Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores the nature of writing instruction which can improve the writing skills of learners as it also takes into account the learners needs. The main aim is to apply the genrebased approach to written texts in Xhosa. This framework for instruction will help learners to be ready for the work place after they have left school. They will acquire the necessary writing skills, which are needed in the work place today. The genre-based use oflanguage will enable them to use written language in different situations and they should be able to write meaningful texts, which will take the reader into consideration, as required by Curriculum 2005. The approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Language, Literacy and Communication as specified in the Curriculum 2005 (1997). The framework presented by Grabe and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and communication-learning field. Six BONA Magazine articles on sport celebrities have been analysed according to the model of text-construction within the framework proposed by Grabe and Kaplan (1996). It is concluded that these types of analytic skills are required in an effective approach to the teaching of writing to accomplish the outcomes of Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die aard van skryfonderrig wat die skryfvaardigheid van leerders kan verbeter en ook die leerders se behoeftes in ag neem. Die hoofdoelstelling van die studie is om die genre-gebaseerde benadering toe te pas in die analise van geskrewe tekste in Xhosa. Hierdie raamwerk vir onderrig sal leerders help om gereed te wees vir die kommunikatiewe eise van die werkplek nadat hulle die skool verlaat het. Hulle kan, deur die genre-benadering tot skryfonderrig, die vereiste skryfvaardighede ontwikkel wat in die werkplek benodig word. Die genre-gebaseerde gebruik van skriftelike taal kan leerders in staat stelom taal aan te wend in In verskeidenheid situasies, en hulle behoort in staat te wees om betekenisvolle tekste te skryf wat die leser in berekening neem, soos vereis deur Kurrikulum 2005. Die benaderings tot die onderrig van kommunikatiewe skryfvaardigheid word bespreek met betrekking tot sowel kritieke uitkomste as spesifieke uitkomste vir die leerveld Taal, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997 weergawe). Die raamwerk van Grabe en Kaplan (1996) word ook behandel met betrekking tot die spesifieke uitkomste in wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Ses BONA tydskrifartikels wat handeloor sportpersoonlikhede word ontleed volgens die genre-gebaseerde benadering binne die raamwerk van Grabe en Kaplan se model vir tekskonstruksie en etnografie vir skriftelike tekste. Daar word bevind dat die onderrig van hierdie soort analitiese vaardighede nodig is vir In doeltreffende benadering tot skryfonderrig vir die bereik van die uitkomste van Kurrikulum 2005.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 .. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.

Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by various scholars and researchers, which illustrate linguistic elements that can be incorporated into the teaching methodology of writing. Appropriately applied, these elements can develop learners' analytical skills as advanced in Curriculum 2005 in the languages learning area. A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions of Ilanga newspaper has been performed. This analysis reveals that text construction reflects generic factors such as the economic and social status of the community, its culture, which influence the communicative purpose. An attempt is made to investigate in detail the parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued that once the learner has mastered the parameters for text construction and analysis, he/she will be better equipped to achieve the learning outcomes specified for writing of Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van Kurrikulum 2005. 'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel, hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005. / OKUCASHUNIWE Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005. Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize, siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo. Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi : Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani? Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and Kaplan (1996) for the analysis of sports articles in BONA magazine. The theory employed in this study includes linguistic elements, which can be included in teaching methodology for developing the learner's analytical skills in analyzing the discourse structure of written texts. These kinds of analytical skills are strongly reflected in Curriculum 2005 for Language Literacy and Communication (LLC). The thesis employs a range of textlinguistic strategies for analyzing written texts on sports issues. It is argued that the incorporation of these strategies by teachers in the process of language teaching in Curriculum 2005 will enable the learners to analyse texts successfully and to gain an awareness about how language is used in texts. For the purpose of analysis in this thesis, text from BONA magazine with contents ranging from sports issues were collected. The thesis demonstrates that text analysis involves a large extent, an investigation of generic factors such as the communicative purpose, the culture and community in which the text is produced. Following the discussion of the generic features of texts, a broad definition of the term text is explored, and the text linguistic construction and certain levels of analysis are identified. In addition to this, the study demonstrates that analysis of the linguistic structure of texts needs to incorporate the discussion of the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing entails that a detailed analysis of texts should address the following questions: "Who writes what to whom, for what purpose, why, when, and how?". The study explores the implications and rationale for incorporating text analysis in language teaching and learning. Lastly, the relationship between the theoretical underpinnings assumed in this study, and the learning Outcomes of Curriculum 2005 are explored. The study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which underlies in the construction of written texts, will not only introduce the learner to an inclusive language pedagogy, but can be employed for effective text analysis of Tshivenda Genre texts on Sports articles in popular magazines like BONA. / AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van teoretiese model van Grabe en Kaplan (1996) vir die analise van sport tydskrif artikels in Tshivenda. die teorie wat aangewind word in die studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoers strukture van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in Kurrikulum 2005 vir die leer area van tale. Die tesis wend 'n verskeidenheid teklinguistiese strategiee aan vir die analise van geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word beoog in die studied at die insluiting van hierdie strategiee deur onderwysers in die proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekse suksesvol te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes van analise is hierdie tesis in tekste gebruik uit BONA tydskrif met 'n inhoud oor menseregte en gemmenskps en burgerlike regte. Die tesis demonstreer dat teksanalise tot 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word. Na 'n bespreking van die generiese faktore van tekste word in bree definisie van die term "teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word geidentifiseer. Hierbenewens, demonsteer die studie dat die linguistiese analise van die tekste die bespreking moet insult van die parameters van die etnografie van geskrewe tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe tekste behels dat die analise van tekste die volgende vrae ondersoek: "Wie skryf wat vir watter doel, waarom, wanneer, en hoe?". Die studie ondersoek die implikasies en motivering vir die insluiting van teknalise en taalonderrig. Laastens, word die verhouding tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste van Kurrikulum 2005 ondersoek. Die studie toon aan dat teoretiese raam werk van Grabe en Kaplan (1996) wat onderliggend is aan die konstruksie van geskrewe tekste kan aanvaar word om leerders in te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teks analise van Tshivenda genre tekste gebaseer op die Sport tydskrifte soos BONA.

Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: "The national education leadership is unanimous that our system of education and training has major weaknesses and carries deadly baggage from our past. Large parts of our system are seriously dysfunctional. It will not be an exaggeration to say that there is a crisis at each level of the system" (The Natal Mercury, Tuesday 27 July 1999). The above heart-wrenching statement by Professor Kader Asmal, Minister of Education, echoes the sentiments and concerns of all stakeholders within the KwaZulu-Natal schooling fraternity. This study project proposes that the biggest reason for the present crisis in education in KwaZulu-Natal is that there is no formal, structured