The purpose of this study was to investigate the way in which OBE teacher training in the Northern Province is being managed, particularly in Region 4. The study also aimed to contribute in providing information about how the Provincial office of the Northern Province is managing OBE teacher training. The literature review covered both materials in the Provincial, National and other countries. The study's research methodology was qualitative, which includes interviews, observation and case study based. Interviews were scheduled with Provincial, Regional, District Dept officials, Educators and Principals. The study has revealed that Region 4 cannot manage the implementation of OBE teacher training properly and effectively due to constrains such as lack of transport, insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)

In this investigation an attempt was made to determine the misconceptions that engineering students have of the idea of a limit. A comprehensive literature study showed that there are a number of common misconceptions that students normally form. The empirical investigation was done in two phases. A questionnaire on the idea of a limit was given to the students during the first phase. During the second phase six interviews were conducted. The findings were grouped according to the nature of a limit and students' views on the relationship between the continuity of a function at a point and the limit at that point. An analysis of these findings led to the identification of the misconceptions that these students have of the idea of a limit. / In hierdie ondersoek is gepoog om die wanbegrippe wat ingenieursstudente van die limietbegrip vorm, bloot te stel. 'n Omvattende literatuurstudie het 'n aantal algemene wanbegrippe aan die lig gebring. Die empiriese ondersoek het in twee fases plaasgevind. Tydens die eerste fase is 'n vraelys aan die studente gegee in 'n poging om meer te wete te kom van hulle begrip van 'n limiet. Die vraelys is opgevolg deur ses onderhoude. Die responsies is gegroepeer in terme van die aard van 'n limiet en studente se sienings van die kontinuiteit van 'n funksie by 'n punt en die limiet by daardie punt. Die analisering van hierdie responsies het die identifisering van 'n aantal wanbegrippe by hierdie groep studente moontlik gemaak. / Educational Studies / M.Ed. (with specialisation in Mathematics Education)

The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity. The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)

Met die implementering van die Wet op Tegniese Kolleges, 1981 (Wet 104 van 1981) het 'n nuwe tydvak vir hierdie inrigtings begin. Indien die kort tydperk waarin tegniese kolleges in hulle huidige vorm bestaan in ag geneem word, kan aanvaar word dat daar nog verskeie probleme op hierdie terrein le. In hierdie werk is daar gepoog om enkele relevante probleme aan te spreek. Met die toekomstige rol van tegniese kolleges in die RSA in gedagte is veral drie belangrike knelpunte ondersoek, naamlik: * die werkterrein van tegniese kolleges; * bestuurstrukture vir tegniese kolleges binne dieAfrikaanse onderwysstelsel; en * die outonomie van kollegerade. Ten einde hierdie probleme te kon deurskou, is die huidige posisie van naskoolse beroepsonderwys aan tegniese kolleges, en die bestuurstrukture van hierdie kolleges binne die Suid­ Afrikaanse onderwysstelsel, nagegaan. Uit die literatuurondersoek, wat ook die situasie van soortgelyke onderwysinrigtings in 'n paar oorsese lande insluit, het dit geblyk dat sekere aanpassings aan die bestaande stelsel gemaak sal moet word ten einde tegniese kolleges in staat te stel om hulle toekomstige rol in die RSA te kan vervul. Om die menings van kundiges op die gebied van tegniese kolleges en naskoolse beroepsonderwys oor genoemde knelpunte te bekom, is 'n kwalitatiewe studie uitgevoer. Tydens ongestruktureerde onderhoude met tien informante is beskrywende data ingewin. Om 'n meer volledige siening oor die aspekte te verkry is resente uitsprake in toesprake, referate en skrywes bygewerk. Nadat alle data geanaliseer en bespreek is, is tot die gevolgtrekking gekom dat die wyse waarop tegniese kolleges huidiglik funksioneer aangepas sal moet word sodat hierdie inrigtings hulle toekomstige rol in die RSA sal kan vervul. Die vernaamste aanpas­sings wat aanbeveel word is: * die werkterrein van tegniese kolleges moet so wees dat hulle onderrigprogramme inpas by die van technikons; * die ideale bestuurstruktuur sal wees as alle tegniese kolleges onder 'n sentrale onderwysdepartement ressorteer; * die outonomie van kollegerade moet uitgebrei word; maar * ten einde dit te kan doen sal kolleges gerasionaliseer moet word. / The implementation of the Technical Colleges Act, 1981 (Act 104 of 1981) introduced a new era for these institutions. If the short period of time in which technical colleges have been in existence in their present form is considered, it can be accepted that many problems still exist in this field. The researcher has endeavoured to address certain relevant problems. With the future role of technical colleges in the RSA in mind, three important aspects came under close scrutiny, namely: * the fields of study of technical colleges; * management structures for technical colleges in the South African education system; and * the autonomy of college councils. In order to deal with these matters, the present position of post-school vocational education at technical colleges and the management structures of these colleges in the South African education system were examined. The study of literature, which included the study of educational systems of similar institutions in several overseas countries, revealed