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Staking van studie aan landbou-opleidingsinstellings in die Wes-Kaap : waarskynlike oorsake en strategiee vir students-ondersteuningLouw, A. J. N. 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2005. / Student dropout at higher education institutions in South Africa is an aspect that is
receiving increasing attention from the various role-players who have an interest in
this aspect due to the negative influence it has on students, higher education
institutions, and the economy of the country. Higher education institutions that offer
agriculture as a course of study also have to deal with this problem. Approximately
one quarter of the students who are admitted at most agricultural training institutions
are forced to discontinue their studies or do so voluntarily. Most of these cessations
of study occur during or near the end of the first year of study. The cessation of
studies is not the only negative aspect. The low pass rate of students at higher
education institutions in South Africa is also alarming.
The main object of this study was to ascertain why students discontinued their
studies and why they took longer than the minimum time allowed to complete their
studies. In order to substantiate this theory, an attempt was made to obtain both an
international and a national perspective of the student dropout rate in general, as
well as to determine what factors were responsible or contributed to successful
completion of their studies by students. A background perspective of agricultural
education in South Africa was included. The literature reviews are supplemented by
a qualitative investigation of students who discontinued their studies specifically at
agricultural higher education institutions. A case study approach was employed, in
which an in-depth interview strategy was utilised to obtain descriptive and illustrative
data.
The study demonstrated that dropout rates can be attributed mainly to academic
and/or social factors. These factors prevented adequate integration, which is
essential to successful studies, from occurring. Various academic factors may be
the reason for inadequate academic integration, of which the most important were
unclear objectives, a lack of motivation, wrong academic expectations, a
misconception of hard work, as well as a lack of the necessary explanatory
knowledge in the agricultural study field. New students’ academic adjustment
appeared to be the most problematic factor. It appeared that new students were
insufficiently prepared to make the adjustment, and in fact, less prepared for this
step than was generally the case in the past. Ineffective social integration was the result of too little student participation in social
activities or the absence of adequate opportunities for social activities at agricultural
training institutions. Unbalanced and unhealthy social activities were often the major
factors that contributed to student dropout. Furthermore, the study demonstrated
that non-academic factors such as inadequate accommodation or financial problems
were not significant causative factors for student dropout, but rather non-academic
factors such as unbalanced or unhealthy social activities and poor time
management.
After the probable causes for student dropout had been established, a theoretical
framework was created that could offer possible explanation for the student dropout
rates at agricultural training institutions. The framework was created to establish
student dropout from a longitudinal perspective, and not only to explain the
phenomenon as a result of what had occurred during the time that the student was
at the institution. The framework was therefore designed to explain student dropout
against the background of the student, together with various factors that were
related to students or the institution and which were responsible for inadequate
integration. From this framework it was possible to develop individual models for
specific agricultural training institutions or for one specific institution in respect of the
dropout phenomenon.
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A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of TechnologySutherland, G. 12 1900 (has links)
Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009 / ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering
introduction programmes offered at a higher education institution, using a case study
design.
The South African government is attempting to redress the social inequalities which
prevailed in the education sector during the apartheid era. One of their efforts has
involved the widening of access to diverse groups in society in order to increase
participation within the higher education sector. However, many students attempting
their higher education studies are academically under prepared. This is mainly due
to insufficient life skills, communication skills, numeric skills and literacy skills. The
lack of these skills has inspired various international and national higher education
institutions to develop academic programmes aimed at bridging the gap that exists
between secondary schooling and higher education. Introduction programmes for
prospective engineering students have to ensure high-quality curriculum
development procedures in order to secure these students’ academic success
throughout their engineering studies. This, in turn, leads to quality graduates and
addresses the huge shortage experienced by the industry.
An overview of the contextual and conceptual views on curriculum development is
given against the backdrop of the current higher education legislation in South Africa.
The overview regarding curriculum development links the introduction programme
curriculum to generic learning outcomes specifically set at the National Qualification
Framework Level 4. It suggests the application of continuous assessments, in line
with outcomes-based education criteria, together with quality assurance in order to fit
the Higher Education Quality Committee and the Engineering Council of South
Africa’s accreditation criteria applicable to higher education institutions.
During the design and methodological stages, it was established, by means of a
theoretical investigation, that the first phase of this study determines whether
students that successfully completed the introduction programme perform
academically better than students entering the diploma programmes directly. The
theoretical investigation also established that the second phase of this study
determines if the diploma students dropped out of the programme for reasons other
than academic performance.
A triangulation approach was used to increase the validity of the empirical part of the
study and to enhance the rigorous use of both quantitative and qualitative data. The
study results shed light on the need for introduction programmes. In addition, it
proposed a curriculum framework for improved engineering introduction programmes
at the Vaal University of Technology. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir
oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel.
Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die
implementering van oorbruggingskursusse in die ingenieurswese indringend
ondersoek het.
Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as
nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe
waarin onder meer hoër onderwys prominente vennoot is wat aan diverse
samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër
onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe
gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die
hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër
onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en
taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het
inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as
internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om
die gaping tussen die skool en hoër onderwys te oorbrug.
Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker
dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer
spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die
suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente
behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer
tot die vraag na ingenieurswese-studente vir die nywerheidswêreld.
Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in
die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie
uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit
het ook tot gevolg dat alle programme volgens amptelike Departement van
Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die
gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die
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Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die
vereistes van die Ingenieursraad van Suid-Afrika.
Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie
daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of
diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies
beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het
nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes
gestaak het wat moontlik nie met akademiese sukses verband hou nie.
Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende
gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van
die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die
navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde
oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van
Tegnologie.
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The role of the further education training colleges in skills development in Mpumalanga Province as perceived by the local industriesNkosi, Aaron Elly 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In the Mpumalanga Province, the high rate of black African people aged 20 years or older who
had no schooling, namely, 32% in 1996 and 30.1% in 2001, was a cause for concern. The
unemployment rate in the province increased from 18.6% in 1996 to 26.3% in 2007. The
unemployment rate for black Africans in particular increased from 20.3% in 1996 to 24.6% in
2001. The rural areas in the province are mainly populated by black Africans and since
Mpumalanga is a rural province, the conclusion could be drawn that most of the people affected
by these figures were found in the rural areas of the province.
The Further Education and Training colleges (FET colleges) are the delivery arm of government
in skills training programmes, which are primarily suited to the development of human resources
in South Africa and especially in rural areas.
A research project was carried out to investigate the role of the Further Education and Training
colleges in the development of human resources in the rural areas of Mpumalanga Province. A
questionnaire was administered to managers of industries, and another one to the managers of
Further Education and Training colleges in the province.
The results of the research project showed that Further Education and Training colleges did not
make a significant contribution towards skills development of human resources in the targeted
areas and that the existing offering of programmes were not addressing the critical needs of the
people in these areas. Lack of funding contributed towards the limited involvement of the
Further Education and Training colleges. It was shown that both Further Education and Training
colleges and industries believed that through collaboration in a number of fields such as
learnerships, sharing of resources, and planning together can improve their prospects for
development.
In interpreting the findings within the context of the literature review it was concluded that the
role and involvement of Further Education and Training colleges in the rural areas should be
directed by the genuine development needs of people in these areas. The identification of
training and development needs is critical towards a successful intervention for the development
of human resources in rural areas. Furthermore, the training providers targeting rural areas
should be informed by both theoretical and practical considerations towards the provision of
training intervention programmes.
The research presented a number of recommendations, some of the most important being that
Further Education and Training colleges be transformed, that there should be collaboration
between Further Education and Training colleges and the private sector, that advocacy of the
Further Education and Training colleges should take place, that the approaches to planning and
development of skills training programmes should be meaningful, that training needs be
identified and that funding should be made available for rural development projects.
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Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch UniversityVan Schalkwyk, Susan C. 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In this study the experiences of a group of first-year Extended Degree Programme (EDP) students were explored in order to obtain insight into their acquisition of academic literacy. The study was undertaken against the backdrop of a higher education sector that is facing an increasing influx of first-year students on the one hand, and poor retention rates on the other. In South Africa, where the opening up of access to higher education for all citizens has become a political imperative, the need to address the undesirable dropout rate is self-evident.
Students’ poor performance at university is often linked to their under-preparedness for higher education studies, and an important aspect of such under-preparedness is their academic literacy. In this context academic literacy is seen as knowing how to speak and act within a particular discourse, and the reading and writing that occur within the discipline as tools through which to facilitate learning. While some students acquire academic literacy by virtue of their participation in the discourse community of the relevant discipline, this is not always so for students who are less prepared for higher education studies.
In response to the disconcerting retention rates, higher education institutions have implemented academic support programmes to address the needs of students who enter university with poor school results. One such intervention at Stellenbosch University is the Extended Degree Programme in the Faculty of Arts and Social Sciences, which makes provision for students to extend their first academic year over two years. Since 2006 EDP students have also been required to register for an academic literacy module and it is this group that comprises the focus of this study.
Using a case study design, this qualitative, interpretive inquiry was characterized by multiple data collection methods. In this way qualitative data that pointed to the perceptions of the students and some of the lecturers who taught the EDP classes were generated via semi-structured interviews, focus group interviews, observation and content analysis. In addition, descriptive quantitative data was collected and this further contributed to generating the rich, in-depth data that characterize case study research.
The analysis of the data was undertaken according to a three-tiered approach, in which the results of the empirical inquiry were first analysed per data source and then themes and trends across all the data sources were identified. Ultimately, these findings were interpreted according to an explanatory framework. The study highlights a number of important issues, key of which is that providing an academic literacy module for under-prepared students can facilitate the acquisition of academic literacy, particularly when such provision seeks to support the different discipline-based mainstream modules. Another important finding of the study emphasizes the extent to which institutional factors, such as increased student numbers, have placed pressure on university infrastructure and human resources. The impact of this situation filters down to the first-year classroom and negatively influences student learning. Finally, the results of the study question prevailing notions about under-prepared students as all of the students in the study, irrespective of their backgrounds and levels of sophistication, attested to the significant challenges that entry into the academic community posed for them.
The findings of this study, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within higher education and the role of academic literacy in student learning.
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Organisational culture and external quality assuranceNaidoo, Dhanasagran 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Organisational culture and external quality assurance in higher education have both
drawn significant attention to their promise of greater organisational effectiveness and
efficiency and enhanced, improved higher education respectively. In recent years, these
constructs have been linked by an assumption that an organisational culture that is
amenable to change would be more receptive to the introduction of formal external
quality‐assurance structures, systems and instruments, as these are aimed at effective
and efficient higher education practices, processes and outcomes. However, this
assumption has not been sufficiently tested given that there are significant philosophical,
conceptual and methodological controversies and contestations surrounding both
constructs. While the organisational culture literature has been littered with a
proliferation of paradigms and, albeit, fragmented theories, there has been a paucity of
theory building in the corresponding literature on quality in higher education in general
and on the impact of external quality assurance on institutions specifically.
