<p>The South African government plays a direct and active role in facilitation the development of a skilled workforce. The effective mobilisation, development and utilisation of South Africa's human resource capacity are critical for the success of the economy, institution building and the transformation process. In this context, the development of a system of Recognition of Prior Learning is one of the government's significant initiatives. This research examined whether the policy documents of the universities in the Western Cape comply with the requirements of the National Government Recognition of Prior Learning policy.</p>

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Education and vocational training in South Africa are currently in the throes of various changes, especially with regard to the college sector. The process commenced after 1994's historic first democratic elections in South Africa. The rationale for these changes presently taking place regarding education and vocational training is the total transformation of this system inherited from the apartheid era. These changes will put South Africa in a position to prepare itself for the challenges of the twenty first century, especially in the context of globalisation. Subsequent to the apartheid era many more opportunities on international markets arose for the country than ever before. In this context of globalisation it is thus indispensable for the country to dispose of a well trained and skilled workforce. In this connection the need for training also becomes closely allied to the macro economic plan, GEAR, of the South African Government. For the purpose of this thesis the first and second phase of the changes in the education and vocational training system in South Africa were investigated. The first phase was the policy formulation that gave rise to the Act on Further Education and Training, Act 98 of 1998. This then provided the impetus behind the process of transformation in further education and training. The second phase is the implementation phase, currently being executed. In addition, the historical roots of the present changes in the relevant education sectors were discussed. Four strategic aims of the above changes in education and vocational training are highlighted: The South African Qualifications Authority is to take charge of quality control and standards in the new South African qualification system. The National Qualification Framework is to establish a structured qualification framework for the new Further Education and Training (FET) system. Learnerships, replacing apprenticeships, are being envisaged for the vocational and inservice training system. New ways of funding the FET system, with special reference to the sector education- and training authorities. Finally a description follows of the implementation of these on the national, provincial, and specifically the college level as FET institutional level. On the basis of research undertaken, various interim findings are elucidated concerning the implementation of the changes in the education and vocational training system. / AFRIKAANSE OPSOMMING: Onderwys en beroepsopleiding in Suid-Afrika ondergaan tans verskeie veranderinge, veral ten opsigte van die kollegesektor. Die proses het in 1994 begin nadat die eerste demokratiese verkiesing in Suid-Afrika plaasgevind het. Die rasionaal vir hierdie veranderinge wat tans in die onderwys en beroepsopleiding plaasvind, is om die stelsel wat uit die Apartheidsera oorgeërf is, in sy geheel te transformeer. Sodoende kan Suid Afrika hom voorberei op die uitdagings van die een-en-twintigste eeu, veral in die konteks van globalisering. Na die einde van die Apartheidsera het veel meer internasionale markte as in die verlede vir Suid-Afrika oopgegaan. Dus is dit noodsaaklik dat die land in die konteks van globalisering oor' n behoorlik geskoolde werksmag behoort te beskik. In hierdie verband sluit die noodsaak vir opleiding ook verder aan by die Suid-Afrikaanse regering se makro-ekonomiese plan, GEAR. Vir die doeleindes van hierdie proefskrif is ondersoek ingestel na die eerste- en tweede fase van veranderings in die onderwys- en beroepsopleidingstelsel in Suid-Afrika. Die eerste fase was die beleidsformulering, wat gelei het tot die Wet op Verdere Onderwys en Opleiding, Wet 98 van 1998. Dit was dan ook die dryfkrag agter die proses van transformasie in verdere onderwys en beroepsopleiding. Die tweede fase is die implementeringsfase wat tans aan die gang is. Daarbenewens is 'n historiese perspektief en die wortels van die huidige veranderinge in onderwys en beroepsopleiding bespreek. Aandag word geskenk aan vier strategiese doelwitte om die bovermelde verandering in onderwys en beroepsopleiding te bewerkstellig. -Die SA Kwalifikasie-owerheid om gehaltebeheer en standaarde in die nuwe Suid- Afrikaanse kwalifikasiestelsel te bewerkstellig; -Die Nasionale Kwalifikasieraamwerk om 'n gestruktureerde kwalifikasieraamwerk in die nuwe Verdere Onderwys en Opleidingstelsel (VOO) daar te stel. -Leerlingskappe, in plaas van vakleerlingskappe, wat vir beroeps- en indiensopleiding beoog word. -Nuwe wyses om die VOO-stelsel te befonds, met spesifieke verwysing na die Sektorale Onderwys- en Opleidingsowerhede. Laastens volg 'n beskrywing van die implementering daarvan op nasionale-, provinsiale- en spesifiek op die kollegesektor as VOO instellingsvlak. Op grond van die navorsing wat onderneem is, word verskeie tussentydse bevindinge rakende die implementering van veranderinge in die onderwys- en beroepsopleidingstelsel onder die loep geneem.