that certain adjustments would have to be made to the existing system in order to enable technical colleges to fulfil their future role in the RSA. A qualitative study was conducted in order to acquire the opinions of knowledgeable persons in the field of technical colleges and post-school vocational education on the above-mentioned aspects. During unstructured interviews with ten informants descriptive data was elicited. In order to obtain a more comprehensive view of these aspects, recent statements in speeches, papers and articles were also taken into consideration. After all the data was analysed and discussed, the conclusion was reached that the way in which technical colleges are functioning at present will have to be modified to enable these institutions to fulfil their future role in the RSA. The most important modifications which are recommended are: * the fields of study of technical colleges should be such that their instructional programmes fit in with those of the technikons; * the ideal management structure would be for all technical colleges to fall under a central education department; * the autonomy of college councils should be extended; but * in order for this to take place, colleges will have rationalised. / Educational Management and Leadership / D. Ed. (Onderwysbestuur)

The aim of the present study was to establish the effects on the Zimbabwean higher educational system of student migration into South Africa for higher education. The study was motivated by the rising number of Zimbabwean students migrating to South Africa for that purpose, aided in doing so by their schools and other organisations. Rising migration rates are substantiated not only by the growing number of students departing the country for a foreign university, but by the parents who support their going and the administrators and lecturers in Zimbabwean universities who witness migration‟s impacts on the nation‟s higher education. A qualitative research design was employed for data collection. A review was first conducted of the empirical evidence of student migration rates. Data were collected through conversations and interviews, the interview-guide approach, and recorded cell-phone interviews. The qualitative research design was motivated by grounded theory, narrative qualitative inquiry, interim analysis and interpretive epistemology. These approaches jointly ensured that the data would be most suitable for the study‟s intensions. The study investigated the international and local factors contributing to the out-migration of Zimbabwean students in general and, in particular, into South African higher educational institutions. Interviewees reported that migration was motivated mainly by the condition of the Zimbabwean economy. Findings also clarified the effects of the migration process on the educational system in Zimbabwe. Those effects emerge as challenges that must be addressed in the Zimbabwean higher education system. Policy recommendations for addressing such challenges are provided. / Educational Management and Leadership / D. Ed. (Education Management)

Submitted in fulfilment of the requirements of the Degree of Master of Technology: Quality, Durban University of Technology, 2014. / There has been a call from society for both the provision of a quality education and for a quality “student” who can contribute to the economy and citizenry of South Africa. It therefore makes sense for any educational structure to develop and adopt, strategies and systems in order to meet these new calls, and to provide technologically relevant education that will meet the demands of modern society. This has led to a renewed need for consistency, conformity and quality within higher education. Concerns about students’ capabilities have been raised, and have led to questions about the accountability of higher education institutions. A quality management system framework may ensure that these higher education structures are able to deliver a quality education to their external and internal customers. This research investigated the current quality management systems used in dental assisting both locally and world-wide, and then developed a quality management system framework to suit South African conditions. An action research study, using data gathered from a purposive census sample, and data obtained by means of a mixed-method approach, was conducted in two phases. A preliminary study (Part A) was conducted amongst the four South African dental assisting education programme providers and deficiencies in the quality management systems of these programmes were identified. The preliminary work (Part B) in this study consisted of a comparative analysis of the quality management systems of a convenience sample of dental assisting education providers in twenty countries. Both good practices and deficiencies in practices were identified. A further review of the literature identified possible solutions to improve the quality of the dental assisting education programmes, and was used as the foundation for the development of the Dental Assisting Higher Education – Quality Management Framework (DAHE-QMF). The results of the preliminary study - the comparative analysis and the literature review - revealed that the development and implementation of a quality management system framework for dental assisting in South Africa could lead to an improvement of the standards of training, and thus the competence of the student. The framework will be presented to the four programme leaders at the four Universities of Technology that offer dental assisting education for their consideration of partial/total adaptation of the framework.