A qualitative case study was conducted at a newly merged university of technology to
investigate two taken‐for‐granted assumptions: first, that organisational cultures are
homogenous, unitary and centred around shared values and could therefore easily be
manipulated (usually from the top by management), and second, that the introduction of
external quality assurance is an unproblematic technology that will be accepted without
question by higher education institutions as it was premised upon the laudable aim of
improving the quality of those institutions. A conceptual four‐perspective framework was
developed to critically evaluate the literature and provide the basis for the threedimensional
model used in analysing the findings. The research generated several key
conclusions that appear to challenge commonly held and articulated positions with
regard to organisational culture and external quality assurance. First, organisational
culture should be considered as being more ephemeral than concrete, multidimensional
than singular, characterised simultaneously by conflict, consensus and indifference and in
a constant state of flux. Second, external quality assurance is not necessarily a value‐free
and neutral exercise aimed at improving the quality of teaching and learning, as promised
in its early conceptualisation and implementation. Third, multiple cultures may exist
simultaneously, interact with and influence each other constantly and of course
determine interactions within the organisation and the nature of engagement with
externally originated initiatives. Fourth, external quality assurance has purposes that go
beyond its often morally just and public‐good motives as it tacitly and overtly acts as an
agent of control, empowerment and transformation and simultaneously as an agent of
the state, though not necessarily to the same extent. / AFRIKAANSE OPSOMMING: Organisatoriese kultuur en eksterne gehalteversekering in hoër onderwys het albei die
aandag in groot mate gevestig op hulle belofte van groter organisatoriese
doeltreffendheid en doelmatigheid en gevorderde, verbeterde hoër onderwys
onderskeidelik. In die afgelope paar jaar is hierdie konstrukte byeengebring deur ʼn
veronderstelling dat ʼn organisatoriese kultuur wat vatbaar is vir verandering, meer
ontvanklik sal wees vir die invoer van formele eksterne strukture, stelsels en instrumente
vir gehalteversekering, aangesien dit op doeltreffende en doelmatige praktyke, prosesse
en uitkomste vir en van hoër onderwys gerig is. Hierdie aanname is egter nie voldoende
getoets nie gegee die feit dat daar aansienlike filosofiese, konseptuele en metodologiese
strydvrae en twispunte ten opsigte van albei konstrukte bestaan. Terwyl literatuur oor
organisatoriese kultuur deur ʼn magdom paradigmas en weliswaar gefragmenteerde
teorieë oorweldig is, was teoriebou in die ooreenstemmende literatuur oor gehalte in
hoër onderwys in die algemeen en oor die impak van eksterne gehalteversekering op
instellings in die besonder redelik skaars.
ʼn Kwalitatiewe gevallestudie is onderneem by ʼn universiteit van tegnologie wat onlangs
saamgesmelt het om twee aannames wat as vanselfsprekend aanvaar is, te ondersoek:
eerstens, dat organisatoriese kulture homogeen, unitêr en óm gedeelde waardes
gesentreer is en dat dit dus maklik gemanipuleer kan word (gewoonlik van bo af deur die
bestuur), en tweedens, dat die invoer van eksterne gehalteversekering ʼn
onproblematiese tegnologie is wat sonder teenspraak deur hoëronderwysinstellings
aanvaar sal word, aangesien dit op die prysenswaardige oogmerk van verbetering van die
gehalte van daardie instellings gegrond is. ʼn Konseptuele raamwerk bestaande uit vier
perspektiewe is ontwikkel vir die kritiese evaluering van die literatuur en dit verskaf die
grondslag vir die driedimensionele model wat vir die analise van die bevindings gebruik is.
Die navorsing het verskeie belangrike gevolgtrekkings na vore laat kom wat algemeen
geldende en duidelik bepaalde posisies ten opsigte van organisatoriese kultuur en
eksterne gehalteversekering blyk uit te daag. Eerstens moet organisatoriese kultuur
beskou word as efemeries eerder as konkreet, multidimensioneel eerder as enkelvoudig,
terwyl dit gelyktydig deur konflik, konsensus en onverskilligheid gekenmerk word en in ʼn
gedurige toestand van wisseling verkeer. Tweedens is eksterne gehalteversekering nie
noodwendig, soos in die vroeë konseptualisering en implementering belowe, ʼn
waardevrye en neutrale oefening gemik op verbetering van die gehalte van onderrig en
leer nie. Derdens kan veelvuldige kulture gelyktydig bestaan, met mekaar in interaksie
tree en mekaar voortdurend beïnvloed en natuurlik interaksies binne die organisasie en
die aard van betrokkenheid by inisiatiewe wat ekstern ontstaan, bepaal. Vierdens het
eksterne gehalteversekering oogmerke wat veel verder strek as die motiewe daarvan wat
dikwels moreel geregverdig en vir die openbare beswil is aangesien dit stilswyend en op
overte wyse optree as ʼn agent vir beheer, bemagtiging en transformasie en tegelyk as ʼn
agent van die regering, alhoewel nie noodwendig tot dieselfde mate nie.
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Development of a conceptual framework for the capacity enhancement of development workers in BotswanaVan der Merwe, Marietjie 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Although Botswana is considered by some indices as an economically successful country,
poverty is experienced by 30% of the population. This is considered a very high poverty rate
especially when it is compared to other countries on a similar level of economic development.
