondersoek wys op die belangrikheid van die opvoedkundige sowel as die vermaaklikheidsaspekte van oudio-visuele Bybelprodukte. Die volgende verdere waardevolle afleidings word uit die studie gemaak: Die inhoud van Bybelboeke kan met vrug deur middel van oudio-visuele Bybelprodukte oorgedra word. Goeie kwaliteit "personal pictures" kan geskryf word deur gebruik te maak van die voorgestelde model en riglyne. Dit kan voordelig wees om verbruikers by die vervaardigings- en verspreidingsprosesse van gedramatiseerde oudio-visuele produkte van die Bybel te betrek. Die faktore wat 'n beperkende uitwerking op die studie gehad het, word aangetoon. Die studie lig 'n aantal belangrike areas uit vir verdere navorsing.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The curricula of the Technikon National Diplomas in Horticulture, Landscape Technology and Parks (Open Space) and Recreation Management have been intermittently revised since the original inception in 1972 of the NO in Horticulture. The shortcomings in the process of curriculum revision, with special reference to programmes in Horticulture, were identified. The institution of outcomes-based education (aBE) and the National Qualifications Framework (NQF) followed the promulgation of the South African Qualifications Authority Act (No. 58 of 1995). All curricula are currently being written in terms of learning outcomes that qualifying learners will be expected to demonstrate. The primary aim of this research study has been based upon the proposition that a scientifically validated situational analysis is an essential precursor to the design or redesign of a curriculum for tertiary-level horticultural training. A situational analysis that includes the sectors of Amenity horticulture, Arboriculture, Floriculture, Landscape, Nursery production, Nursery retail and Turf was undertaken. The results of this analysis were to be utilised in the development of a theoretical curriculum framework, which may be used in the development of a revised curriculum. The secondary aims of the study are complementary to the primary aim as the situational analysis has led directly to the identification of the core and specific skills/competencies within the seven sectors, the degree to which horticulturists are seen to have prepared themselves for their careers, the attributes or qualities employers expect of a qualified horticulturist and the values applicable to the horticulture profession. This research is regarded as exploratory as little documentation exists regarding the competencies being applied by horticulturists within the different sectors. As it describes the characteristics of horticulture education and training and tries to understand the meaning and relevance of the data gathered, it may also be defined as descriptive. It is also an applied research study as its focus is on the sector-specific curriculum development needs in the horticulture industry. A triangulation approach to the study was followed that utilised a quantitative as well as a qualitative approach. This served to heighten the reliability and the validity of the research. In the qualitative approach, use was made of both personal and focus group interviews, which enabled the researcher to study the problem at greater depth. The mail survey, which used a self-administered questionnaire, facilitated the collection of empirical data that was used to corroborate and extend the generalisability of the qualitative findings to a national level and was the quantitative approach followed. While the situational analysis has led to an extensive amount of empirical data relative to the revision of the curricula, the development of a theoretical curriculum framework is seen as the logical conclusion of this analysis as it represents a synthesis of the most important findings of the study. Its presentation to the industry as a concept curriculum framework, upon which a revised curriculum for technikon horticulture training may be based, is recommended. The development of a framework structured in a format compatible with the NQF, aims at meeting the curriculum needs of the different sectors of the industry. / AFRIKAANSE OPSOMMING: Die kurrikula van die Technikons se Nasionale Diplomas in Tuinbou, Landskaptegnologie en Parke- (Oopruimte) en Rekreasiebestuur is sedert die instelling van die NO in Tuinbou in 1972, by tye verander. Die tekortkominge in die proses van kurrikulumhersiening, met spesiale verwysing na programme in Tuinbou, is uitgewys. Die instelling van uitkomsgebaseerde onderwys en die Nasionale Kwalifikasieraamwerk (NKR) het op die proklamasie van die Suid Afrikaanse Kwalifikasie-Owerheid Wetsontwerp (No. 58 van 1995) gevolg. Alle kurrikula word tans in leeruitkomstes wat kwalifiserende leerders sal moet kan demonstreer, omskryf. Hierdie navorsing berus primêr op die uitgangspunt dat 'n belangrike voorvereiste vir die ontwerp of herontwerp van 'n tersiêre vlak-kurrikulum vir tuinbouopleiding op 'n geldige, wetenskaplike situasie-analise gegrond moet wees. 