[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.

[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. / 8th Edition

Thesis (MTech (Construction Management))--Cape Peninsula University of Technology, 2005. / Cooperative education is practiced in many fields of industry. The South African construction industry has shown a preference for cooperative construction management education. Cooperative construction management education is practiced worldwide, but the majority of these programmes do not have compulsory credit bearing experiential learning as part of its programmes. This study examined the experiential leaning experience as well as the relevance and adequacy of preparation of subject areas taught in UT construction management programmes from the perspective of all the stakeholders. The study had four main objectives namely (I) To measure the extent of the perceived relevance by industry stakeholders, students and academics of the topics and content of construction management programmes at UT; (2) To establish the level of inadequacy, as perceived by industry stakeholders and academic staff of the preparation of UT construction management graduates to perform construction management functions: (3) To determine the level of dissatisfaction, if it existed with the experiential learning of construction management students; and (4) To establish the preparedness of construction industry stakeholders to mentor construction management experiential learning students; and to use the findings of the study to inform development of construction management programmes. Literature was reviewed relative to experiential learning and its general and specific application to construction management education. Self- administered questionnaires were completed by I" year as well as senior students registered for the National Diploma: Building as well as the B. Tech. degrees in Construction Management and Quantity Surveying. The study suggests that although the experiential learning experience IS relevant and generally well accepted by all role-players, there is a mismatch between the needs of industry and what is being produced by the UT. The topics that form the programme are relevant, but a level of dissatisfaction exists with the preparation of construction management graduates to perform construction management functions do exist.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Radiography in the Faculty of Health and Wellness Sciences at the Cape Peninsula University of Technology 2008 / The focus of this study is the professional communication practices of radiotherapists as clinical practitioners and as teachers of student/novice radiotherapists. The study was undertaken at a higher education institution and a radiation oncology department in South Africa and addressed the research question; what are the communication practices of radiotherapists in their professional practice and as higher education teachers. This work on professional communication was based on practice and discourse theory as relating to a local context of professional practice and education. Professional communication, seen in this sense, is a social practice which needs to be understood as operating within educational, work and social discursive practices of radiation therapy. A case study approach was chosen as the most appropriate research strategy for capturing the authentic communication practices of radiotherapists in clinical and educational practice. The professional communication practices of ten student and five qualified radiotherapists were investigated through typical teaching and learning interactions in a work integrated learning curriculum. The learning interactions were observed and video-taped in the classroom, tutorial, and demonstration room. Communication interactions were observed and audio taped in the clinical workplace. The research participants, using the video footage as part of their reflections, were interviewed about their communication practices. All interviews were audio taped and transcribed. Analysis of the data was by means of thematic analysis where the data was coded and categorised by means of pattern matching. The findings from the study showed that the communication practices of radiotherapists include: an ‘academic language’, through which academic content knowledge is expressed; a ‘professional language’ for negotiating the complex professional relationships within the clinical environment; and a language for patient care. Their students (novice radiotherapists) are required to master this professional language within their own ‘language of learning’ practice which includes the multilingual component of the workplace. A multilayered model of professional communication evolved and was developed within the analysis process. This model identifies three genres of professional communication: intra-, inter- and extraprofessional communication. Each of these genres was shown to have both formal and informal registers. Technical communication was further identified as a subset of intra- and interprofessional communication. These were further contextualised within the clinical radiotherapy workplace and the classroom (pedagogic) communication practice. The findings also identified multilingualism as a discursive practice within the professional communication of the radiotherapy classroom and workplace. In conclusion, it is argued that the professional communication of radiotherapists comprises a continuum of communication practices that has significance for both professional and pedagogic radiotherapy practice, and it is shown that communication practices play an important role in the establishment of professional identity and expertise and enable the novice radiotherapist to find their ‘professional voice’.

Thesis Submitted in fulfilment of the requirements for the degree Magister Educationis in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2007 / When C2005 was introduced in South Africa, teacher training had to be restructured, to be in accordance with Outcomes Based Education. In 2002, C2005 was replaced by the Revised National Curriculum Statement as a refinement of C2005. From 2005, the Curriculum is called National Curriculum Statement (NCS). A close study of the NCS revealed the fact that the Learning Area Arts and Culture provides opportunities for rich and varied learning experiences to take place. The concern of this study is how teachers are dealing with this educational potential, especially in the Visual Arts. Pending the outcome of the research, the possibility of aligning the training of student teachers could be considered, to ascertain that the full potential of the learning area Arts and Culture is accomplished. The outcome of the study could also initiate future research into the possibility of supplementary training for the educators already in practise.