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)

In developing countries, the mobile phone market has matured in terms of subscription, penetration and mobile centric1 services. In turn, people have integrated mobile phones into their daily lives. The interaction opportunities that have evolved in business and social life have given students at Higher Educational Institutions (HEIs) grounds to anticipate similar opportunities within their learning environments. In the context of developing countries, students primarily access information through mobile phones and there seems to be a disconnection between how HEI provide informational services and how students want to access the services. Therefore, HEIs are challenged with shifting from their traditional information distribution practices into integrating mobile centric services. Literature describes several models of providing mobile centric services in learning settings but there is a paucity of research that address the disconnection between students’ mobile centric needs and expectations against the HEIs’ provision of such services. Therefore, this study proposes a Framework for providing mobile centric services to students at HEIs in Open Distance e-Learning (ODeL) context in South Africa. The potential contribution of the framework is that it can facilitate strategic planning and implementation of mobile centric services whilst ensuring the needed synergies with students and academics. The research is grounded in interpretive philosophy and was undertaken as a single case study. The case study employed mixed method design for data collection. The advantage of mixed method design is that it enables both qualitative and quantitative data to be collected from a variety of sources and triangulation of results to get a complete picture of the phenomenon under study. The research was undertaken in four phases. Phase 1 of the study was a literature analysis carried out to identify the components for providing mobile centric services that facilitate students with information access and interaction. The objective was to provide a conceptual framework that would direct the search for evidence and organise the results. Phase 2 of the study employed the conceptual framework developed in Phase 1 to identify the units of analysis and to design the data collection instruments. Phase 3 of the study focused on collecting data within a single case study with embedded units of analysis. Data collection included Policy document analysis, Tool observation analysis, Student surveys and Lecturer interviews. The data collected from the case study was analysed with the view of enhancing the components of the conceptual framework developed in Phase 1. The enhancement of the components of the conceptual framework carried out in Phase 3 directed the development of the Framework for providing mobile centric services to students at HEIs in ODeL context in South Africa as presented in Phase 4. This adds new knowledge in addressing the literature gap between the mobile centric needs and expectations of students and the provision of mobile centric services at HEIs. The framework has practical value in that its components can guide HEIs in determining the mobile centric readiness of their institutions, the needs of the stakeholders, the context of use, the identification of mobile centric resources and the managing of constraints. Mobile centric refers to the preference of accessing and interacting with information services through a mobile device such as a mobile phone. / Computing / Ph. D. (Information Systems)

The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.

Communication is a central feature of human life. The ability to talk is the very feature that distinguishes us from our primate ancestors. Knowing how to use language effectively gives the bearers of this knowledge power over their environment and an upper hand in their dealings with others. Thus, understanding the importance of communication in management is an essential tool for managers who wish to build and develop their organisations and their staff within these organisations. This thesis takes a case study view of manager-staff communication at a South African university. In this study managers and staff members contribute their feelings on current communication practices at this organisation through an online questionnaire and in-depth interviews. In an interpretive paradigm this thesis answers three central questions: 1) what role do managers and staff think communication plays in their working relationships, 2) what do they perceive to be effective and ineffective communication strategies and 3) What strategies can they suggest to enhance effective communication? Through in-depth qualitative research and numerical data analysis this thesis discovers central themes that pertain to the effective flow of communication in this organisation. These themes include: motivation and praise, the role of listening, building relationships, respect, acknowledging others’ languages and cultures, building teams, communicating frequently and using email and technology effectively, as well as keeping notes of meetings and discussions. Challenges to effective communication include not having enough time, suffering from stress, and the challenges of physical space and distance. By paying attention to basic human principles, such as the fact that acknowledging people for a job well done encourages them to perform well in future, this thesis relates the general concepts of communication and management theory to the specific realities and individual, personal experiences of manager-staff communication. In this way it sheds a beam of light on management communication practices and points the way towards an ideal where managers and staff members use communication as a tool of empowerment and understanding.

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)

This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. / Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.

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 Leadership and Management / D. Ed. (Onderwysbestuur)

There has been ongoing global concern on environmental issues and which is supposed to have moved down into smaller institutions and areas through local agenda 2l. Environmental issues are associated not only with care for the environment but also sustainable development. Various universities are beginning to strive for sustainable development and care for the environment. Some universities are therefore integrating care for the environment in their curricula and in their daily operations on campus. The greening of higher educational institutions as models is important as they are the seat for research and training of undergraduates who will become future leaders and policymakers and caretakers of the environment. It is therefore important for undergraduates to be exposed to greening processes in operations, research and curricula whilst still on campus. This study examines the process of formulating a policy and applies that to forming an environmental policy. The study involved a comparative analysis of environmental policies of various tertiary educational institutions from different countries. The study focused on how many universities in South Africa have environmental policies and how the universities which have environmental policies went about their formulation process. The study further examines the duration of the formulation process and the constraints encountered by universities. The study then reviews strategies on how the environmental policy is being implemented and how effective the implementation process is practically and the constraints these institutions face. The findings of the study reveal that few universities ill South Africa have an environmental policy. The universities are making efforts in their implementation process however, not all the principles found in the policies are being implemented effectively as there are no environmental management systems in place and there are no measurable objectives and targets set for proper evaluation of the success or failure of the policy.