'n Situasie-analise wat die sektore van Baangras, Blommekweek, Boomteelt, Gemeenskapstuinbou, Kwekerykleinhandel, Kwekeryproduksie en Landskap insluit, is onderneem. Die resultate van hierdie situasie-analise sou vir die ontwikkeling van 'n teoretiese kurrikulumraamwerk tydens kurrikulumhersiening benut kon word. Die sekondêre doel van hierdie studie is aanvullend tot die primêre doel aangesien die resultate van die situasie-analise tot die identifisering van die kern- en spesifieke vaardighede/bevoegdhede binne die sewe sektore sou kon bydra. Die mate waartoe tuinboukundiges hul met sukses vir hul loopbaan voorberei het, die eienskappe wat 'n werkgewer van 'n gekwalifiseerde tuinboukundige sou kon verwag en die waardes wat op die tuinbouprofessie van toepassing is, word ook hierdeur geraak. Hierdie navorsing lsverkennend van aard aangesien daar min literatuur beskikbaar is met betrekking tot die bevoegdhede wat deur tuinboukundiges in die verskillende sektore toegepas word. Aangesien dit die eienskappe van tuinbouopvoeding en - opleiding beskryf en 'n poging is om die betekenis en relevansie van die ingesamelde data te verstaan, kan dit ook as beskrywend beskou word. Omdat die fokus op die spesifieke kurrikulumontwikkelingsbehoeftes van die tuinboubedryf geplaas is, is dit ook 'n toegepaste studie. 'n Triangulasiebenadering tot die studie is gevolg waardeur van beide 'n kwantitatiewe en 'n kwalitatiewe benadering gebruik gemaak is. Die betroubaarheid en die geldigheid van die navorsing is hierdeur verhoog. Die kwalitatiewe benadering het van persoonlike en fokusgroeponderhoude gebruik gemaak, wat aan die navorser die geleentheid gebied het om 'n diepgaande ondersoek te doen. Die kwantitatiewe benadering, waar van 'n posopname met 'n self- ingevulde vraelys gebruik gemaak is, het die insameling van empiriese data moontlik gemaak. Hierdie data kon gebruik word om die kwalitatiewe bevindinge tot by 'n nasionale vlak te verbreed. Die situasie-analise het 'n groot hoeveelheid empiriese data, wat op die hersiening van die huidige kurrikula van toepassing is, opgelewer. Die ontwikkeling van 'n teoretiese kurrikulumraamwerk word as die logiese gevolgtrekking van die analise beskou aangesien dit die sintese van die belangrikste bevindinge verteenwoordig. Die aanbieding hiervan aan die bedryf as 'n konsepkurrikulumraamwerk waarop tuinbouopleiding by technikons gebaseer kan word, word aanbeveel. Hierdie konsepraamwerk is in 'n formaat wat met die NKR verenigbaar is, ontwikkel en is geskoei op die realisering van die kurrikulumbehoeftes van die bedryf en sy afsonderlike sektore.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The problem that lead to this study is whether the view of the personnel in the utilisation review centre in the organisation with reference to the management of human resources as well as their work performance increased after implementation of the integrated competencybased human resource model. The general purpose of this study is to develop through extensive literature survey an integrated competency-based human resource model, to implement it in the organisation and to measure the impact the model had on the personnel in the utilisation review centre in the organisation. The dimensions according to which the impact was measured, are the views of the personnel in the organisation and their work performance. The following methods were used in developing and implementing the integrated competency-based human resource model: an analysis of the work processes and tasks was done to determine the flow of work through the utilisation review centre. Thereafter the different roles were identified. Simultaneously an analysis of the strategy of the organisation was conducted to determine what impact it would have on the work processes and tasks in future. Once the analyses were completed, role descriptions were compiled for the identified roles. The role descriptions are used in the development of the various human resource management activities, viz. recruitment and selection, education and development, performance management and remuneration. Throughout the implementation process the human resource management activities are evaluated to determine that it complies with the regulations of the labour laws. An opinion survey questionnaire was used to determine the view of the personnel in the utilisation review centre with reference to the methods used to implement the integrated competency-based human resource model and whether the methods were successfully executed. Thirty of the 50 respondents partook in this study. A one-group first measurementsecond measurement design was used to determine whether the model contributed to the expected results. The design allowed a single group to complete a first measurement twelve months and a second measurement 24 months after