Submitted in partial fulfillment of the requirements for the degree of Masters of Technology in Public Management, Durban University of Technology, Durban, South Africa, 2015. / This study aimed to investigate the factors influencing the career progression of women in higher education in general and South Africa in particular, using the case study of the Durban University of Technology. Recent research has shown that even though women have made some progress as compared to where they were twenty years ago, the progress of women has proven to be resistant to change in terms of higher level and rewarding positions (Turner 2012; Hofmeyr and Mzobe 2012; Botool and Sajid 2013; Mouley, 2013). According to Boushey and Farrell (2013:6), this lack of progress results from a lack of flexibility and unpredictable scheduling at the workplace. Others argue that career interruption for childbirth and rearing; domestic responsibilities; gender parities at the work place; organizational structures; and policies that do not meet the needs of female employees affect career progress (Wallace and Smith 2011:3 and Tsoka 2010:6). The purpose of the study was, therefore, to examine the nature of the progress of women in higher education, and to identify factors influencing their progress. The study was conducted at the Durban University of Technology with a sample of 250 women from academic and administrative units the stratified random sampling technique was used, in which the target population at the DUT was grouped into different strata, and then the sample elements were selected from each of the groups. The study used both quantitative and qualitative research designs (mixed method), whereby self-administered questionnaires were used to collect the data. The questionnaire consisted of open-ended and closed ended questions. The closed- ended questions were quantitative, while the open ended questions were qualitative. The closed-ended responses were then analysed using SPSS, while the open ended responses used the inductive approach to highlight the factors influencing the career progression of women in higher education, thereby leading to recommendations on policies which would enhance career progression of women in higher education. The findings of the research revealed that women are still underrepresented in higher. It was recommended that management should improve working conditions for women and ensure that the effective monitoring and evaluation of the various policies in place.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study investigated the support needs of students at Sekhukhune College of Education. The study assessed the effectiveness and efficiency of available support services, AND explored the possibilities for new services based on students' needs, as well as strategies and activities for the delivery of new services. The questionnaire was administered to 182 (one hundred-and-eighty-two) course three learners in JPTD, SPTD and STD classes at Sekhukhune College of Education. Indications from the research findings were as follows: • Recruitment, admission and registration, orientation, library, residence and accommodation, health and medical, as well as academic advising were found to be available student support services at Sekhukhune College. • Among the available student support services, recruitment, orientation, admission and registration were found to be effective and efficient. With regard to the possibilities for new student support services for delivery, it was found that the college is not resourceful enough to deal with those services and strategies that are available. • The focus-group interviews were administered to 13 (thirteen) staff members of Sekhukhune College of Education. The most important findings were: • The issue of academic advising as a way of mentoring learners has been left in the hands of individual subject-lecturers. Hence, the college has not yet adopted any appropriate method of dealing with the issue of mentoring as a student support service. • The library, financial aid and health care centre were found to be the most needed support services for students. The summative conclusion the researcher drew from the study was that the available student support services that are ineffective and inefficient override those that are effective and efficient. The general recommendation was that