MPM / Oliver Tambo Institute of Governance and Policy Studies

Thesis (M. Ed.) -- University of Limpopo, 2021 / This study reports on factors influencing a decline of learner’s enrolment in commercial subjects: a case of Driekop circuit in Limpopo province. The study followed a qualitative research methodology underpinned by a case study design. The uncertainty reduction theory by Berger and Calabre (1983) guided the study. The aim of the study was to investigate the factors influencing learner enrolment in commercial subjects in Driekop Circuit and the sample of participants was comprised of eight teachers and twenty leaners from four secondary schools. Data were collected through interviews and document analysis. The finding of the study revealed a number of factors influencing learners enrolment in commercial subjects which includes; i). leaners’ ability in the subject, ii) peer pressure, iii) the influence of teachers and school managers, and iv) learners’ misconceptions about commercial subjects. The study makes a number of recommendations: Firstly, leaners should be advised, guided and supported in their decision making. Secondly, aptitude and interest tests should be taken, and thirdly appropriate interventions from professionals should be sought by schools.

This was a follow-up study of graduates of Portland State University's School of Social Work from 1964 to 1973. The study gathered information in four areas: (1) graduates' career patterns, (2) tasks graduates presently perform in their jobs, (3) tasks graduates felt are necessary for students to learn in a school of Social Work, and (4) graduates' continuing education needs and experiences. It was hoped that this information would prove valuable in curriculum design, both in the School of Social Work and in the Division of Continuing Education. I A stratified random sample of sixty-one graduates, totaling 15.4% of the ten-year population of 396 graduates, was surveyed by mailed questionnaire. Fifty-two of these responded for a return rate of 85.3%. Results from the questionnaire were transferred to punch cards and frequencies, means, standard deviations, and a factor analysis of data were performed by computer. Forty-five of the fifty-two respondents considered themselves to be presently practicing social work. Twenty-four of these respondents worked primarily in direct treatment, and all but one of these reported having collateral duties in administration or facilitative services. Respondents showed almost no interest in pursuing further graduate study in social services or any other'field, and indicated only moderate interest· in continuing education seminars or classes. Of all continuing education offerings, family therapy received the highest interest score and research received the lowest. Respondents felt that the most important tasks to be taught in graduate school were direct service tasks. A factor analysis was performed to reduce these tasks to more easily reportable shared factors, and the tasks seen as most crucial for learning were those concerned with direct treatment, resource assistance, and client contact. Although respondents believed that direct service tasks -should be stressed in the School curriculum, most of the respondents also were performing non-direct service tasks such as leadership and consultation in group process.

In this study the trends of social work were examined and the importance of the family in social work practice was identified. The changing role of the school and its relevance to the total welfare of the child was historically documented. The components of the family life education movement were analyzed as were the social forces which contributed to its growth and development. The incorporation of family life education into the schools was reviewed. The active involvement of several disciplines and numerous national organizations, as well as the federal government, was identified in this process. The opposition to family life education being taught in the schools was identified as the problem to be examined in this study. The writer postulated that parents would be in favor of the school's teaching family life education if their knowledge concerning what was being taught was correct. Furthermore, it was hypothesized that if parents did not have correct information they would be more likely to disagree with the school's teaching family life education. A randomly selected parent sample was drawn from an elementary school to test the hypothetical relationship between variables. A pre-test contributed to the development of a questionnaire that was better suited for use in this study. Nine representative family life education topics were included in a matrix format and five questions were asked to measure their knowledge and attitudes. Personal data concerning the age, occupation, ages of children, education, and church affiliation was supplied by the parents. A second instrument was designed to assess what was actually being taught by the teachers of the school. The same topics were used as on the parents' questionnaire. The final response rate for the parents was 87. 5% and for the teachers the return was 65. 3%. Limitations in the data collected prevented the verification of the hypothesized relationship between the variables. However, the parents of this study reflected higher levels of education than anticipated as 60% had completed various levels of college. Their occupations indicated a higher amount of professional and white collar workers than blue collar workers. These parents supported the school's teaching of the family life topics by a definite majority. However, opposition was expressed by 17% of the sample to "human sexuality" being taught. Another 14% opposed teaching "about one's family." A significant finding of this study was the widespread uncertainty by the parents concerning what was being taught. For seven of the nine topics 40% to 60% of the sample was uncertain if it was being taught. Concern for the training and beliefs of those teaching the topics was expressed by 20% of the sample. Further study in the area of the causes of the parental ambivalence concerning the teaching of family life education and the need to compare this study' s findings and the personal profile of these parents to other schools was indicated. The paradox between the parents' support of the school teaching family life education and the uncertainty as to what was actually being taught suggests a need for further study into the causes of this phenomena.

The primary purpose of this study is, in general, to inform schools of social work of a method to include Black content within their curricula, and in particular to sensitize the faculty at Portland State University to the importance of including Black content into the school's curriculum. In this research design, a select population was used as well as a specific body of knowledge from the Human Behavior and Social Environment sequence to develop a model to introduce Black content in the social work curriculum.