the model was implemented (January 2002 to December 2001). The outcome of this study is based on the degree of variance between the first and second measurements. The quality requirements were used to evaluate the work performance of the participants (40 respondents) on a six-monthly basis. Forty of the 50 respondents partook in this study. This was done in order to determine whether there was an improvement in the work performance of the personnel. The most significant conclusions of this study can be summarised as follows: o There was a significant difference between the first and second measurements, which indicated that the participants were of the opinion that the model had a positive impact in the organisation. o There was a significant improvement in the work performance of the participants, which indicates that the modelled to an improvement in the work performance in the organisation where the study was carried out. Based on the findings of the study, recommendations are made for further research in this field. The study succeeded in developing and implementing an integrated competency-based human resource model, which can be used with certainty by organisations to develop their personnel and which can therefore enable organisations to reach and retain a competitive advantage. / AFRIKAANSE OPSOMMING: Die probleem wat aanleiding gegee het tot die studie is of personeellede verbonde aan die benuttingsoorsigsentrum in die organisasie se mening rakende die bestuur van menslike hulpbronne, asook hulle werksprestasie sal verbeter ná implementering van die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel. Die algemene doelstelling van hierdie studie is om aan die hand van 'n omvattende literatuurstudie 'n geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te ontwikkel, dit in die organisasie te implementeer en die impak daarvan op die personeel in die benuttingsoorsigsentrum in die organisasie te takseer. Die dimensies waarteen die impak getakseer word, is die mening van die personeel in die organisasie en hulle werksprestasie. Die volgende metodes is aangewend m die ontwikkeling en implementering van die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel: 'n analise van die werksprosesse en take is uitgevoer om te bepaal wat die verloop van werk deur die benuttingsoorsigsentrum is. Daarna is die verskillende rolle geïdentifiseer. Terselfdertyd is daar ook 'n analise van die organisasiestrategie gedoen om te bepaal watter impak dit in die toekoms op die werksprosesse en take gaan hê. Nadat die analises afgehandel is, is rolbeskrywings opgestel vir die geïdentifiseerde rolle. Die rolbeskrywings word gebruik vir die ontwikkeling van die verskillende menslikehulpbronbestuursaktiwiteite, naamlik werwing, keuring en seleksie, opvoeding en ontwikkeling, prestasiebestuur en vergoeding. Deurlopend deur die implementeringsproses word daar seker gemaak dat die menslikehulpbronbestuursaktiwiteite voldoen aan die bepalings van die verskillende arbeidswette. 'n Meningsopnamevraelys is gebruik om te bepaal wat die mening van personeel in die benuttingsoorsigsentrum is oor die metodes wat gebruik is om die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te implementeer en of die metodes suksesvol deurgevoer is. Dertig van die 50 deelnemers het aan die ondersoek deelgeneem. Om te bepaal of die beoogde resultate wel bereik is, is 'n enkelgroep-eerste-tweede-metingontwerp vir die evaluering daarvan gebruik. Inhierdie tipe ontwerp lê 'n enkelgroep 'n eerste meting twaalf maande en 'n tweede meting 24 maande ná die implementering van die model af (Januarie 2000 tot Desember 2001). Die resultaat van die ondersoek is die mate van verandering tussen die eerste en tweede meting. Evaluering van die ondersoekgroep se werksprestasie is op 'n sesmaandelikse basis aan die hand van die kwaliteitsvereistes gedoen. Veertig van die 50 deelnemers het aan die ondersoek deelgeneem. Die doel hiermee is om ondersoek in te stelof daar 'n verbetering in die werksprestasie van die personeel voorgekom het. Die vernaamste bevindinge van die studie kan soos volg opgesom word: D Daar is beduidende verskille tussen die eerste en tweede metings, wat daarop dui dat die ondersoekgroep van mening is dat die model wel 'n positiewe impak in die organisasie het. D Daar is 'n beduidende verbetering in die werksprestasie van die ondersoekgroep, wat daarop dui dat die model tot 'n verbetering in die werksprestasie binne die organisasie waar die studie uitgevoer is, gelei het. Gebaseer op die bevindinge van die studie word sekere aanbevelings aan die hand gedoen met die oog op toekomstige navorsing. Die studie het daarin geslaag om 'n geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te ontwikkel en te implementeer wat met sekerheid deur organisasies gebruik kan word om hulle personeel te ontwikkel. Sodoende word die organisasies in staat gestel om 'n mededingende voordeel te bekom en te behou.

