Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Schools in the Northern Province are faced with a serious problem concerning the lack of a culture of teaching and learning. Such problems are caused by the lack of physical facilities, shortage of textbooks, underqualified educators etc. This makes it impossible for the government and teachers to create a conducive environment for the culture of teaching and learning. This investigation explored the factors behind the lack of a culture of teaching and learning. A literature study investigated learner and teacher's problems on the lack of teaching and learning culture as well as strategies to improve the situation. Moreover, historical, philosophical as well as political and psychological perspective on the culture of teaching and learning were discussed. A study on the culture of teaching and learning in secondary and primary schools in the rural areas of the Northern Province was conducted. Data was analysed, discussed and synthesised. Major findings that emerged were the following: Many schools are dysfunctional Learners are uninterested in learning and lacks motivation teachers are demotivated and unwilling to carry duties entrusted to them. Parents are also negative towards education of their children. Lack of physical facilities For this reason, teachers, parents and learners need to work hand in hand to restore the culture of teaching and learning. It is the government's responsibility to create a conducive learning and teaching climate. / AFRIKAANSE OPSOMMING: Skole in die Noordelike Provinsie het te kampe met 'n groot probleem weens die gebrek aan 'n leer-en onderrig kultuur. Hierdie gebrek is die gevolg van tekort aan fisiese fasiliteite, aan handboeke, ondergekwalifiseerd opvoeders, ens. Dit is dus moeilik vir die owerheid en onderwyser om 'n klimaat te skep wat bevordelik is vir 'n leer-en onderrigkultuur. Die doel van die ondersoek is om te probeer vasstel wat die taktore is wat hierdie gebrekkige kultuur veroorsaak. n Literatuurstudie is gedoen na die leerder sowel as die opvoeders se probleme rakende die gebrek aan 'n leerkultuur sowel as maniere hoe om die situasie te verbeter. Historiese, filosofiese, politiese asook psigologiese perspektlewe met betrekking tot die onderrig en leerkultuur is bespreek. 'n Ondersoek na die leer en onderwys kultuur in sekondere skole in die landelike gebiede van die Noordelike Provinsie is gedoen. Inligting IS geanaliseer, bespreek en gesintetiseer. Die belangrikste bevindinge wat na vore gekom het, is: Baie skole funksioneer nie soos dit veronderstel is nie. Leerders is nie geinteresecrd in opvoeding nie en toon 'n gebrek aan motivering Opvoeders is nie gemotiveerd nie en is in sommige gevalle onwillig 0111 take wat aan hule opgedra word uit te voer. Ouers is negatiefteenoor hulle kinders se opvoeding. Daar is 'n gebrek aan fisiese fasiliteite. As gevolg van bogenoemde redes moet opvoeders, ouers en leerders saamwerk 0111 sodoende die kultuur van onderrig en leer te herstel. Dit is die regering se verantwoordelikheid om 'n klimaat te skep wat bevordelik is vir onderrig en leer.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The aim of this study was to investigate the perceptions and understandings of diversity and inclusive education held by teachers at one South African school. Since 1994, the South African education system has undergone many policy changes. An inclusive education system is consistent with the principles underlying the current democratic dispensation in South Africa. In this research, the researcher aimed to identify and describe the perceptions and understandings of the teachers at the school hold regarding diversity and inclusive education. Elements of school culture, such as values, practices and procedures were looked at in detail. The paradigm worked from in this research is the interpretive constructivist paradigm. The strategy was inductive, the outcomes descriptive and the meaning mediated through the researcher as instrument. This paradigm accounts for multiple realities and highlights the importance of context. A qualitative descriptive case study was done with the aim to describe the phenomena accurately. Bronfenbrenner‟s bioecological model provided a theoretical framework for this study. This theoretical standpoint has great relevance for emphasising the interaction between the development of an individual and the systems within an individual's social context. A purposive sampling strategy was adopted and individual, semi-structured interviews were conducted with teachers who participated in the study. Interpretive analysis was done on the transcriptions of the interviews by making use of the constant comparative method of analysis. Coding and inducing of categories and themes helped the researcher engage with and make sense of the data that was generated. The key findings of this study showed that the teachers working at School A have a good understanding and sense of what diversity and inclusive education entails. Their attitudes are generally positive and they embrace diversity and see inclusive education as having many advantages. The teachers feel well-supported in their school environment and display a sense of belonging among the staff. The shared value system of the school is one of acceptance, respect and embracing difference and diversity. There is a culture in the school that encourages the uniqueness of each learner and each child is seen as having potential and subsequently supported in their quest to reach their own unique potential. There are also elements within the school's functioning that require attention, for example, there are two classes of „special education‟ learners that are not entirely included in the regular classes. But, even though there are still elements that need to be addressed and refined within School A – this school is working hard to approach diversity in such a way that creates an environment in which inclusive ideals and practices can continue to grow and develop. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die wyses waarop onderwysers by een bepaalde Suid-Afrikaanse skool diversiteit benader en dit hanteer. Sedert 1994 het die Suid-Afrikaanse onderwysstelsel etlike beleidsveranderinge ondergaan. 'n Inklusiewe onderwysstelsel is in pas met die onderliggende beginsels van die huidige demokratiese bedeling in Suid- Afrika. In hierdie ondersoek het die navorser daarna gestreef om vas te stel watter persepsies en begrip van diversiteit en inklusiewe onderwys by die onderwysers van 'n betrokke skool bestaan. Elemente van die skoolkultuur, soos waardes, praktyke en prosedures, is in besonderhede bestudeer. Daar is met hierdie navorsing vanuit 'n interpretatiewe paradigma vertrek. Die strategie was induktief, die uitkomste deskriptief, en betekenis is gemedieer deur die navorser as instrument. Hierdie paradigma erken meervoudige werklikhede en belig die belangrikheid van die konteks. 'n Kwalitatiewe beskrywende gevallestudie is onderneem, met die doel om die verskynsels akkuraat te beskryf. Bronfenbrenner se bio-ekologiese model het 'n teoretiese raamwerk vir hierdie studie verskaf. Hierdie teoretiese standpunt is besonder relevant vir die beklemtoning van interaksie tussen die individu se ontwikkeling en die stelsels binne 'n individu se sosiale konteks. Die deelnemers is doelbewus gekies en individuele, semigestruktureerde onderhoude is gevoer met onderwysers wat aan die studie deelgeneem het. Die konstante vergelykende metode van analisie is gebruik on die data te analiseer. Die kodering en indusering van kategorieë en temas het die navorser gehelp om die data wat gegenereer is, te hanteer en sinvol te interpreteer. Die sleutelbevindinge van hierdie studie het getoon dat die onderwysers wat aan Skool A verbonde is 'n goeie begrip en aanvoeling het vir wat diversiteit en inklusiewe onderrig behels. Hulle instelling is oor die algemeen positief; hulle verwelkom diversiteit en beskou inklusiewe onderrig as 'n stelsel wat vele voordele bied. Die onderwysers voel dat hul skoolomgewing hulle goed ondersteun en dit blyk dat die personeel 'n onderlinge samehorigheid ervaar. Die gemeenskaplike waardestelsel van die skool is dié van aanvaarding, respek en die viering van verskille en diversiteit. Daar heers 'n skoolkultuur wat die uniekheid van elke leerder aanmoedig; elke kind word gesien as iemand met potensiaal en elkeen word gevolglik ondersteun in 'n poging om hul eie, unieke potensiaal te verwesenlik. Daar is egter ook elemente binne die skool se funksionering wat aandag verg, byvoorbeeld die twee klasse vir „spesiale-onderrig‟-leerders wat nie ten volle in die gewone klasse opgeneem word nie. Maar, hoewel daar in Skool A steeds aspekte is wat aangespreek en verfyn moet word, werk hierdie skool hard om diversiteit op so 'n wyse te benader dat dit 'n omgewing skep waarin inklusiewe ideale en praktyke voortaan kan groei en ontwikkel.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRLiterature shows that exposure to community development projects is a way for people to realize, enhance and improve their own value. The Words open Worlds (WOW) project, part of Stellenbosch University’s community interaction projects, tries to uplift the lives of people through recruitment actions, retention programs, as well as well-structured partnerships with suitable role players. The purpose of this study was to determine the perceptions regarding the WOW project of undergraduate Stellenbosch University’s students within the Faculty of Arts and Social Sciences who come from schools that are actively involved with the WOW project. An interpretative research paradigm and a case study were utilized in order to collect qualitative data from focus groups. The data, which was analyzed through the process of content analysis, demonstrated that the support to prospective WOW students as well as the mentoring and retention programs for current WOW students, made life easier for the participants. Improvements mentioned, included more frequent meetings with current WOW students and the cultivation of a greater awareness of the possibilities which the WOW project offers to students. This can be achieved by improved collaboration with education departments, synergies with similar school outreach projects, extended mentorship programs and more social gatherings organized for WOW students. From the results of the data analysis it became apparent that the perceptions regarding the WOW project of the target focus groups were