and focused strategic management process. The objective of the study project is to craft a strategic plan for the KwaZulu- Natal Department of Education and Culture (hereafter referred to as KZNDEC), thereby providing a catalyst to the department in realising the importance of strategic management, while illustrating the application of the strategic management process in the department. The first part of the study project is intended to set the scene. Chapter 2, firstly, provides an overview of strategic management, and, secondly, discusses the application of strategic management in the public sector. It emphasises that public organisations function in an environment where there is a lesser degree of market exposure and a greater degree of reliance on appropriations from authoritative bodies than with private sector organisations. This significant difference has necessitated two minor adaptations to the model, as designed in chapter 3. The model as proposed by Thompson and Strickland (1996: 4) was adapted to suit the needs of the KZNDEC. The second part of the study project is the practical application of the model, designed in chapter 3, to the KZNDEC. Given the seriousness of the situation, the widespread and complicated "cancerous" problems plaguing the department, and the expectations of stakeholders, chapter 7 proposes that the primary means of achieving its vision, and thereby meeting its new demands and challenges, is to reinvent the department by creating a high-performance organisation. The following strategies are proposed: • The recruitment, into key strategic positions in the department, of a team of high powered business-cultured individuals that are fully empowered and supported by the national and provincial Ministers of education; • The design and implementation of management structures, as proposed in Figure 3.3, to cost-effectively support the core activities of the department; • To create a performance driven culture underpinned by good work ethic and a strong value system; • Develop the professional quality of the teaching force by educators being well trained and thoroughly prepared in organisational, administrative, managerial and research skills in order to run schools like successful businesses; • Develop administrative competence that fully supports the core activities through rationalisation of the administrative functions at "centres of excellence" to overcome scarce skills and budgetary constraints; • The building of capacity through focused and intensive training and developmental programmes; • To restrict personnel costs to at most 85% oftotal costs; • Address the inequity in education provision through the implementation of the norms and minimum standards for the funding of public schools; • Fostering public-private partnerships with International Donor Agencies to assist by way of financial aid, skills transfer, and training and development; • Improve the public image of the department; and • A commitment to the concept of Ubuntu with emphasis on caring. The end result of the study project is a clearly defined, thorough and well thought-out strategic plan for the KZNDEC, which could be of immense benefit in assisting the department to compile their own strategy. There are a few thought-provoking strategies that are sensitive and radical, as good strategy should be. / AFRIKAANSE OPSOMMING: "Die leierskorps van nasionale onderwys is dit eens dat ons stelsel van onderwys en opleiding ernstige swakhede bevat en swaar dra aan dooie bagasie uit ons verlede. Groot gedeeltes van ons stelsel gaan mank aan ernstige gebreke. Dit sou geen oordrywing wees om te beweer dat daar 'n krisis bestaan op elke vlak van die stelsel" (Vry vertaal uit The Natal Mercury, Dinsdag 27 Julie 1999). Bogenoemde beklemmende verklaring deur Professor Kader Asmal, Minister van Onderwys, vervat die sentimente en besorghede van alle belanghebbendes binne KwaZulu-Natal se skoolgemeenskappe. Hierdie studieprojek huldig die standpunt dat die belangrikste rede vir die huidige krisis in die onderwys in KwaZulu-Natal is dat 'n formele, gestruktureerde en toegespitste strategiese bestuursproses ontbreek. Die doel met die studieprojek is om vir die KwaZulu- Natal Departement van Onderwys en Kultuur (hierna genoem KZNDOK), 'n strategiese plan te ontwerp om daardeur te poog om die Departement oor te haal om die belangrikheid van strategiese bestuur te besef, en terselfdertyd die toepassing daarvan in die Departement te illustreer. Die eerste gedeelte van die studieprojek het ten doel om die agtergrondsituasie te skep. Hoofstuk 2 verskaf eerstens 'n oorsig van strategiese bestuur en, tweedens, 'n bespreking van die