Several policies have been put in place by the Botswana government to relieve the
consequences of poverty. One of these policies, the destitute policy, targeted those individuals
who are disabled and/or unable to engage in sustainable economic activities, causing such
individuals to have insufficient assets and income sources.
It was found by the Botswana government that the implementation of the destitute policy
aggravates dependency of the destitute on government support. As a result, development
workers were expected to lead registered destitute to independence through the
implementation of a destitute rehabilitation programme. However, literature suggested that
approaches that are used by development workers to enable individuals to engage in
sustainable economic activities are often detrimental to the very empowerment purposes that
such workers set out to achieve.
The objective of this research was therefore to develop a conceptual framework for capacity
enhancement of development workers in Botswana. This objective was addressed through
applying action research in order to gain in-depth understanding of the perspectives, practices
and experiences of the key role players involved in destitute rehabilitation. This was done in
one urban district, one semi-urban district and one rural district council in Botswana.
This research took place in four phases, all of which were informed by the action research
approach. The first phase comprised four cycles of action research. Each cycle encouraged
reflection and observation on destitute rehabilitation practices and planning towards improved
practices, followed by implementation. It became evident to the researcher that only singleloop
learning was practiced by the development workers. Therefore, instead of gaining deeper
insight into aspects that influence destitute rehabilitation, the same problems related to
destitute rehabilitation practices were repeated by development workers.
Reflection on this process created understanding by the researcher on why the expected
results were not achieved. Based on this reflection, a literature review was carried out in
iv
Phase II to develop the final theoretical and methodological frameworks for this research.
Phase III consisted of focus group discussions to understand the perspectives, practices and
experiences of the different role players in destitute rehabilitation. The data produced in Phase
III enabled understanding of how development workers’ capacity was influenced by the
system within which they are operating. The results of this research showed that development
workers saw themselves in the same state of powerlessness as the destitute and as not being
able to influence the system within which they are operating.
Phase IV comprised the application of the coding principles of grounded theory to make sense
of data related to Phases I and III, followed by the application of critical systems heuristics to
make further sense of the data. Based on the understanding that emerged through the
application of CSH, a conceptual framework was developed for the capacity enhancement of
development workers in Botswana.
It became evident in this research that the challenge for the government of Botswana is to not
only reduce the number of registered destitute, but to redesign the system within which
destitute rehabilitation takes place, by using the conceptual framework developed in this
research. The purpose of the conceptual framework is to enable policy-makers and
development workers to scrutinise the whole system within which destitute rehabilitation is
implemented by engaging the key role players in dialogue on adjustments that need to be
made to the system to enhance development workers’ capacity in destitute rehabilitation. / AFRIKAANSE OPSOMMING: Alhoewel Botswana, gemeet aan sekere maatstawe, as ’n ekonomies suksesvolle land beskou
word, leef 30% van die bevolking tans in armoede. Dit kan as ’n buitensporig hoë graad van
armoede beskou word, veral as dit vergelyk word met lande met ’n soortgelyke vlak van
ekonomiese ontwikkeling. Verskeie beleide is deur die Botswana-regering in werking gestel
om die gevolge van armoede te bekamp. Een van die beleide, die sogenaamde beleid vir
behoeftige persone, is spesifiek gerig op individue met ’n tekort aan bates of inkomstebronne
veroorsaak deur gestremdheid en/of ’n onvermoë om aan volhoubare ekonomiese aktiwiteite
deel te neem.
Die Botswana-regering het egter bevind dat die implementering van hierdie beleid behoeftiges
se afhanklikheid van regeringshulp vererger. As gevolg hiervan word daar van
ontwikkelingswerkers verwag om geregistreerde behoeftiges na onafhanklikheid te lei deur
die implementering van ’n program vir die rehabilitasie van behoeftiges. Die bevindings uit
beskikbare literatuur dui egter daarop dat die metodes wat deur ontwikkelingswerkers gebruik
word om behoeftiges in staat te stel om aan volhoubare ekonomiese aktiwiteite deel te neem
dikwels ’n negatiewe uitwerking ten opsigte van die beoogde bemagtigingsoogmerke het.
Die doel van hierdie navorsing was dus die ontwikkeling van ’n konsepraamwerk vir
kapasiteitbou vir ontwikkelingswerkers in Botswana. Die mikpunt is benader deur aksienavorsing
toe te pas om ’n grondige begrip te verkry van die perspektiewe, praktyke en
ondervindings van al die rolspelers betrokke by die rehabilitasie van behoeftiges.
Die navorsing het volgens die aksienavorsingsbenadering in vier fases in een stedelike, een
newe-stedelike en een landelike distriksraad in Botswana plaasgevind.
Die eerste fase het vier siklusse van aksienavorsing behels. Elke siklus het reflektering en
observasie met betrekking tot ontwikkelingswerkers se bestaande rehabilitasiepraktyke
aangemoedig. Dit is gevolg deur beplanning vir verbeterde praktyke en implementering van
die beplande aksie. Dit het vir die navorser duidelik geword dat slegs enkellus-leer deur
ontwikkelingswerkers toegepas is. In stede daarvan om ’n dieper insig in die aspekte wat die
rehabilitasie van behoeftiges beïnvloed te verkry, is dieselfde problematiese praktyke met die
rehabilitasie van behoeftiges telkens deur die ontwikkelingswerkers herhaal.