the college should put more effort into the. improvement of student support services that were found to be ineffective and inefficient. / AFRIKAANSE OPSOMMING: Hierdie navorsmg het die ondersteuningsbehoeftes van studente aan die Sekhukhune Onderwyskollege ondersoek. Die doeltreffendheid en doelmatigheid van beskikbare ondersteuningsdienste is geassesseer, moontlikhede vir nuwe dienste wat op studente se behoeftes gegrond is, is ondersoek, en strategieë en aktiwiteite vir die lewering van nuwe dienste, is verken. Die vraelys is aan 182 (eenhonderd twee en tagtig) derde jaarstudente in JPOD-, SPODen SOD-klasse aan die Sekhukhune Onderwyskollege voorgelê. Die navorsingsbevindingshet die volgende aangedui: • Werwing, toelating en registrasie, oriëntering, biblioteek,. inwoning en akkommodasie, gesondheids- en mediese dienste, asook akademiese raadgewing, was beskikbare ondersteuningsdienste aan die kollege. • Onder die beskikbare studente-ondersteuningsdienste was werwmg, oriëntering, toelating en registrasie doeltreffend en doelmatig. • Met betrekking tot die moontlikhede vir nuwe studente-ondersteuningsdienste en leweringstrategieë, is bevind dat die kollege nie die vermoë het om die beskikbare dienste te hanteer nie. Die fokusgroep-onderhoude is met 13 (dertien) personeellede aan die Sekhukhune Onderwyskollege gevoer. Die belangrikste bevindinge was: • Akademiese raadgewing as 'n wyse om leerders te mentor, is in die hande van individuele vakdosente gelaat. Gevolglik het die kollege nog geen toepaslike model aanvaar om die kwessie van mentorskap as 'n studenteondersteuningsdiensaan te pak nie. Die biblioteek, geldelike bystand en 'n gesondheidsorgsentrum is die ondersteuningsdienste wat as die heel noodsaaklikste vir die studente beskou word. Die summatiewe afleidings wat die navorser gemaak het, was dat die beskikbare studente-ondersteuningsdienste wat ondoeltreffend en ondoelmatig is, dié oorskadu wat wel doeltreffend en doelmatig is. Die algemene aanbeveling was dat die kollege fnbaie groot poging moet aanwend om dié studente-ondersteuningsdienste wat as ondoeltreffend en ondoelmatig bevind is, te verbeter.

Thesis (PhD (Social Science Research Methodology))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study aimed at establishing whether or not an integrated and appropriate system exists for the evaluation of research in the South African higher education system. As background to the assessment of research in South African higher education, models of research evaluation from other countries were reviewed and served as reference to the discussions on the local efforts. In each case the higher education research systems were reviewed, including existing efforts of research evaluation that exits alongside the systems. The review followed a pattern that focuses on areas including the history and rationale, purpose (s) for research evaluation, political/transformation contributions and methodological issues for a clearer understanding of the contributions made by the efforts. The study followed a multiple-case study approach to review the models and the South African situation, with the local research evaluation efforts embedded within the study of South Africa as a case. Five themes guided the reviews that were apparent for the final discussions of the study: the rationale and purpose of research evaluation, units of analysis used in the evaluation, dimensions/criteria used in research evaluation, governance and management of research evaluation processes and methodological issues related to research evaluation. The study revealed that none of the fragmented South African research evaluation efforts is suitable to deal with the transformation requirements expected of higher education institutions. This is mainly because of the voluntary nature of the current initiatives and their focus on the lowest level of units of analysis – the individual researcher. The one effort that would be better suited to meet the transformation imperatives – the HEQC institutional audits - does not concentrate on research exclusively but collectively addresses all core activities in institutions, reducing the attention necessary for research evaluation to make a meaningful contribution to higher education research. The study suggested a comprehensive design for the framework of South African research evaluation. The purpose identified