positive. Due to the restricted participation, however, the results cannot be generalized. / AFRIKAANSE OPSOMMING: Verskeie bronne wys daarop dat die blootstelling aan gemeenskapsontwikkelingsprojekte ’n manier is om mense hul eiewaarde te laat besef en uitbou. Die Woorde Open Wêrelde (WOW)-projek, ʼn Universiteit Stellenbosch gemeenskapsinteraksieprojek, streef daarna om met projek-aksies soos werwingsuitreike en retensieprogramme, asook deur gestruktureerde vennootskappe met geskikte rolspelers, ʼn positiewe verskil in mense se lewens te maak. Die doel van dié studie is om die persepsies aangaande die Woorde Open Wêrelde-projek te bepaal van voorgraadse studente aan die Universiteit Stellenbosch wat afkomstig is van skole waar die WOW-projek werksaam is, en wat tans binne die Fakulteit Lettere en Sosiale Wetenskappe studeer. ʼn Interpretatiewe navorsingsparadigma en ʼn gevallestudie as navorsingsontwerp is gebruik om kwalitatiewe data met fokusgroepe te versamel. Die data, wat verwerk is deur die proses van inhoudsanalise, het getoon dat die deelnemers se lewens aansienlik vergemaklik is deur die ondersteuning wat verleen is aan die voornemende WOW-studente, asook deur die mentorskaps- en retensieprogramme vir huidige WOW-studente. Meer gereelde ontmoetings met studente en ’n groter bewusmaking van die moontlikhede wat die WOW-projek vir studente bied, was voorstelle vir verbetering van die WOW-projek. Dit kan teweeg gebring word deur groter samewerking met onderwysdepartemente, sinergieë met soortgelyke skoolprojekte, uitbreiding van die mentorskapprogram en deur meer sosiale ontmoetingsgeleenthede. Uit die resultate wat die analise van die data opgelewer het, het duidelik geblyk dat die persepsies van die betrokke teikengroep wat aan fokusgroepe deelgeneem het positief is jeens die WOW-projek. Weens die beperkte steekproef kan hierdie resultate egter nie noodwendig veralgemeen word nie.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The purpose of this research was to identify staff development needs of teacher educators in the Northern Province regarding the implementation of the National Qualifications Framework. It also aimed at providing guidelines for staff development that could be used to meet the identified needs. In order to achieve this purpose, the researcher consulted both primary and secondary sources to gather information on the topic, that could also provide background for the construction of data collecting instruments, which are the interview and the questionnaire. According to the literature research, South African teacher education is facing a lot of changes. Government, industry and education community is concerned about the state of teacher education, and have been involved in various initiatives to improve its quality. The introduction of the NQF is an attempt to improve the quality of education and training. It shed new light on concept concepts like qualifications, curriculum design and development, quality of education, assessment of the work of learners and the governance of national qualifications. It also introduced new perspective on concepts like the phases of education, quality assurance, allocation of credits and outcomes. Staff development is mentioned as a strategy that can be used to implement the changes that the NQF came with. Factors that can support or hinder the implementation of the change are highlighted through models. The models are explained and their relevance to the study are interpreted. Methods and strategies for staff development are also mentioned. The methodology used to collect data, and the processes of analysis and interpretation of data are also outlined. The interviews showed that colleges have started to implement COTEP. The department of education disseminated information about the changes, held workshops to ensure a common understanding, and left the colleges to implement the changes. Teacher educators experienced problems in the following areas: compilation of unit standards, quality assurance, determining admission criteria according to the NQF and implementation of the programmes they have designed. The questionnaires indicated that there is a lack of clear policies on how to equip the staff with skills to implement change. Although some of the staff members are aware of the changes, the information is not passed on to others. Lecturers are not familiar with basic aspects of the NQF like bands, levels, aims, credits, notional hours,accreditation and quality assurance. The link between COTEP and the NQF is not well understood. The needs identified are listed, conclusions and recommendations as to how the implementation could be more effective are made. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die personeel-ontwikkelingsbehoeftes van onderwyseropleiers in die Noordelike Provinsie te identifiseer in die lig van die Nasionale Kwalifikasieraamwerk. Dit wil riglyne verskaf vir personeelontwikkeling, wat gebruik kan word om die geïdentifiseerde behoeftes aan te spreek. Om hierdie doel te bereik, het die navorser primêre en sekondêre bronne geraadpleeg om inligting in te sameloor die onderwerp, sodat In basis daargestel kan word vir die ontwerp van meetinstrumente, soos die gebruik van onderhoude en vraelyste Gesien teen die agtergrond van heersende literatuurstudie, kan groot verandering te wagte wees op die gebied van onderwyseropleiding in Suid-Afrika. Die regering, nywerheid- en onderwysgemeenskap is besorg oor die toestand van onderwyseropleiding en is by verskeie inisiatiewe betrokke om die gehalte daarvan te verbeter. Dit werp nuwe lig op konsepte soos kwalifikasies, kurrikulumontwerp en -ontwikkeling, die gehalte van onderrig, die evaluering van leerders se werk en die beheer van nasionale kwalifikasies. Dit stel nuwe konsepte bekend soos onderwysfases, gehalteversekering, toekenning van krediete en uitkomste. Personeelontwikkeling is 'n strategie wat moontlik gebruik kan word om veranderinge wat deur die toepassing van die NKR teweeggebring word, te implementeer. Faktore wat hierdie ontwikkeling kan ondersteun of belemmer, word deur modelle geïllustreer. Hierdie modelle word verduidelik en hul relevansie vir die navorsing word geïnterpreteer. Metodes en strategieë vir personeelontwikkeling word genoem. Die navorsingsmetodologie wat gebruik is om data te versamel, en die prosedure wat gebruik is om die data te analiseer en te interpreteer, is beskryf. Die onderhoude dui aan dat kolleges begin het om COTEP te implementeer. Die Departement van Onderwys versprei inligting oor veranderinge, het werkswinkels gehou om die algemene begrip te verbeter en het die implementering van veranderinge aan die kolleges oorgelaat. Onderwyseropleiers ondervind probleme op die volgende gebiede: • samestelling van eenheidstandaarde; • gehalteversekering; • bepaling van toelatingskriteria na aanleiding van die NKR; en • die implementering van programme wat ontwikkel is. Die response op die vraelyste het aangedui dat daar 'n gebrek aan duidelike beleid is oor hoe om die personeel toe te rus met vaardighede om veranderinge te implementeer. Alhoewel sommige personeellede bewus is van veranderinge, word inligting nie aan almaloorgedra nie. Dosente is nie vertroud met die basiese aspekte van die NKR nie, soos byvoorbeeld bande, vlakke, doelwitte, krediete, akkreditering en gehalteversekering. Die onderlinge verband tussen COTEP en die NKR word nie goed verstaan nie. Die geïdentifiseerde opleidingsbehoeftes is ook aangedui, en gevolgtrekkings en aanbevelings word gemaak om die implementering meer effektief te maak.

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

Summaries in Afrikaans and English / Text in Afrikaans / Deur die navorsing word aangetoon dat openbare skakeling en skoolbemarking wat huidig nog op 'n baie lae vlak in die Suid-Afrikaanse skoolwese funksioneer, 'n al grater noodsaaklikheid in Suid-Afrika gaan word. Die veranderings wat in die Suid-Afrikaanse onderwysstelsel beoog en aangebring word, met spesifieke verwysing na die desentralisering van die voorsiening, bestuur en beheer van die onderwys, het gelei tot die ontstaan van staatsondersteunde skole; 'n behoefte aan nuwe, bykomende bronne van finansiering vir die onderwys; en 'n behoefte aan toenemende ouer- en gemeenskapsbetrokkenheid by die onderwys. Dit het gelei tot 'n dringende behoefte aan verbeterde openbare betrekkinge en skoolbemarking. Met hierdie studie het die navorser gepoog om vas te stel waarom openbare skakeling en skoolbemarking in die nuwe Suid-Afrikaanse onderwysbestel noodsaaklik is; wat die aard van openbare skakeling en skoolbemarking is; wat die rol, funksies, terrein en werkswyses van openbare skakelbeamptes en skoolbemarkers in die staatsondersteunde skoal behels; en hoe die openbare skakeltaak van 'n skool gereel kan word en wat die eienskappe van die openbare skakel- en bemarkingsbeampte behoort te wees. Dit is gedoen ten einde te bepaal wat die opleiding van openbare skakelbeamptes en skoolbemarkers in Suid-Afrika behoort te behels en om 'n model op te stel vir, en strategie vas te stel waarvolgens die huidige situasie in Suid-Afrika ten beste en op die mees ekonomiese wyse aangepak kan word. Uit die ondersoek blyk dit dat die hantering van openbare skakeling en skoolbemarking in staatsondersteunde skole in SuidAfrika in die proaktiewe opbou, skepping·en handhawing van 'n vertrouensverhouding met al die belanghebbendes le. Dit behels onder meer dat die bestuursrade en bestuurskomitees van staats- ondersteunde skole die reg en mag het om besluite aangaande geordende, doelgerigte openbare skakeling en skoolbemarking te neem en dit tot voordeel van die skool aan te wend; en om besluite oor die aanstelling van beamptes en/of daarstelling van fasiliteite vir die opleiding van openbare skakel- en bemarkingsbeamptes te neern. Voorts beskik skole oor 'n ryk bron van mensepotensiaal vir openbare skakeling en skoolbemarking wat ontwikkel kan en behoort te word. / The results of this research show that public relations and school marketing which at present play a very low-key role in the South African school system, is going to become an absolute necessity in future. The changes planned and brought about in the South African education system, with special reference to the decentralisation of the supply, management and control of education, have resulted in * the inception of state-aided schools; * a need for new and additiona! financial resources for education; and * a need for increased parent and community participation in education. These, in