Colleges of education have recently been absorbed into institutions of higher learning. This has had a tremendous impact on the staff of these colleges who have undergone an exercise of re-deployment and have been absorbed into posts within the provincial department of education. The research project suggests that the impact will be felt at both universities and technikons as they are compelled to adapt to the changing face of teacher education in South Africa. The impact will also be experienced within the entire education system. This research project sought to identify the experiences of those persons who were affected by these recent changes. A case study methodology is used and five respondents allow their voices to be heard. Responses are elicited by means of a questionnaire and an informal interview. The data is presented in transcribed form and then analysed and compared. Of interest to this study is firstly, the degree to which a rationale for the rationalisation of colleges of education is understood by those affected. Secondly, the feelings and experiences of the respondents to the process of absorption are expressed. Thirdly, the respondents provide recommendations for future re- deployment processes and for those persons who might be affected by such re-deployment. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

Curriculum experts, instructional technologists and teachers are looking at computer technology to address many of the inadequacies that plague traditional teaching. These inadequacies include practical limitations and outdated educational philosophies that encourage rote learning and passive transfer of information from teacher to student via the typical lecture-based classroom. Often educational technology is used as an add-on to make content available to students. However, technological tools should rather be used to facilitate productivity and communication in the modern classroom. In addition, the introduction of technology into the classroom can be used to completely transform the traditional lecture into interactive computer-based learning environments. Provided that innovation can be sustained and supported over a period of time, the creative use of technology should enhance sound pedagogical principles rather than replace it. This project reports on the development and evaluation of two, second year, Biology Internet-based software packages used by students in a computer-based constructivist environment that replaced the traditional lecture based model. The first part of the project involved the evaluation of a number of Internet-courses to identify appropriate design and development criteria. This information was then used to create an Educational Software Evaluation Tool (ESET). The courses on carbohydrate and lipid metabolism were then developed in conjunction with subject experts. Evaluations of these learning environments were conducted via paper-based questionnaires, student interviews and student evaluations using ESET. Additional quantitative data was obtained by comparing examination results with the previous year to measure the impact of the technology on learning outcomes. The results of the software evaluation indicated that students found the user interface of the software products easy to use and navigate. Students also rated construction of information from a searchable database highly. This project showed that student learning was improved by self-paced, user-controlled, non-linear software usage. The results also showed that personal information construction by students improved understanding of concepts and led to deeper learning and acquisition of specific skills such as problem solving, information navigation and self-management. Giving students responsibility for their own learning was also shown to be beneficial to them as a life-long learning skill. Evaluation of the learning environment by students indicated that they valued the permanent availability of Internet-based information highly and felt that having assistants (demonstrators and the subject expert) helped them to direct and guide their learning. The results also revealed that students learnt better in groups and that members of the group participated in communicating and constructing shared knowledge. The role of the teacher in this project was transformed from information provider to information facilitator, as the teacher became an additional resource and had more time to spend answering specific questions and problems. Evaluation of student behaviour via interviews revealed that student attitudes were improved and that they enjoyed working with the software. Students found the environment comfortable to work in, were motivational and thought the system was a highly effective way of preparing for the examinations. Students also regarded this active form of learning as far more effective than traditional lectures, although they felt that introductory lectures could still play a role in providing them with direction and focus. Quantitative analysis indicated that students understood key concepts in both the courses, and examination performances revealed that students performed better in both the computer-based courses than in the lecture-based courses for this particular year. Further analysis showed that students performed better than the previous year with respect to the Carbohydrate Metabolism course, but not for the Lipid Metabolism Course (no significant difference). Quantitative and qualitative comparisons between the Carbohydrate and Lipid Metabolism course identified that the Carbohydrate Metabolism course offered students with dynamic content that fostered knowledge construction from a searchable database with easy navigation tools, whereas the Lipid Metabolism course consisted of pre-structured static content that students found difficult to search. This result indicates that interactive components foster constructivist based learning skills are an essential part on on-line learning environments. The results of this study include a model for designing, developing and evaluating education software and concluded that technology based on sound pedagogy can be successfully and effectively integrated into the classroom and form the basis for future prolonged development and learning. / Thesis (M.Sc.)-University of Natal, 1999.