for the envisaged exercise is the development and improvement of quality research of international standards across the system of higher education in order for research to make meaningful contributions to national demands. Programmes/departments in the higher education institutions are suggested as the units of analysis in which quality, productivity, relevance and viability serve as criteria for evaluation. / AFRIKAANSE OPSOMMING: Hierdie studie poog om vas te stel of 'n geïntegreerde en toepaslike stelsel bestaan vir die evaluering van navorsing in die Suid-Afrikaanse hoër onderwys stelsel. As agtergrond tot die beoordeling van navorsing in Suid-Afrikaanse hoër onderwys, word ‘n oorsig verskaf van die modelle van navorsing evaluering van ander lande. Dit het gedien as verwysing vir die besprekings oor die plaaslike pogings. In elke geval is ‘n oorsig gebied van die hoër onderwys navorsingstelsels , insluitend die bestaande pogings tot navorsing evaluering. Die oorsigte fokus op gebiede soos die geskiedenis en die rasionaal, doel van navorsing evaluering, politiese / transformasie bydraes en metodologiese vraagstukke vir' n beter begrip van die bydraes wat gemaak word deur die pogings. Die studie volg 'n meervoudige gevallestudie benadering tot die modelle en die Suid-Afrikaanse situasie, met die plaaslike navorsing evaluering pogings onderliggend in die Suid-Afrikaanse gevallestudie. Die oorsigte word gelei deur vyf temas: die rasionaal en doel van die navorsing evaluering, eenhede van analise wat gebruik word in die evaluering, dimensies / kriteria wat gebruik word in navorsing evaluering, beheer en bestuur van navorsing, en metodologiese evalueringsprosesse kwessies met betrekking tot navorsing evaluering. Hierdie temas is duidelik in die finale bespreking van die studie. Die studie het aangetoon dat nie een van die gefragmenteerde Suid-Afrikaanse navorsing evaluering pogings geskik is om die transformasie verwagtinge van hoër onderwys instellings te hanteer nie. Dit is hoofsaaklik as gevolg van die vrywillige aard van die huidige inisiatiewe en hul fokus op die laagste vlak van die eenhede van analise - die individuele navorser. Die een poging wat beter geskik sou wees die transformasiedoelwitte te ontmoet - die HEQC institusionele oudits - konsentreer nie uitsluitlik op navorsing nie, maar spreek gesamentlik alle kern aktiwiteite in instellings aan. Dit verminder die aandag wat nodig is vir navorsing evaluering om 'n betekenisvolle bydrae te lewer tot hoër onderwys navorsing . Die studie stel 'n omvattende ontwerp voor vir die raamwerk van Suid-Afrikaanse navorsing evaluering. Die doel wat vir die beoogde oefening geïdentifiseer word, is die ontwikkeling en verbetering van die kwaliteit navorsing van internasionale standaarde oor die stelsel van hoër onderwys sodat die navorsing betekenisvolle bydraes kan lewer tot die nasionale vereistes. Programme / departemente in die hoër onderwys instellings word voorgestel as die eenhede van analise waarin gehalte, produktiwiteit, relevansie en lewensvatbaarheid dien as kriteria vir evaluering.

Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007. / Some aspects of South African higher education transformation have been bleak, indicating that the trajectory of innovative teaching and affordability requires attention for the foreseeable future. At CIDA we have seen a different picture of this, in other institutions there may be other milestones yet to reveal other gains of transformation. Briefly, this paper tells the CIDA transformation story; other institutions of higher learning in South Africa can learn from its approach and share in the remarkable sense of determination and commitment demonstrated by CIDA. The purpose of this work is to reflect on CIDA’s pattern breaking that can aid better student equity transformation in the South African higher education system. A limitation of the study is that we examine only one factor at a time and it may not adequately account for what happens when all the factors interact at the same time. It emerged from the discussion that CIDA innovative teaching involves awareness of students’ educational needs, views and emphasis on the physical experience of emotions and reasoning. Students are encouraged to be self-confident and feel good about themselves and others through participation and opportunities for spirituality and diversity.