turn, have led to a urgent need for improved public relations and marketing in schools. The aims of this study were to ascertain why public relations and the marketing of schools have become necessary in the new dispensation of education in South Africa; what the nature of public relations and marketing in schools comprises; what the role, function, area and work method of public relations and marketing officers in schools are; and how the public relations task can be organised and executed in a school and what characteristics the public relations and marketing officer should ideally have. This was done in order to ascertain what the training of public relations and marketing officers in South Africa should encompass and also to enable the researcher to draw up a model and strategies for the best and most economic way in which to rectify the current situation in South African education. It has emerged from this research that the handling of public relations and marketing in the state-aided school in South Africa lies in the proactive creation, development and maintenance of a trusting relationship between all interested parties. It also emerged that managing councils of state-aided school have the right and power to make decisions regarding ordered, purposeful public relations and marketing to the benefit of their schools; and decide about the appointment of officers and/or ,creation of facilities for the training of public relations and marketing officers. Furthermore, schools have a rich source of people potential for public relations and school marketing which can and should be developed. / Educational Leadership and Management / D. Ed. (Education Management)

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education (Management), Technikon Natal, 2000. / This study focused on conflict resolution in multi-racial , co-educational schools in the Phoenix region and the development of strategies for the training of management and staff to resolve conflict. It has been observed that principals in the Phoenix region frequently seek the intervention of third party adjudicators to resolve conflicts experienced at schools . This often prevents the timeous and expeditious resolution of conflicts . The inability to resolve conflict judiciously impinges on job satisfaction, productivity and human relationships in schools. A literature survey of conflict revealed that conflict in organisations is endemic and inevitable . Conflicts at work, when dealt with systematically , can have positive rather than destructive effects. It is the writer's belief that conflict can be reduced or eliminated if there is a conflict resolution programme in schools which is designed to train both management and staff in conflict resolution. The writer provided a theoretical understanding of conflict through an analysis of the underlying dynamics of conflict , the effects of organisational conflict and the conflict process. The various levels and areas of conflict in schools were examined. The research examined three approaches to conflict management , evaluated the various conflict handling styles and applied these strategies to conflict situations experienced at schools. / M

D. Tech. Education / Although vast disparities in education were inherited from the "apartheid" government, the enactment of the South African Schools Act No.84 of 1996 (SASA) attempted to democratise school governance, redress past inequalities and improve overall school management, including financial management. Despite these efforts by government, in Tshwane there are still disparities in the financial functioning of different schools. For instance, whilst one school was establishing a science laboratory of R2 million, another school lacked basics such as chairs and desks, resulting in learners having to sit on the floor, 18 years after the new political dispensation. This study was undertaken with the aim of providing guidelines to ensure the fair and effective financial management of schools in Tshwane. The study revealed that the new Constitution of South Africa and the concept of free education were positive attempts by government to adhere to the social justice principle in education. It was however, evident from the data that the ineffective quintile rankings, vast variations in school fees, varied income from fundraising projects and lack of financial knowledge and skills, contributed to current disparities in school finances, which proved to be detrimental to the social justice principle.

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Tertiary Didactics) / The purpose of this investigation was to determine how the practical component in the further professional training of teachers by distance teaching can be improved. The deficiencies which are experienced can be ascribed, inter alia, to the fact that the relationship between the theoretical and the practical components are not clearly discernible to the teacher. On the basis of a study of literature and an empirical investigation of limited scope, it was determined that factors which obscure the forming of relationships can be present in the teacher as a learner, in the lecturer as a planner and presenter of the subject matter and in the curriculum at micro-level...