Nabetragting oor die proses het die navorser die redes laat verstaan hoekom die verwagte
resultate nie behaal is nie. Gebaseer op hierdie nabetragting is ’n literatuurstudie tydens Fase
II uitgevoer om die finale teoretiese raamwerk en metodologie raamwerk vir die navorsing te
ontwikkel. Fase III het fokusgroep-besprekings ingesluit om die perspektiewe, praktyke en
ondervindings van die verskillende rolspelers tydens die rehabilitasie van behoeftiges beter te
verstaan. Die gegewens verkry gedurende Fase III het die navorser insig gegee in die wyse
waarop ontwikkelingswerkers se kapasiteit beïnvloed word deur die stelsel waarbinne hulle
werk. Die resultate van hierdie navorsing het getoon dat ontwikkelingswerkers hulself beskou
as in dieselfde toestand van magteloosheid as die behoeftiges, en dat dit vir hulle onmoontlik
is om die stelsel waarbinne hulle werksaam is te beïnvloed.
Fase IV het begin met die toepassing van koderingsbeginsels van gegronde teorie ter
opklaring van gegewens verkry tydens Fases I en III, gevolg deur die toepassing van kritieke
stelsel-heuristiek, ’n stelsel-denke-benadering, om die gegewens van Fase I en III te integreer.
Die insig wat verkry is deur die toepassing van kritieke stelsel heuristiek het bygedra tot die
ontwikkeling van die konsepraamwerk vir die kapasiteitsbou van ontwikkelingswerkers in
Botswana.
Dit het uit hierdie navorsing geblyk dat die uitdaging vir die Botswana-regering nie net is om
die aantal geregistreerde behoeftiges te verminder nie, maar om ook die huidige stelsel
waaronder die rehabilitasie van behoeftiges plaasvind, te herontwikkel deur die
konsepraamwerk wat in hierdie navorsing ontwerp is, te implementeer. Die doel van die
konsepraamwerk is om beleidmakers en ontwikkelingswerkers in staat te stel om die
rehabilitasiestelsel van behoeftiges te bestudeer deur al die rolspelers in dialoog te betrek
sodat veranderinge aan die stelsel gemaak kan word vir kapasiteitsbou van die
ontwikkelingswerkers.
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HIV/AIDS education and the professional development of teachers : investigating the potential of an e-learning programmeFerreira, Pieter 10 1900 (has links)
Thesis (DPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The focus of my study was to investigate an existing professional development programme for HIV/AIDS education in schools using e-learning as a delivery method. I investigated aspects of pedagogy that provide efficient workplace training for educators, such as constructivist approaches to adult teaching and learning, assessment strategies, creating opportunities for communication and a focus on learners’ voices as crucial elements of in-service training. I reviewed the advantages and disadvantages of e-learning as a delivery method and discussed the trade-off between richness and reach in education.
I focused on interpreting and making meaning from the experiences of the educators who participated in the e-learning pilot study. I scrutinised the participants’ electronically submitted journals in which they documented their experiences of the HIV/AIDS and Education module. My aim was to interpret their descriptions of how they experienced their growth as educators and to analyse their views on how the module enabled them to implement courses on HIV/AIDS across the curriculum.
My research methodology was a combination of interpretative and critical research, focusing on interpreting and making meaning from the experiences of the individuals who took part in the study. To produce data I used a cyclical process where the participants performed key roles, giving regular feedback, recording their experiences and contributing to the upgrading of the programme.
HIV/AIDS and its possible impact on education have changed the rules of many aspects of classroom learning programme development, including sex and sexuality education. The Department of Education alone can therefore not sustain quality HIV/AIDS education, and it is imperative that departmental efforts should be augmented by tapping into existing professional development programmes offered by higher education institutions. I also support the international tendency that integrates aspects of HIV/AIDS education into all the Learning Areas because HIV/AIDS affects all aspects of life. / AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was om ’n bestaande professionele ontwikkelingsprogram, vir MIV/vigs-onderrig in skole te ondersoek. E-leer as ’n geskikte onderrigmetode het deel van hierdie ondersoek gevorm. Ek het verskeie pedagogiese aspekte ondersoek wat geskikte indiensopleiding vir opvoeders bied, onder andere konstruktivistiese benaderings tot volwasse onderrig-en-leer, assesseringstrategieë, die skep van kommunikasiegeleenthede asook ’n besinning oor die belangrikheid van deelnemers se opinies. Die voordele en nadele van e-leer as ’n geskikte onderrigmetode en die balans wat tussen reikwydte (“reach”) en volheid (“richness”) gehandhaaf moet word, is krities bespreek. Ek het die elektronies ingehandigde joernale, waarin deelnemers hulle ervarings van die HIV/AIDS and Education-module gedokumenteer het, bestudeer om hulle ervarings te ontleed en te vertolk. My doel was om hulle sienings oor hulle persoonlike groei as opvoeders en hoe die module hulle bemagtig het om MIV/vigs-onderrig in alle leerareas oor die kurrikulum heen te kan implimenteer, te dokumenteer.
My navorsingsmetodologie was ’n kombinasie van interpretatiewe en kritiese metodologie en ek het gefokus op die interpretasie en meningvorming van die deelnemers na aanleiding van hulle ervarings. Om data te genereer (produce) het ek ’n sikliese proses gebruik waarin deelnemers sleutelrolle vervul het, soos om gereelde terugvoer te lewer, ervarings aan te teken en bydraes te lewer om die program te verbeter.