This study is intended as a contribution to the debate and quality assurance activity which in South Africa is following the South African Qualifications Authority's recommendations that better quality co-operative education work experience be provided for higher education students. This study focuses on the perceptions and experiences of a cohort of Durban Institute of Technology students involved in co-operative education work programmes. Through a process of random sampling twenty students each were selected from the faculties of Arts, Commerce, Engineering Science & Built Environment and Health Sciences. The students comprised both male and female students in various years of study. Questionnaires articulating the research enquiry as well as the purpose of the study and questions to be answered for the study were mailed individually to each selected student. Forty six of the total selected sample of students returned completed questionnaires. The instrument comprised open and closed ended questions. With the aid of a statistical database programme the data was analysed. Findings of the study indicated that students' perceptions and experiences vary from positive to negative. Issues of racial discrimination, inadequate or no salaries and lack of support from mentors and lecturers emerged as concerns articulated by many students. On the contrary students perceived themselves as the greatest beneficiaries of the work programmes. Students also noted the relevance and value of the work programmes in developing the students' and preparing them for the workplace. The recommendations for co-operative education practitioners, in terms of listening to the voices of the students' in this study, is invaluable. / Thesis (M.Ed.) - University of Durban-Westville, 2004.

The restructuring of South African Higher Education Insti tutions by the government has seen mergers becoming a feature amongst these institutions. The aim of these mergers was to redress past imbalances, creating synergies and promoting rationalisation of resources. Thekwini FET College was one such institution, merged out of the former Cato Manor, Durban Central and L C Johnson Technical Colleges. This research document investigates the relationship between the full time Level 1 academic staff's perception of their post merger working environment and organisational commitment. 51 staff members' were selected using a quantitative and qualitative approach in a correlation cross-sectional research design. The measuring instrument comprised of a structured questionnaire incorporating a Likert type scale and an open ended interview schedule. These instruments aimed to expose staff perceptions of their post merger working environment and levels of their organisational commitment. The findings of the research reveal that there was a strong and positive correlation between staff perceptions of their post merger working environment and organisational commitment. Staff who perceived their post merger working environment to be negative, was lowly committed to Thekwini FET College and vice versa. The general feeling from the research findings show that staff had a negative perception towards their post merger working environment and were therefore lowly committed to Thekwini FET College. Most of the reasons for these negative attitudes point to the poor management of the college. Finally, some recommendations were made to try and improve the negative attitudes of the staff towards the institution. / Thesis (M.B.A.)-University of KwaZulu-Natal, Durban, 2006.

This study explores strategies for building sustainable and competitive organizations with the University of Zululand (UZ) as a case of the study. The problem of the study is uncovering reason/s why the UZ has not developed into a sustainable and a competitive organization. In order to solve the identified problem, two activities were undertaken. These are a review of theory on building sustainable and competitive organizations and collection and analysis of data about the UZ. Systems thinking theory a discipline of a learning organization was used as a framework of the study. Systems thinking theory was used because conventional approaches to organizational development have not been able to offer lasting solutions to the problems that affect sustainability of organizations. Extensive reference was made to the work of Senge (1990, 1994, and 1999). Works of other scholars on this subject were widely consulted. According to Senge (1990) the most successful organizations are what he calls learning organizations. Learning organizations are distinguished by the following disciplines, viz., systems thinking, personal mastery, mental models, building shared vision, and team learning. In as far as data is concerned, three sets of data were collected and analyzed, namely, in depth-one-on one interviews were conducted with people that are knowledgeable about the UZ; and with representatives of business of the city of Umhlathuze to find out how they view the UZ; and a survey was done to determine attitudes of employees of the UZ towards the institution. The analysis of data showed that the UZ did not meet the criteria of a learning organization, that helped to explain why this institution has not developed into a sustainable and a competitive organization. The study recommended that this institution adopt a living systems framework and thus becomes a learning organization, because it is only by becoming a learning organization that the UZ will be sustainable and competitive. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2006.

This study presents and applies Agenda Setting theory or the Multiple Stream model by Kingdon on the free higher education policy proposal in post-apartheid South Africa. The aim was to uncover how and why free higher education has been elevated onto the agenda of decision-makers; and why it is not yet an accepted policy proposal. Kingdon argued that for a policy proposal to be considered, it must be technically feasible, anticipate future constraints and receive enough political support or consensus. Apart from that, the following streams of action must converge: the problem must be clearly defined, feasible solutions offered and political consensus obtained. Using qualitative methods such as thematic and documentary analysis to collect and analyse data, the study has discovered that free higher education has been pushed onto the agenda because it was aimed at addressing the problem of unequal access to higher education. Mechanisms such as continual marches and protests by South African Students' Congress (SASCO) have been used to push this policy proposal onto the government and decision agenda. The study has also discovered that it is not yet an accepted policy proposal primarily because it is considered to be not feasible by decision-makers. Furthermore, it has not received enough political support or consensus. Lastly, it is not yet an accepted policy proposal because the streams of action have not yet converged. The study shows that the events in the policy and political streams have been the major hindrances for these streams to meet despite a clear indication that the problem in question is significant: South African higher education is still confronted by high university dropout rates.