toepassing van strategiese bestuur in die openbare sektor. Dit beklemtoon dat openbare organisasies binne 'n omgewing funksioneer waarin daar 'n geringer mate van markblootstelling voorkom en 'n groter mate van steun op gesagsliggame as wat die geval is met private organisasies. Hierdie betekenisvolle verskil het twee geringe aanpassings aan die model, soos ontwerp in hoofstuk 3, genoodsaak. Die model, soos voorgestel deur Thompson en Strickland (1996:4) is aangepas om by die behoeftes van die KZNDOK te pas. Die tweede deel van die studieprojek behels die praktiese toepassing van die model, ontwerp in hoofstuk 3, op die KZNDOK. Gegewe die erns van die situasie, die vertaktheid van die gekompliseerde "kankeragtige" probleme wat die Departement teister, en die verwagtinge van die belanghebbendes, doen hoofstuk 7 aan die hand dat die primêre wyse waarop die Departement sy visie kan vervul, en daardeur sy nuwe eise en uitdagings kan nakom, is om dit te herskep in 'n organisasie met hoë werkverrigting. Die volgende strategieë word voorgestel: • Die werwing, vir sleutel-strategiese poste in die Departement, van 'n span gesaghebbende individue wat besigheidsgeorienteerd is, ten volle bemagtig is en gesteun word deur die nasionale en provinsiale ministers van onderwys. • Die ontwerp en instelling van bestuurstrukture, soos voorgestel in Figuur 3.3., om die kernaktiwiteite van die Departement op kostedoeltreffende wyse te ondersteun. • Om 'n prestasiegedrewe kultuur te skep wat berus op 'n etos van goeie dienslewering en 'n sterk waardestelsel. • Ontwikkel die professionele kwaliteit van die onderrigkorps deur opvoeders wat goed opgelei en deeglik voorbereid is ten opsigte van organisatoriese, administratiewe, bestuurs- en navorsingsvaardighede ten einde skole soos suksesvolle besighede te bestuur. • Ontwikkel administratiewe bevoegdhede wat die kernaktiwiteite ten volle ondersteun, deur rasionalisering van die administratiewe funksies by uitnemende sentra om skaars vaardighede en begrotingsbeperkinge te bowe te kom. • Die bevordering van bekwaamheid deur toegespitste en intensiewe opleiding en ontwikkelingsprogramme. Om personeeluitgawe tot maksimum 85% van totale uitgawe te beperk. • Om die ongelykheid in onderwysvoorsiening te probeer uitskakel deur die instelling van norme en minimum standaarde ten opsigte van die befondsing van openbare skole. • Kweek openbare-private venootskappe met internasionale skenkeragente om ondersteuning te verleen by wyse van finansiele hulp, die oordra van vaardighede en opleiding en ontwikkeling. • Verbeter die openbare beeld van die Departement. • 'n Verbintenis tot die begrip Ubuntu met die klem op omgee. Die eindresultaat van die studieprojek is 'n duidelik uitgestipte, deeglike en weldeurdagte strategiese plan vir die KZNDOK, wat van enorme waarde kan wees om die Departement te ondersteun in die saamstel van sy eie strategie. 'n Paar uitdagende strategieë word voorgehou, wat sensitief en radikaal is, soos goeie strategie behoort te wees.

Thesis (MBA)--Stellenbosch University, 2001 / ENGLISH ABSTRACT: The technical college sector is facing major changes and challenges. Various new demands will be set to the further education and training colleges and their management. It will be expected of these colleges to be managed according to a well developed strategic plan. Strategic management will form an integral part of the institution's management activities. In this study the core elements of strategic management and the development of strategic plans, as applicable to sectors inside as well as outside the education sector, are investigated with the aim of developing a strategic management model for further education and training colleges. A strategic management model for further education and training colleges was developed and presented for implementation. / AFRIKAANSE OPSOMMING: Die tegniese kollege sektor staan op die vooraand van verskeie veranderinge en uitdagings. Verskeie nuwe eise sal aan die verdere onderwys en opleidingskolleges en hul besture gestel word. Dit sal van hierdie instansies vereis word om ooreenkomstig 'n goed ontwikkelde strategiese plan bestuur te word. Strategiese bestuur sal 'n integrale deel van die bestuursaktiwiteite van die instansies uitmaak. In hierdie studie word die kern elemente van strategiese bestuur en die ontwikkeling van strategiese planne soos dit in sektore binne en buite die onderwys omgewing toegepas word, ondersoek, met die doel om 'n strategiese bestuursmodel vir verdere onderwys en opleidingskolleges te ontwikkel. 'n Strategiese bestuursmodel vir verdere onderwys en opleidingskolleges word ontwikkel en voorgelê vir implementering.