MIV/vigs en die moontlike impak wat dit op onderwys en onderrig kan hê, het die reëls van leerprogramontwikkelling verander, met inbegrip van onderrig oor seks en seksualiteit. Die Nationale Departement van Onderwys (NDvO) kan nie alleen MIV/vigs-onderrig van gehalte verseker nie, dit is dus noodsaaklik dat die NDvO se pogings ondersteun moet word. Die NDvO behoort gebruik te maak van bestaande hoër opvoedkundige instansies se professionele ontwikkelingsprogramme. Ek ondersteun ook die internasionale tendens waar MIV/vigs-onderrig in alle leerareas geïnkorporeer word, aangesien MIV/vigs ’n impak op alle aspekte van die lewe het.
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The development of a training model for peer learning facilitators in adolescent reproductive health in ZambiaMunalula-Nkandu, Esther 04 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2006 / ENGLISH ABSTRACT: Zambia is reported to have high levels of maternal morbidity and mortality due to low
contraceptive prevalence rates, over 50% of births not being attended to by skilled
persons, and teenage pregnancies. A number of organisations (stakeholders) have
invested in the training of adolescent reproductive health peer educators with the aim of
empowering them to be role models to their peers in reproductive health, but Zambia
does not have a generic and locally developed training programme for peer educators.
The purpose of this study was to develop a training programme that would produce
competent and more effective peer educators for Zambia. The objectives were to
determine the characteristics of the ideal peer educator. Further objectives were to
ascertain the factors that contribute to or impair the development of the ideal peer
educator, and to determine whether training programmes that were being used were
producing ideal peer educators and enhancing healthy lifestyle behaviours.
Key stakeholders participated in group interviews were they presented and critiqued their
training programmes. Emerging out of this process was a draft training programme,
developed by the stakeholders.
Focus Group Discussions (FGDs) were held with adolescent peer educators from Lusaka,
Kafue, Livingstone and Maheba refugee camp. Data were analysed by triangulating the
outcomes of the group interviews (with the stakeholders) with the outcomes of the FGDs
and reviewed literature. The FGDs highlighted the characteristics of an ideal peer educator as well as factors that
contribute towards his/her competence development. Numerous factors were reported
that had a negative impact on the development of an ideal peer educator.
The peer educators reported that their training had had a positive effect on their lifestyle
behaviours. While they had gained more knowledge on HIV and AIDS, they
recommended more training on other health issues. The study found that at community
level, peer educators were not being given adequate respect because the concept of
voluntary work was not readily accepted and they were regarded as failures in life. Major
demotivating factors were the lack of payment of incentives and the fact that peer
educators were not certified. Peer educators did not receive sufficient support from
programme managers/coordinators to enable them to become more effective at
community level. Weaknesses in the way the training programmes were conducted were
also discerned.
Based on the findings of this study, it is recommended that more life skills’ development
be promoted for peer educators. Training should be contextualised for the communities
in which the peer educators work. The developed training programme, which should be
used as a guide, should be repackaged to suit the profiles (e.g. values) of the different
communities. Adolescents and various social sectors (inclusive of indicated
stakeholders) ought to be involved in diagnosing community needs so as to influence
both peers and communities in a way that would promote adolescent reproductive health.
This study also recommends a more informal way of practising peer education, which would produce trainees who would be peer educators and role models in any given
setting. / AFRIKAANSE OPSOMMING: Na berig word is die hoë siekte- en sterftesyfers onder moeders in Zambië daaraan te
wyte dat voorbehoedmiddels nie algemeen gebruik word nie, dat meer as 50% van
geboortes plaasvind sonder die bystand van bekwame persone, en dat daar ‘n hoë
voorkoms van tienerswangerskappe is. ‘n Aantal organisasies (belanghebbers) het in die
opleiding van adolessent- portuurgroep-opvoeders in reproduktiewe gesondheid belê ten
einde hierdie portuurgroep-opvoeders te bemagtig om as rolmodelle in reproduktiewe
gesondheid op te tree. Zambië het egter nie ‘n eie generiese, plaaslik-ontwikkelde
opleidingsprogram vir portuurgroep-opvoeders nie.
Die doel van hierdie studie was om ‘n opleidingsmodel en opleidingsprogram te
ontwikkel wat bekwame en meer effektiewe portuurgroep-opvoeders vir Zambië sou kon
oplewer. Die doelstellings was om die kenmerke van ‘n ideale portuurgroep-opvoeder te
bepaal en om die faktore te identifiseer wat óf tot die ontwikkeling van ‘n ideale
portuurgroep-opvoeder bydra óf sy/haar ontwikkeling strem. Daar moes ook vasgestel
word of bestaande opleidingsprogramme ideale portuurgroep-opvoeders oplewer en
gevolglik gesonde leefstylgedrag bevorder.
Die navorser het groeponderhoude gebruik en betekenisvolle belanghebbers genooi om
hulle opleidingsprogramme aan te bied, te beoordeel en krities te bespreek. ‘n Konsepopleidingsprogram
wat deur die belanghebbers ontwikkel is, het uit hierdie proses
ontstaan. Fokusgroepbesprekings (Engels: Focus Group Discussions of FGDs) is met adolessente
portuurgroep-opvoeders van Lusaka, Kafue, Livingstone en die Maheba-vlugtelingekamp
gehou. Data is ontleed deur die uitkomste van die groeponderhoude (met die
deelhebbers) met die uitkomste van die fokusgroepbesprekings en die bespreekte
literatuur te trianguleer.
Die fokusgroepbesprekings het die soeklig op die kenmerke van die ideale portuurgroepopvoeder
asook op die faktore wat tot sy/haar bekwaamheidsontwikkeling bydra, laat
val. Talle faktore wat ‘n negatiewe uitwerking op die ontwikkeling van ‘n ideale
portuurgroep-opvoeder het, is ook vasgestel.