Thesis submitted in fulfilment of the requirements for the degree Master’s in Education (MEd) in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology, 2012 / Most learners whose home language is not English encounter mounting challenges when learning English as an additional language in schools. Navigating the learning discourses of such learners’ impact on instructional time. Efficient utilization of instructional time is crucial, as it is the time teachers spend teaching knowledge, concepts, and skills pertaining to school subjects. However, studies have shown that the amount of instructional time is diminished by interruptive activities, herein referred to as non-academic incidences. Non-academic incidences tend to obstruct the efficient enactment of lessons. The thesis investigated the extent to which non-academic incidences impact on instructional time during the teaching of English First Additional Language (EFAL), as well as explored how teachers addressed challenges emanating from non-academic incidences. The study utilized qualitative research approaches comprising of classroom observations and a focus group interview. The participants consisted of in-service teachers teaching in under-resourced schools and also enrolled in the Advanced Certificate in Education course at a university in Cape Town. The research identified some of the critical non-academic incidences pertaining specifically to EFAL, including inappropriate use of pedagogic strategies, poor use of code switching and unsuitable teaching exemplars. Other factors consist of the negative attitudes of both teachers and learners towards other learners who are less proficient in English language and possess poor linguistic ability. In addition, non-subject specific non-academic incidences identified included unpreparedness of teachers, teachers’ digression from core lesson, discipline problems in the classroom, lack of school management capability to protect instructional time, lack of EFAL teaching and learning resources, overcrowding, and impact of socio-economic status of learners. This research argues that to reduce non-academic incidences and maximize instructional time requires collaborative efforts from all stakeholders to develop formalized policy guidelines. Educators need training and support to create the uninterrupted atmosphere suitable for learning. Furthermore, educators need to be encouraged to willingly implement tailor-made initiatives to address specific challenges and learners must be motivated to develop a positive attitude towards EFAL. Educators should be provided with teaching aids and specialised learning resources. Even though increasing instructional time is advocated, the cost implication and utilization must be considered. The study could guide educational stakeholders to formulate appropriate policies to enhance efficient utilization of instructional time and also provide insights into the debilitating effects of non-academic incidences on teaching/learning environments.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education at the Cape Peninsula University of Technology 2014 / This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.

Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010 / The thesis examined the instructional support that Heads of Departments (HoDs) in four Cape Town primary schools provided for mathematics and science teachers. The main research focus was: To investigate the activities and strategies that HoDs in Cape Town primary schools use to provide support to mathematics and science teachers in their departments. A qualitative interpretative approach was used for the study. Face-to-face, semi-structured individual interviews were used to enable the researcher to obtain in-depth responses to the questions and probe the participants' responses. The sample for the study consisted of four HoDs and four Grade 6 mathematics and science teachers. The results indicated that among other things, the HoDs used mentoring or coaching and motivation to support mathematics and science teachers. It was also found that, in the course of mentoring the teachers, the HoDs encountered several challenges. In the light of the findings, the researcher recommends that HoDs be provided with formal leadership and management programmes to ensure efficacy in their practices.

Thesis Submitted in fulfilment of the requirements for the degree Doctor Educationis in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY, 2012 / Quality and meaningful art education is a very important vehicle for learning and knowledge acquisition which is within the reach of all children in schools. Unfortunately, due to a variety of reasons such as the fact that generalist trained teachers, with no specialised training in art, are responsible for the teaching of art in schools in South Africa, as well as recurring educational change and subsequent uncertainty, lead to the situation that art lessons currently taught at many schools do not answer to the requirements for quality art education. There is a great need for in-service training to address the shortfalls in the teaching of art in schools. When skills building workshops in art education were offered, teachers requested personal interventions on a one-to-one basis with a focus on their own particular strengths and shortcomings. Mentoring the educators seems to be a means of addressing their needs to improve the quality of their teaching of art. In response to a plea from teachers this research project was designed during which inexperienced and insufficiently trained teachers who are responsible for art education were mentored. Four sites were selected at which the teachers were mentored. There were marked differences in the circumstances and conditions at the four schools, however, from all the sites there was an outcry for assistance in the planning and presentation of quality art lessons and for lesson ideas. The one similarity in all the cases was the fact that they were all generalist trained teachers who are responsible for the teaching of art in their own class and some other classes as well. The mentoring followed a cyclical process and was adapted for art education. The process comprised the establishment of a relationship in which the mentor and mentee played equally important roles, needs analysis, the mentoring process, which iv consisted of joint planning of lessons, model teaching, discussions and coaching sessions, reflection and then to return to the beginning of the cycle. The process concluded with a workshop. The entire process was recorded, reported on and assessed upon termination. Data that was collected at the four sites was analysed according to themes that were developed from the literature on mentoring in education as well as the literature on quality and meaningful art education. Themes that have emerged are the mentoring relationship, the role of the mentor, the role of the mentee, the purpose and goals of the mentoring, the mentoring process and the mentoring outcomes. The thesis concludes with recommendations for the mentoring of educators in the teaching of quality and meaningful art and suggests that no child should be deprived of the learning opportunities through art that can form part of their primary school experience.

Thesis submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Educational inequality still exists in South Africa and permeates lower socio-economic communities. Improving the situation in schools serving poorer communities is essential. Intense interest in school effectiveness through research and policy could provide impetus for school improvement. The study aims to understand what makes a school effective within a disadvantaged community. To address school ineffectiveness, the study proposes a substantive theory developed from within a disadvantaged community. The study further focused on determining the effect of the social conditions on the effectiveness of the school. