Thesis (Ph. D.)--Columbia University, 1926. / Vita. Thesis note on label mounted on t.p. and Vita on p. 247. "Supplement": 1 leaf laid in. Bibliography: p. 242-247.

Thesis (Ph. D.)--Columbia University, 1926. / Vita. Thesis note on label mounted on t.p. and Vita on p. 247. "Supplement": 1 leaf laid in. Bibliography: p. 242-247.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.

D.Tech. Business Administration. Business School. / Assess the extent to which good corporate governance and corporate sustainability are practiced by all 128 public Further Education and Training (FET) college council members in the Gauteng Province of South Africa. Since 1998, the governance of public FET colleges has moved to the forefront of the political agenda in the Republic of South Africa. Among the governance issues which have received most attention are council board appointments, the role of the Government in the management of public FET colleges and the role of the community in the governing of public FET colleges.

This study focuses on reviewing Environmental Education (EE) research that has been conducted by M. Ed and PhD postgraduates from selected South African universities during the period 1995 to 2004. This period 1995-2004 has been characterized by transformation, restructuring, and change in different educational areas of South Africa. This research is premised on the notion that such transformation, restructuring and change may have had an impact on research. The research questions were on the focus, methodologies and, gaps and silences in postgraduate Environmental Education research during the period 1995 to 2004. The study was informed by Homer-Dixon‘s (1994) theory of Resource Capture and Ecological Marginalisation which claims that environmental problems that exist in South Africa today emanated from apartheid and other marginalisation policies. Firstly, the study has argued that knowledge produced through postgraduate research can be useful in addressing these problems if it includes issues in all the environmental dimensions, biophysical, social, economic and political, as understood by O‘Donoghue (1995). Secondly, it further argued that the methodologies that are used to research on these issues can be useful in addressing these problems if they involve the participation of affected people so that they are empowered with appropriate attitudes, skills and knowledge to deal with these. Thirdly, the study argued that unless new knowledge is produced that will address issues of marginalisation as were created by the past, environmental problems experienced in South Africa will persist. Because of its reliance on documents as the source of data, I describe the design of this study as unobtrusive documentary small scale study. Masters and PhD theses and dissertations that were produced at the University of Johannesburg and Rhodes University during the period 1995-2004 were reviewed, using both quantitative and qualitative approaches. The study identified some gaps in the reviewed postgraduate Environmental Education research. For example, more focus on schooling issues resulted in the overlooking of problems that emanated from marginalisation in the contexts where the sampled institutions are located. Little was done to empower people with skills and knowledge that would be useful in addressing environmental problems. Keywords: Environmental Education research, Education for Sustainable Development, marginalisation, Transformation, / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

D.Litt. et Phil. / Technikon SA has a high attrition rate, which seems to indicate that students are not ready for distance education and that firsttime students at Technikon SA are of a lower educational quality than such students at other technikons. The purpose of this study was therefore to predict which students are not ready for formal enrolment in distance higher education, thereby avoiding a potentially negative situation by identifying those prospective students who could benefit from support programmes. Methods followed This study, which makes use of the Kember Model of student attrition in distance higher education, investigates the extent to which different students, who can potentially be differentiated according to 15 biographical characteristics, are close to or far from academic success. The assumption is made that the identified eight different academic performance groups are more or less ready for technikon distance education. Approximately 13 590 TSA students' registration records and academic performance were investigated over a period of four years and was used to assign the students to one of the eight academic performance groups. The collected data was analysed by using CHAID-analysis as well as correspondence analysis. Results The research question/hypothesis for this study is as follows: Certain cognitive variables (previous academic performance) iii and non-cognitive variables (biographical and other typifying student characteristics) are satisfactorily better than others at distinguishing between the different distance educationready groups of Technikon SA students. The results appear to indicate that at least 9 of the 15 variables are able to distinguish between academic performance groups and to predict academic performance. The variables supporting this research statement are placed in order of increasing importance: Study group formation, work status, value of senior certificate, age group, marital status, previous activities, value of last school examination symbols and cultural group formation. It would appear that these variables assist in defining the term "distance education readiness" by helping to identify the students that are in this way predisposed to it. Generally, it would appear that older white married female students are academically more successful than the other groups, while black unemployed female students are academically least successful. This may be partially explained by the large differences in the educational opportunities and socioeconomic backgrounds of people in South Africa. However, this study was unsuccessful in providing a clear picture of how to identify those students

Research report submitted to the School of Education, Faculty of the Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters in Education Johannesburg, July 2019. / In this study the researcher investigates what educators perceive the practices of mathematics HoDs to be in independent primary schools. A literature review was conducted and it was determined that there is a need for further research into the practices of HoDs at independent primary schools. A qualitative research approach was decided on and two case studies were done at two independent primary schools in Johannesburg. The data collected was recorded, compared and analysed to provide further insight into the perceived practices of HoDs. The findings show that there is not one set of practices of a HoD but multiple and that the practices of the HoD depend on the institution. The vision, mission and the culture of the institution, as well as the approach by senior management, will play a major role in what the practices of the HoD at that institution will be. It also leads us to conclude that arguing that there are set practices for HoDs is incorrect, instead it is the school context that will determine the practices of HoDs. From the findings the researcher attempts to provide a better understanding of the topic and makes suggestions into possible future research that could be conducted. / NG (2020)

Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010. / This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.

The development of social enterprises are recognised by the broader community as an effective tool for addressing social problems. As a result, the development and emergence of social enterprise sectors have taken various paths in different geographic regions in the world. For the African context, the withdrawal of funding from the state as a result of external conditions imposed by foreign actors as well as the institutional support provided by foreign aid organisations were the key drivers behind the emergence of the social enterprise sector in Africa. Within the South African context, job creation and poverty alleviation are pressing priorities, both politically and economically, so providing an environment that is conducive for the development of social enterprises or social entrepreneurship. Implementing social entrepreneurship activities in higher education is important as universities are under increasing pressure to become responsive to student needs, and there is a growing scrutiny of their engagement, supportive, and economic role in local communities. By supporting local communities, institutions can broaden the student experience and create an economic impact. In addition, as the student experience entails more than curricular learning opportunities, social entrepreneurship practices are an important dimension for higher learning. This study used a series of case studies of social entrepreneurship projects that were implemented in the classroom of the first and second year Management students on the 2nd Avenue Campus of the Nelson Mandela Metropolitan University (NMMU). These case studies highlighted the possibilities of how classroom space and students can be utilised to set-up social enterprises to improve the conditions of the many disadvantaged and disenfranchised communities within which the university functions. At the same time, learning takes place through the practical application of the theory taught in the classroom. From the seven case studies highlighted in the study, a framework was developed to implement social entrepreneurship activities in the context of higher education. This framework includes five steps, namely, motivation and inspiration to develop social enterprises in the classroom, student involvement in creating and developing a product for sale, use of appropriate teaching strategies to provide the learning experience, provision of adequate mentoring and control of the social enterprises and, finally, assessment of the social enterprises. With the funds generated from the projects, communities benefited, for example, the upgrading of community facilities. Educators in higher education institutions are responsible for developing future business leaders. Given the increasing importance of social issues, especially poverty, this educational experience ensured that the students were made aware of the importance of using the powers yielded by business to solve some of these social issues, and thus contribute to the improvement of the South African economy. As a result, social entrepreneurship has a role to play in addressing social and economic issues. For example, the entrepreneurship part of the business will help to alleviate the unemployment strain placed upon the South African economy, whereas, the social part of the business will assist in alleviating poverty. Regarding the implementation of social entrepreneurship activities within the environment of higher education, it is evident from the case studies that successful social enterprises can be established within the classroom and sufficient funds generated to effect positive change within disadvantaged communities. Other higher education institutions in South Africa may find the implementation of social entrepreneurship activities more problematic as they might not possess a similar university culture as the NMMU.