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia in the field of education. A process characterized by preparation and development of a new, extended curriculum evolved between 1994 and 1997. On 24 March 1997 Curriculum 2005 with an outcomes-based approach was introduced. Curriculum 2005 strives to bridge the imbalances of the past. Owing to the complexity of this curriculum and the problems encountered in practice, Curriculum 2005 was revised between January and July 2001 in order to address the problem areas. A change in curriculum necessitates a change in teaching-instruction strategies, learning programmes, assessment strategies and the method of recording and reporting. As educators are directly affected by the process of change in curricula, it is essential that educators are curriculum-competent to understand and implement the changes. In this regard, Evans (1996:55) states: "One of the necessary ingredients of such a restructuring is empowering the players, the teachers." An essential condition for successful implementation of change is the empowerment of educators to manage the change. The essential questions addressed in this study are: • To what degree are educators trained to manage these changes? • What does the successful implementation of change, entail specifically within the Social Sciences Learning Area? • What are the educators' needs and experience regarding change? The main focus of this study is to make a qualitative and quantitative evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education (OBE) within the Social Sciences Learning Area. To achieve the main focus of this study, the following specific aims have been formulated: • executing of a literature study, with regard to appropriate curriculum theory, curriculum practice and development of educators; • making a qualitative and quantitative evaluation of the training process of educators within the Social Sciences Learning Area; and • developing a theoretical framework to address the problems that have been identified, regarding educator development. The contribution of this study is located not only in the appropriate literature study, but also in the fact that the outcome of this research can contribute to the development of a relevant, effective and contextualised dissemination process. It is clear that ineffective dissemination is the root cause of ineffective curriculum development, as educator development cannot be optimalised in such conditions. / AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde benadering word daarna gestreef om die ongelykhede van die verlede te oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001 hersien ten einde probleemareas aan te spreek. Kurrikulumverandering beteken uiteraard dat daar ook In verandering in onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van optekening en rapportering sal wees. Aangesien opvoeders direk deur die veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat opvoeders kurrikulumbekwaam is om die verandering te verstaan en te implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the neccesary ingredients of such a restructuring is empowering the players - the teachers." 'n Kernvoorwaarde vir suksesvolle implementering van verandering is die bemagtiging van opvoeders om hierdie verandering te hanteer. Die kernvrae wat in hierdie studie aangespreek word, is: • In watter mate word opvoeders voorberei om sodanige veranderinge te kan hanteer? • Wat behels effektiewe opvoedervoorbereiding met die oog op die suksesvolle implementering van verandering, spesifiek binne die leerarea Sosiale Wetenskappe? • Wat is opvoeders se behoeftes en ervaring van verandering? Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe evaluering van huidige verandering met die oog op die ontwikkeling van 'n teoretiesee raamwerk vir die voorbereiding van opvoeders vir Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere doelstellings geformuleer: • die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie, kurrikulumpraktyke en opvoederontwikkeling. • die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses van opvoeders binne die Leerarea Sosiale Wetenskap; en • die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling. Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse. Dit blyk duidelik dat oneffektiewe disseminasie 'n grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat opvoederontwikkeling nie tot sy reg kom nie.

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development. / AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.