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A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language software /Masha, Khanyisa Rose. January 2005 (has links)
Thesis (MPhil)--University of Stellenbosch, 2005. / On title page: Master of Philosophy in Hypermedia for Language Learning. Bibliography. Also available via the Internet.
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An impact assessment of a capacity development programme in a historically disadvantaged institution : a reflective study.Dwayi, Valindawo Medicine. January 2002 (has links)
Against the backdrop of the challenges that confront our business organizations today, it seems that the concept of organizational learning has passed the sell-by date. Against the backdrop of entrenched underdevelopment in certain sectors of our communities, the inadequacy of the necessary structures to deal with these challenges, and the lack of required competencies for systemic development, challenges are posed on the Higher Education Sector, in general, and the so-called Historically Disadvantaged Institutions, in particular, for their role to alleviate the prevailing situation. With organization development as a strategy, the study employed the models of impact assessment and sustainable development to reflect and evaluate the Tertiary Education Linkages Project (TELP) programme on Academic Development at the Eastern Cape Technikon. The research study was aimed at assessing the extent to which the Technikon responded to the programme especially on issues of impact and sustainable development. The action research study, designed and conducted parallel to programme management, would also reveal issues of practice-theory both in organization development, the intervention strategy, and in academic development, the field of practice. The study yielded the following 3 major outcomes: The value of ensuring impact and sustainability development in the capacity development efforts that are characterizing HDls. The value of academic development as the mechanism for enhancing organizational learning in the higher education sector. The value of organization development in capacitating the institutions of higher learning to deal with the challenges of transformation. The following constituted the main conclusions: Against the background of structural and historical challenges that confront Historically Disadvantaged Institutions today, intervention strategies should promote the critical and the humanistic issues of awareness, emancipation, action, self-determination, autonomy, and social responsibility. There is an urgent need for demonstrable and visible leadership at all performance levels for sustaining the results of organizational interventions. / Thesis (M.Com.)-University of Natal, Durban, 2002.
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The impact of staff development interventions on teaching and learning at a South African Technikon /Harvey, Irene Juanita Sass. January 2005 (has links)
Thesis (MPhil)--University of Stellenbosch, 2005. / On t.p.: Master of Philosophy in Education (Education and Training for Lifelong Learning) Bibliography. Also available via the Internet.
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Integrating entrepreneurial skills education and training with food and beverage management in a technikon academic programme : a case studyMatoti, Nombasa Kutala January 2004 (has links)
Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004
xiv, 91 leaves / The study examines the perceptions of lecturers and students on integrating entrepreneurship training and education in the academic programme Food and Beverage Management in the Eastern Cape Technikon. The study aims to integrate entrepreneurship training and education in the academic programme, Food and Beverage Management and to promote the concept with the students in the early stages of their studies.
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Integrating entrepreneurial skills education and training with food and beverage management in a technikon academic programme : a case studyMatoti, Nombasa Kutala January 2004 (has links)
Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004
xiv, 91 leaves / The study examines the perceptions of lecturers and students on integrating entrepreneurship training and education in the academic programme Food and Beverage Management in the Eastern Cape Technikon. The study aims to integrate entrepreneurship training and education in the academic programme, Food and Beverage Management and to promote the concept with the students in the early stages of their studies.
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Towards the establishment of an entrepreneurial culture at Eastern Cape Technikon : a strategy within the Department of Electrical EngineeringSitshinga, Mlungisi Martin January 2004 (has links)
Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004
viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.
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Towards the establishment of an entrepreneurial culture at Eastern Cape Technikon : a strategy within the Department of Electrical EngineeringSitshinga, Mlungisi Martin January 2004 (has links)
Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004
viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.
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The development, implementation and evaluation of a quality management system at the Eastern Cape TechnikonMakola, A. J. M. 03 1900 (has links)
Mini-study project (MBA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: A study project is presented on the development and implementation of a
Quality Management System for the Eastern Cape Technikon, that being
informed by the Higher Education Legislation of the Republic of South Africa
and its Statutory Bodies in an attempt to ensconce the provision of quality
teaching and learning, academic and developmental research, and academic
support services in Higher Education. Beginning with the conceptualisation of
quality as a concept, evolving to being a quality system, and followed by how,
when successfully developed and implemented, can it be monitored and
evaluated for the achievement of Higher Education objectives, both nationally
. and internationally.
Emphases is on how the Eastern Cape Technikon can be successfully
effective, efficient and economical in its attempt to develop, implement,
monitor and evaluate such a system in comportment that will appropriately fit
its programmes, including its operations in general, to the national agenda of
providing quality higher education that is opportune for all, especially for the
bucolic, rural and underdeveloped community that Eastern Cape Technikon
seeks to serve. / AFRIKAANSE OPSOMMING: geen opsomming
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The role of technikons with regard to social and economic upliftment of communities, with reference to the Eastern Cape TechnikonMoodly, Adele Leah 08 1900 (has links)
Technikons were established in order to meet the need for skilled
labour in the field of Engineering and Technology. Yet, within
the Transkei it is found that there is a greater need for
literacy training as a means of contributing to social and
economic upliftment as technological advancement cannot take
place within an illiterate society.
As the Eastern Cape Technikon is based within the Transkei, a
challenge is put to this institution to meet the needs of its
surrounding community. Thus besides providing technologically
-orientated education, the question is put as to how the
Technikon could address illiteracy in the area.
A study of countries which have addressed these issues is made
and an investigation into the problem within the area is carried
out. Based on conclusions drawn from these, recommendations are
made.
These do not necessarily pertain to all technikons but can be
considered when approaching the issue of literacy/illiteracy . / Educational Studies / M. Ed. (Comparative Education)
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The impact of staff development interventions on teaching and learning at a South African TechnikonHarvey, Irene J. Sass 12 1900 (has links)
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2005. / The focus of this research, PIL 72 (Building institutional capacity through staff development) was active at the Eastern Cape Technikon (ECT), a tertiary institution of higher learning in the Eastern Province, South Africa from 1999 to 2001. The project addressed curriculum and staff development with the ultimate aim of improving institutional capacity. This was done through a series of training sessions for a group of 22 participants over eighteen months in Outcomes Based Education (OBE).
This research investigated the impact of PIL 72 on the teaching and learning practices at the ECT. Literature was reviewed on aspects of staff development, curriculum development, assessment reform, instructional improvement and project evaluation. Qualitative research was conducted with stakeholders at the institution. Data was gathered through interviews, questionnaires and document analysis.
The major findings indicated that the benefit for participants resulting from participation in the TELP project was mainly personal; the project was to some extent successful in equipping participants with the required knowledge but not the wide academic corps; the format of the staff development activities was adequate but lacked sufficient monitoring and feedback mechanisms; developmental academic leadership, especially at Head of Department level, was absent at the institution and that institutional culture both influenced and hampered institutional learning.
Recommendations for implementation and possible further research are made. The research revealed that institutional culture plays a crucial role in the degree to which institutional learning takes place. Further research in this regard is recommended at institutions with similar organizational characteristics as Eastern Cape Technikon, to explore the extent to which institutional culture influences institutional learning as well as alternative staff delivery modes that can be used at institutions of higher learning.
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