Thesis (M.A. (History)) -- University of Limpopo, 2022 / This study explores the socio-cultural experiences of students at the University of the North (UNIN) in the period between 1970 and 1994. The sampling of the study was purposive and involved thirteen (13) participants who were students at UNIN in the 1970s, 80s and 1990-1994. Data was collected using an interview guide and was analysed using the Thematic Content Analysis as outlined by Braun and Clark (2011). To make sense of the study aim and objectives, this study adopted a qualitative approach wearing an Afrocentric pair of lenses. As shown by literature and the study’s findings, Historically Black Universities (HBUs) in South Africa were established by the apartheid government with the aim of serving Black students excluded from attending segregated White-only universities. Some of the study findings are that former UNIN students were subjected to a racialised institutional autonomy, racialised educational curriculum as well as an unfriendly academic setting for both African students and staff. The study therefore argues for inclusive and Africanised institutions of higher learning in Africa and perhaps elsewhere in the world. This study also recommends that institutional autonomy and educational curricula should be in line with an Africanised value system.

The reasons for making a survey of the clerical occupations of Sugar Land, Texas are to determine whether or not graduates of Sugar Land High School are qualified to accept positions offered them, and to obtain suggestions for revising the commercial curriculum of the school.

Indiana University-Purdue University Indianapolis (IUPUI) / Although interprofessional education (IPE) opportunities can help prepare students for future practice and patient-centered care, many health professions students in the country are not educated in an environment with opportunities to learn with, from, or about students from other health professions. With upcoming curricular changes at the Indiana University School of Medicine (IUSM) and the Indiana University School of Nursing (IUSN), IPE remains at the forefront of these changes in both schools. To date, few studies have explored student, faculty, and administrators’ conceptualizations of IPE prior to formal implementation. Additionally, previous studies have not compared IPE conceptualizations across these groups. This multiple-case study explores and compares how groups of stakeholders from the IUSM (Indianapolis) and the IUSN (Indianapolis) conceptualize IPE. Data collection included the examination of discipline-specific public documents and one-on-one interviews (N=25) with pre-licensure students, clinical faculty, and administrators from each school. Coding and extraction of themes transpired through within-case and cross-case analysis and data supported the following findings: the ‘business of medicine’ may prevent IPE from becoming a priority in education; stakeholders’ conceptualizations of IPE are shaped through powerful experiences in education and practice; students desire more IPE opportunities at the institution; stakeholders at the IUSN have a long-standing investment in IPE; and the institution requires a ‘culture shift’ in order to sustain IPE efforts. The findings suggest that IPE belongs in all education sectors and IPE efforts deserve reward and reimbursement. The findings also insinuate that leadership, roles, and team training education belong in IPE and IPE culture requires all individuals’ (e.g., student, faculty, administrators, patients) commitment. Importantly, the institution must continue IPE development, research, and dissemination. These findings can help shape curricula as time progresses, increase the likelihood of developing a successful new curriculum, and prompt ongoing reflection about IPE. This information can influence how institutions approach IPE and may lead to a more successful and informed IPE curriculum in the first years of implementation. And, hopefully what is learned through IPE will be translated into healthcare practice environments.

The purpose of this study was to establish whether educators of Grade 10 integrate environmental awareness issues in the teaching of the Life Sciences learning area as prescribed by the National Curriculum Statement (NCS). Related literature was reviewed on the changing curriculum in South Africa (NCS) as well as Environmental education to place in context the problem of the study, namely to figure out whether educators do integrate environmental awareness in the teaching of Life-Sciences learning area. A qualitative methodology research was used. School principals and educators were selected to participate in the research. The findings of the research showed that educators did not integrate environmental awareness in the teaching of Life sciences learning area. Respondents suggested that educators need to be retrained so that they could implement the principles of NCS effectively. / Educational Studies / M.Ed. (Specialization in Curriculum Studies)

Thesis (MEd)--University of Stellenbosch, 2006. / When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE], 1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were sufficiently trained to teach Life Orientation. Higher Education Institutions had only then started to adapt teacher-training programmes to meet the needs of an outcomesbased curriculum for all aspiring teachers. Some in-service teachers had been trained as subject specialists in some of the focus areas contained within Life Orientation, like Physical Education, Guidance and Religious Education, but no teacher had been trained, pre-service or in-service, to be a specialist in all of the focus areas contained within Life Orientation. The Department of Education prepared teachers for the implementation of C2005 (DoE, 1997b) by means of a weeklong orientation programme. Teachers were orientated to an outcomes-based philosophy and teaching approach, and to specific outcomes and assessment criteria, but no content training was offered. A Life Orientation teacher is expected to have a body of knowledge on a range of subjects or focus areas as prescribed by the specific outcomes (DoE, 1997b). This study is aimed at researching the Life Orientation learning area and investigating the ways and level of preparation teachers had received to equip them to implement Life Orientation in the Senior Phase of the General Education and Training Band. A case study was used as a research design and specific schools in the Education Management and Development Centre Metropole North were selected to participate in the case study. Qualitative and quantitative data were obtained through questionnaires, interviews and observations. A descriptive research strategy was employed to capture, analyse and interpret the data. The research found that there were gaps in the preparation of Life Orientation teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard to training and support programmes to ensure that teachers are adequately empowered to implement Life Orientation in the Revised National Curriculum Statement (DoE, 2002b) in the General Education and Training Band and in the National Curriculum Statement (DoE, 2003b) in the Further Education and Training Band.