The BSc4 (Foundation) programme offered at the University of KwaZulu-Natal (UKZN) caters for students from disadvantaged educational backgrounds, with lower matriculation points, offering them the opportunity to pursue studies in science. The students in the BSc4 (Foundation) programme are registered for foundation modules in science, viz. biology, chemistry, mathematics and physics as well as an academic literacy course. It is in the context of these foundation modules in science within the BSc4 (Foundation) programme that this study is undertaken. This study explores the discipline-specific literacies that the BSc4 (Foundation) students require in order to learn science and to acquire science discourse. The study uses case study as a research design, the interpretive research paradigm and the qualitative research approach to analyse data obtained from multiple research instruments. Research findings reveal that with the change in student profile, module changes within the BSc4 (Foundation) programme were implemented. In light of these, the study explores factors such as the ‘articulation gap’ between school and university; and disadvantaged educational experiences. The findings also suggest that students experience challenges with the use of the language of science and the use of discipline-specific literacies in science in the modules offered in the BSc4 (Foundation) programme. However, there exists the scope for stronger engagement between the academics who teach the foundation modules in science and the academic literacy specialists to assist students in the acquisition of the discipline-specific literacies required to learn science and for science discourse. / Ph.D. University of KwaZulu-Natal, Durban 2013.

The aim of this study was to find out the academic and social experience of Lesotho students who studied at institutions of higher in the Western Cape between 1990-1997.

<p>In this thesis, I explore the benefit of electronic formative assessment on learner achievement. Studies had revealed the connection between throughput and assessment. There is great discrepancy between the throughput rate of Historically Disadvantaged Institutions (HDI) and Historically Advantaged Institutions (HAI), according to the National Plan for Higher Education. Previously, assessment was used primarily for summative and certification purposes. Now, with the introduction of Outcomes Based Education (OBE), a number of alternative forms of assessment can be used. In this study I establish the importance and necessity of frequent, electronic, formative assessments which would thereby improve learners&rsquo / achievement in the classroom.</p> <p>The white paper on e-education (DOE: 2003) states that e-education must be transformed so that information and communication technology (ICT) can be successfully integrated to &ldquo / ensure that all learners will be equipped for full participation in the knowledge society&rdquo / . Recent research has reported significant increases in learner achievement through educational technology with the use of learning management systems (LMS) software (Stephens, 2001, Buchanan, 2000, DeKock, 1994). This study was built upon this body of research on educational technology and how it can be effectively integrated into classrooms. This research would impact on learner achievement through the use of formative assessment to assist under-prepared learners to improve their summative scores. In particular, the effect of formative electronic assessment on learner achievement in the subject Business Information Systems, for first year accounting learners, in the Business Faculty at Peninsula Technikon was investigated. This quantitative study utilized the use of questionnaires and the control group design. The control group design, which consisted of the control and experimental groups was used on a group of learners who had been exposed to the treatment. The treatment for the experimental group comprised of using a formative on-line learning assessment. Independent variables included the treatment condition, race, gender and home language. Analysis of Variance (ANOVA) was used on assessment. Analysis firstly revealed that there was no statistically significant difference between achievement in the practical component between the experimental and the control group. The Kruskal-Wallis tests showed that there were no significant differences between genders. The control group performed better than the experimental group in the theory test. Secondly, analysis revealed statistically significant mean achievement differences between Coloured female with no prior computer usage (M= 78) and Black female with no computer usage (M=44). Based on these findings, implications of the results of this study, future avenues of research and implementation suggestions are offered.</p>

Multicultural education has its goals and objectives focused to meet the needs of all learners from different cultural backgrounds. Our teaching strategies need to be flexible to accommodate suggestions to enhance optimal actualisation of the potential of all learners. One of the major problems that exist in multicultural schools is the presentation of low self-concepts by Zulu-speaking adolescents. A self-concept enhancement programme was considered as a possible technique to build positive self-concepts in these learners. Pre-test and post-test results indicate that the Self-Concept Enhancement Programme (SEP) may be one of the ways of building positive self-concept in Zuluspeaking adolescents in multicultural schools. / Educational Studies / M. Ed.(with specialisation in Guidance and Counseling)