Die portuurgroep-opvoeders het bevestig dat hul opleiding ‘n positiewe invloed op hul
lewenstylgedrag gehad het. Terwyl hulle genoem het dat hulle meer kennis oor MIV en
VIGS opgedoen het, het hulle aanbeveel dat daar ook meer klem op ander
gesondheidskwessies behoort te wees. In hierdie studie is daar bevind dat portuurgroepopvoeders
op gemeenskapsvlak nie met voldoende respek behandel word nie. Die begrip
van vrywillige werk word nie geredelik aanvaar nie, en die opvoeders word as
mislukkings beskou. Faktore wat besonder ontmoedigend inwerk is die gebrek aan ‘n
aansporingsloon en die feit dat portuurgroep-opvoeders nie sertifikate ontvang nie.
Portuurgroep-opvoeders het ook nie voldoende ondersteuning van programbestuurders/-
koördineerders ontvang om hulle in staat te stel om meer effektief op gemeenskapsvlak
op te tree nie. Daar is voorts swakhede opgemerk in die wyse waarop die
opleidingsprogramme uitgevoer is. Gegrond op die bevindinge van hierdie studie, word daar aanbeveel dat die ontwikkeling
van lewensvaardighede tot ‘n groter mate bevorder word. Opleiding behoort
gekontekstualiseer te word vir die gemeenskappe waarbinne die opvoeders werk. Die
bestaande opleidingsprogram, wat as ‘n riglyn gebruik behoort te word, behoort
herstruktureer te word om by die profiele (bv. die waardes) van die verskillende
gemeenskappe in te pas. Adolessente en verskillende sosiale sektore (insluitend die
aangeduide belanghebbers) behoort betrokke te wees by die bepaling van die gemeenskap
se behoeftes ten einde beide portuurgroepe en gemeenskappe so te beïnvloed dat
adolessente- reproduktiewe gesondheid bevoordeel sal word. Hierdie studie beveel ook
aan dat portuurgroep-opvoeding op ‘n informeler grondslag beoefen behoort te word
sodat die kwekelinge uiteindelik in enige gegewe omgewing suksesvolle portuurgroepopvoeders
en rolmodelle sal kan wees.
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The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South AfricaCoe, Karen Lee 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of
teachers in South Africa would place on the process of lesson study as a model for their
own learning and instructional improvement. A qualitative case study approach through
an action research design was the methodology employed for this research.
Participants in this 18-month study experienced three complete cycles and a fourth
partially completed cycle of lesson study. The setting in South Africa offers a unique
perspective to research on lesson study. Lesson study has been the primary method of
professional teacher development in Japan for more than 50 years. It is also realizing
some success in school districts across the USA. The recent educational reforms in South
Africa have something in common with each of these countries. Like Japan, South
Africa has adopted a national curriculum. The common link with the USA is that both
countries have recently experienced educational reform at the national government level.
The findings from this research include a discussion of the elements contained in lesson
study that may be beneficial to incorporate into continuing professional teacher
development programs, an analysis of the sustainability of lesson study, and an
exploration of the connection between the model of lesson study and the design of action
research. / AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep
onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en
onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met
behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing
aangewend is.
Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse
en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks
bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar
die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook
’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse
onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos
Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die
VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak
ondergaan het.
Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in
lesstudie in wat inkorporering in programme vir voortgesette professionele
onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van
lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van
aksienavorsing.
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A framework for the evaluation of an international graduate economic development program for nongovernmental organization leadersRidington, Morgan Thomas Jr. 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: While nongovernmental organizations (NGOs) have existed for several hundred years, their recent surge was largely fueled by several key factors. Firstly, government corruption caused donor agencies to see NGOs as safer investments for their aid portfolios. Secondly, the end of the Cold War fostered growth in development in former Soviet satellite nations. Thirdly, the United Nation‘s (UN) establishment of the Millennium Development Goals galvanized the globe to address indicators critical to combating extreme poverty. Vast amounts of charitable capital combined with donors‘ increasing expectations of performance to spark serious interest in the topics of NGO efficiency, accountability and effectiveness. These topics are foundational to NGO mission accomplishment and have contributed to a global expansion of academic programs in NGO management.
The examination of a forerunner of NGO management education helped address the void of scholarship concerning NGO-related academic program effectiveness. The economic development program at Eastern University (US) was created in 1984 as one of the world‘s first MBA programs designed to train entrepreneurs for service to distressed communities. The program quickly grew to over one hundred students and then foundered due to frequent personnel transition, curricular change, mission drift and a lack of investment in relational marketing and outreach. This prompted an administrative intervention in 2002. In 2007, five years into the economic development program‘s reinvention process, a qualitative evaluation determined whether all the essential elements of the program were in place and operating in accordance with the plans put forth in 2002. The knowledge generated by this research will strengthen institutions that serve NGOs and extend the abilities of NGO leaders to fulfill their missions.
The following specific aims were established and achieved. Firstly, an analysis of the factors contributing to the management challenges facing the leaders of international NGOs was presented. Secondly, a qualitative evaluation of an international graduate economic development program for NGO leaders using archival analysis verified through
iv
interviews and focus groups assessed the effectiveness of the 2002 intervention in achieving planned objectives. Thirdly, the research also generated conclusions and recommendations on theoretical, practical and policy-related issues, particularly regarding matters of academic program leadership, curricular development, planning, evaluation, marketing and the distinctive requirements of international programs containing distance delivery components. Fourthly, the research enriched the scholarly conversation in the NGO and academic communities in substantive ways, including two presentations at international conferences and publication in a peer-reviewed journal.