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia in the field of education. A process characterized by preparation and development of a new, extended curriculum evolved between 1994 and 1997. On 24 March 1997 Curriculum 2005 with an outcomes-based approach was introduced. Curriculum 2005 strives to bridge the imbalances of the past. Owing to the complexity of this curriculum and the problems encountered in practice, Curriculum 2005 was revised between January and July 2001 in order to address the problem areas. A change in curriculum necessitates a change in teaching-instruction strategies, learning programmes, assessment strategies and the method of recording and reporting. As educators are directly affected by the process of change in curricula, it is essential that educators are curriculum-competent to understand and implement the changes. In this regard, Evans (1996:55) states: "One of the necessary ingredients of such a restructuring is empowering the players, the teachers." An essential condition for successful implementation of change is the empowerment of educators to manage the change. The essential questions addressed in this study are: • To what degree are educators trained to manage these changes? • What does the successful implementation of change, entail specifically within the Social Sciences Learning Area? • What are the educators' needs and experience regarding change? The main focus of this study is to make a qualitative and quantitative evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education (OBE) within the Social Sciences Learning Area. To achieve the main focus of this study, the following specific aims have been formulated: • executing of a literature study, with regard to appropriate curriculum theory, curriculum practice and development of educators; • making a qualitative and quantitative evaluation of the training process of educators within the Social Sciences Learning Area; and • developing a theoretical framework to address the problems that have been identified, regarding educator development. The contribution of this study is located not only in the appropriate literature study, but also in the fact that the outcome of this research can contribute to the development of a relevant, effective and contextualised dissemination process. It is clear that ineffective dissemination is the root cause of ineffective curriculum development, as educator development cannot be optimalised in such conditions. / AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde benadering word daarna gestreef om die ongelykhede van die verlede te oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001 hersien ten einde probleemareas aan te spreek. Kurrikulumverandering beteken uiteraard dat daar ook In verandering in onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van optekening en rapportering sal wees. Aangesien opvoeders direk deur die veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat opvoeders kurrikulumbekwaam is om die verandering te verstaan en te implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the neccesary ingredients of such a restructuring is empowering the players - the teachers." 'n Kernvoorwaarde vir suksesvolle implementering van verandering is die bemagtiging van opvoeders om hierdie verandering te hanteer. Die kernvrae wat in hierdie studie aangespreek word, is: • In watter mate word opvoeders voorberei om sodanige veranderinge te kan hanteer? • Wat behels effektiewe opvoedervoorbereiding met die oog op die suksesvolle implementering van verandering, spesifiek binne die leerarea Sosiale Wetenskappe? • Wat is opvoeders se behoeftes en ervaring van verandering? Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe evaluering van huidige verandering met die oog op die ontwikkeling van 'n teoretiesee raamwerk vir die voorbereiding van opvoeders vir Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere doelstellings geformuleer: • die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie, kurrikulumpraktyke en opvoederontwikkeling. • die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses van opvoeders binne die Leerarea Sosiale Wetenskap; en • die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling. Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse. Dit blyk duidelik dat oneffektiewe disseminasie 'n grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat opvoederontwikkeling nie tot sy reg kom nie.

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a new approach to education. The existing system of a multitude of subjects was replaced by a curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values which replaced a content based approach with a process-based approach. Educators thereby became facilitators in the educational process. With the barriers of segregation removed in the South African society the diversity of the population created multi-cultural classrooms. Schools became the meeting place of many cultures and belief systems. Educators who facilitated learning in schools were not always prepared for the task of managing a multi-cultural and multi-religious school environment. This change within the school system required that educators make a paradigm shift regarding their role as educators. The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002) was not without problems in South Africa. Many educators resisted change and had negative perceptions about the implementation of Outcomes Based Education in schools. These perceptions stemmed from inadequate training of educators for the implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum was also visible in the educators' inability to identify values in the curriculum. The multi-cultural and multi-religious classroom confronted educators with values from the different value and belief systems of learners. It is, therefore, important that educators should be able to identify values in order to attain the outcomes of the curriculum. Previous research indicated that educators did not play an active role in the teaching of values in schools. Neither were the educators participating in this research able to either identify or promote the values identified in the curriculum. The aim of this research was to develop an instrument to assist educators in identifying values from different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the Western Cape during June 1999. Possible methods and approaches to values in education in general were identified and the suggested instrument and guidelines to assist educators with the identification of values was developed. The relevance of this study is to assist in-service and pre-service educators In identifying and facilitating different belief and value systems in an OBE education system. / AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword. Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif betreffende hulle rol as opvoeders moet maak. Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum (Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses .. Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die opvoeders se onvermoë om waardes in die kurrikulum te identifiseer. Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing, kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S (1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle benadering tot waardes in die kurrikulum. Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings in 'n Uitkomsgebaseerde Onderwysstelsel.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study focuses on the learning practice construction of selective poor learners in their rural workers class context. The construction of learners’ learning practices in their neighbourhood context is a complex process of confluence, and largely depends on their context-specific perceptions and conceptualisation. In the South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. From a sociological perspective, this study focuses on how high-school learners in a working-class neighbourhood construct their learning practice amidst their particular community dynamics. The study uses the analytical lens of space in order to investigate the underlying relationship between youth development and the youths’ construction of their learning practices in their neighbourhood context. It emphasises learners’ life experiences in their residential space (the neighbourhood) in the construction of their learning practices. This is an important focus in order to explore the dynamic relationship between learners’ spatial living dynamics and how they navigate within their neighbourhood in order to construct their learning practices. The study focuses on how the students experience the neighbourhood in relation to their learning practices, and how these aspects manifest in the shaping of their learning practices. Also key to the study is the learners’ socialisation processes with regard to their learning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The study’s primary point of departure is that there is a unique relationship between these learners’ living contexts and how they construct and position their learning practices within this context. I place this study within the qualitative interpretative paradigm, as I attempt to describe and understand how these learners [un]consciously draw from practices and interactions in their living context to shape their lerning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The research shows how the students – based on their own resources, networks and interactions as well as their own agency – position themselves in relation to their learning practices in order to construct their learning practices. In this way, the study reveals how the participating learners draw from the practices out of their doxa and habituated dispositions to construct their emergent learning practices in their living spaces (neighbourhood) – in order to give content to their learning practices. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die leerpraktykkonstruering van geselekteerde arm leerders in hulle landelike werkersklaskonteks. Leerders se leerpraktykkonstruering in hul woonbuurtkonteks is ʼn komplekse proses van samevloeiing, en hang grootliks van hul konteks spesifieke opvattings en konseptualisering af. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklasleerders se leervermoëns as problematies sien. Uit ʼn sosiologiese perspektief konsentreer hierdie studie op hoe hoërskoolleerders in ʼn werkersklaswoonbuurt hul leerpraktyke konstrueer te midde van hul besondere gemeenskapsdinamiek. Die studie gebruik die analitiese lens van ruimte ten einde ondersoek in te stel na die onderliggende verwantskap tussen jeugwording en die jongmense se leerpraktykkonstruering in hul woonbuurtkonteks vas te vang. Die klem val op die leerders se lewenservarings in hul omgewingsruimte (die woonbuurt) ter vorming van hul leerpraktyke. Dit is ʼn belangrike fokuspunt ten einde die dinamiese verwantskap te ondersoek tussen leerders se ruimtelike leefdinamiek en hoe hulle daarin hul weg baan ten einde aan hul leerpraktyke gestalte te gee hoe sodanige konstruksies verstaan moet word. Die studie fokus op hoe die leerders die omgewing ervaar met betrekking tot hul leerpraktyke, en hoe hierdie ervarings geopenbaar word in die vorming van sodanige leerpraktyke. Sleutel tot die studie is die leerders se sosialisering prosesse met betrekking tot hul leerpraktyke. Die studie se primêre uitgangspunt is dat daar ’n unieke verhouding is tussen hierdie leerders se beleefde konteks en hoe hulle hul leerpraktyke bou en posisioneer binne hierdie konteks. Ek plaas die studie binne die kwalitatiewe interpretatiewe paradigma, soos ek probeer om te beskryf en te verstaan hoe hierdie leerders [on]bewustelik en by wyse hul interaksies in hul beleefde kontekste betrokke raak in die vorming van hul leerpraktyke. Kwalitatiewe navorsing instrumente, soos veldnotas, deelnemende en nie-deelnemende waarnemings, sowel as formele en informele onderhoude, word gebruik om die navorsingsvraag te beantwoord ten einde die doelwitte van die studie te bereik. Die bevindinge gaan in verhalende-formaat aangebied word volgens die relevante temas, en word ook op ’n narratiewe wyse ontleed. Die navorsing toon hoe die leerders op grond van hul hulpbronne, netwerke en interaksies sowel as hul eie agentskap – hul leerpraktyke posisionering en bou. Op hierdie manier poog die studie om te toon hoe die deelnemende leerders by wyse van aspekte uit hul woonbuurtpraktyke gestalte te gee aan hul leerpraktyke.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Continuing Professional Education (CPE) is a method by means of which radiographers and other health care professionals can systematically maintain, improve and broaden their knowledge and skills. Chances are that mandatory CPE will be introduced for South African radiographers by the year 200t. For this reason it was decided to undertake a needs assessment survey of Free State Province diagnostic radiographers. The aim of this study wasto assess the perceived needs of Free State Province radiographers. In this way adults, as consumers of CPE, were involved in the planning process. Results obtained from the needs assessment provide valuable information to providers of CPE activities. With the aid of the results, providers can plan activities responsibly, which will satisfy their target population. The needs assessment was done by means of a maH-administered questionnaire-, and a response rate of 58% was obtained. Data analyses showed that most of the radiographers were employed in small x-ray departments and, due to this fact, experienced constraints regarding CPE participation. Constraints such as staff shortages and a lack of backup staff were identified. New developments-in radiography, management skills, computer skills and UUrasound were tbe topic areas indicated by the highest percentage of respondents as high level of need areas. Flexible learning strategies- with adequate support mechanisms must be developed. In order to provide high-quality CPE activities, all stakeholders, such as the Technikon Free State, the Society of Radiographers, the employers- and the radiographers, must share the- respon-sibHity of CPE. The study showed that close co-operation between stakeholders is essential to the success of CPE in the Free- State Province, / AFRIKAANSE OPSOMMING: Voortgesette Professionele Onderwys (VPO) is 'n strategie wat radiograwe en ánder protessionele gesondheidsorgwerkers in staat stelom hulle kennis en vaardighede sistematies in stand te hou, te verbeter en uit te brei. Die-moonUikheid Destaan dat Suid-Afrikaanse radiograwe teen die jaar 2001 verplig sal word om aan VPO deel te neem. Om hierdie rede is daar besluit om 'n behoeftebepalingsopname van die- diagnastiese radiograwe in die Vrystaat Provinsie te doen. Die doel van hierdie studie was om die behoeftes van die Vrystaat Provinsie se radiograwe-, soos deur hulle self geïdentifiseer, te bepaal. Op hierdie manier kon radiograwe, as verbruikers van VPO, by die beplanningsproses betrek word. Die- resultate- van die behoeftebepalingsopname wat bekom is, bevat waardevolle inligting vir verskaffers van VPO-aktiwiteite. Met behulp van die resultate sal verskaffers van VPO-aktfwiteite wat hulle-teikengroep se- behoeftes sal bevredig, met verantwoordelikheid kan beplan. Die behoeftebepaling is met behulp van pos- vraelyste gedoen. 'n Respons van 58% is verkry. Data-ontleding het getoon dat die meeste van die radiograwe werksaam was in klein x-straaldepartemente wat gevolglik bygedra het dat hulle beperkinge met betrekking tot VPObetrokkenheid ervaar het. Ander struikelblokke soos personeeltekorte en 'n gebrek aan aflospersoneel is geïdentifiseer. Nuwe ontwikkelinge- in radiografie, bestuursvaardighede, rekenaarvaardighede en Ultraklank is deur die grootste persentasie respondente as die areas waarin die grootste behoefte bestaan, geïdentifiseer. Buigsame leerstrategieë met toereikende ondersteuningsmeganismes moet ontwikkel word. Om hoë gehalte VPO-aktiwiteite te verskaf moet alle- belangegroepe, onder andere- die Technikon Vrystaat, die Vereniging van Radiograwe, die werkgewers en die radiograwe self gesamentlik die verantwoordelikheid vir VPO deel. Die- studie- toon dat noue samewerking tussen belangegroepe noodsaaklik is vir die sukses van VPO in die Vrystaat Provinsie.