Theoretical, practical and policy conclusions were generated as research outcomes and included a theoretical framework for the implementation and evaluation of an international graduate economic development MBA for NGO leaders. The conclusions generated four recommendations for the host institution and others with similar missions and aspirations. The recommendations stated that these kinds of programs should: commit to the discipline of multi-year planning and evaluation, appoint well-qualified faculty to lead them, implement and resource relationship-based marketing plans that engage program alumni, and excel at delivering cross-cultural, highly accessible learning / AFRIKAANSE OPSOMMING: Nieregeringsorganisasies (NRO‘s) bestaan al vir baie honderde jare. In die onlangse verlede is die belangrikheid en groei daarvan deur verskeie faktore aangevuur. Ten eerste het skenkerorganisasies nieregeringsorganisasies toenemend begin beskou as veiliger beleggers vir hulle hulpfondse as die toenemende korrupsie van regerings. Tweedens het die einde van die Koue Oorlog die groei en ontwikkeling van vorige Sowjet- satellietstate gestimuleer. Derdens het die Verenigde Volkeorganisasie (VVO) met die daarstelling van die milleniumontwikkelingsdoelstellings die wêreld saamgesnoer in hulle pogings om armoede te beveg. Groot bedrae welsynskapitaal en die daarmee gepaardgaande hoër prestasieverwagtinge van skenkers het daartoe bygedra dat daar groter belangstelling was in die effektiwiteit, doeltreffendheid en toerekenbaarheid van nieregeringsorganisasies. Laasgenoemde drie temas is fundamenteel tot die uitlewing van nieregeringsorganisasies se missies en dit het daartoe bygedra dat daar ‘n wêreldwye toename in akademiese programme oor die leierskap en bestuur van nieregeringsorganisasies was.
Navorsing oor een van die pioniers op die gebied van leierskap en bestuursopleiding vir nie-regeringsorganisasies het daartoe bygedra om hierdie leemte in die akademieskap van nie-regeringsorganisasies se programeffektiwiteit te oorbrug. Die ekonomiese ontwikkelings-program aan die Eastern University in die VSA is in 1984 as een van die wêreld se eerste MBA-programme wat ontwerp is om entrepreneurs vir dienslewering aan benadeelde gemeenskappe op te lei, in die lewe geroep. Die program was baie gewild en het vinnig gegroei en gou was daar meer as ‘n honderd ingeskrewe studente. As gevolg van verskeie faktore, waaronder gereelde personeel- en leierskapwisseling, kurrikulumwysigings, missieverskuiwing (mission drift) en onvoldoende investering in bemarking en uitreikprogramme, het die program se gewildheid afgeneem. Hierdie afname in die gewildheid van die program het inmenging/intervensie deur die universiteitsbestuur in 2002 genoodsaak. In 2007,vyf jaar nadat die universiteitsbestuur die intervensie geïnisieer het, is deur middel van ‘n kwalitatiewe evaluering vasgestel of al die noodsaaklike elemente van die program toegepas is volgens die intervensieprogram wat in 2002 geïnisieer is. Die kennis wat deur hierdie navorsing gegenereer is, sal
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universiteite en instellings wat nieregeringsorganisasies ondersteun, versterk en die leiers van nieregeringsorganisasies in staat stel om hulle missies uit te leef.
Verskeie doelstellings is met die navorsing nagestreef en bereik. Eerstens is die faktore wat bydra tot die uitdagings vir die leierskap van internasionale nieregeringsorganisasies geanaliseer en aangebied. Tweedens is ‘n kwalitatiewe evaluering van ‘n internasionale nagraadse ekonomiese ontwikkelingsprogram uitgevoer. Argivale materiaal is geanaliseer en, gerugsteun deur inligting wat verkry is uit onderhoude en fokusgroepe, is die effektiwiteit van die 2002-intervensie bepaal. Derdens is teoretiese, praktiese en beleidsgevolgtrekkings en aanbevelings gegenereer. Hierdie gevolgtrekkings en aanbevelings is veral toegespits op leierskap vir akademiese programme, kurrikulumontwikkeling, beplanning, evaluering, bemarking en die eiesoortige eise wat afstandsonderrigprogramme stel. Vierdens het die navorsing die akademiese gesprek en die akademiese en nieregeringsorganisasies op verskeie betekenisvolle maniere verryk. Onder andere is twee aanbiedinge by internasionale konferensies gedoen en is ‘n artikel in ‘n eweknie-beoordeelde tydskrif gepubliseer.
Teoretiese, praktiese en beleidsgevolgtrekkings is daargestel en dit sluit onder andere ‘n teoretiese raamwerk vir die implementering en evaluering van ‘n internasionale MBA- nagraadse ekonomiese ontwikkelingsprogram vir leiers van nieregeringsorganisasies in. Die gevolgtrekkings het gelei tot vier aanbevelings vir die gasheerinstelling en ander instellings met soortgelyke missies en aspirasies. Die aanbevelings sluit onder andere in dat instellings wat soortgelyke programme aanbied, hulle moet verbind tot multijaarbeplanning en -evaluering, dat hulle bekwame akademici as leiers moet aanstel, dat hulle brongebaseerde bemarkingsplanne moet implementeer en dat hulle akademiese personeel moet aanstel wat besonder goed toegerus is in die aanbieding van kruiskulturele toeganklike leerprogramme.
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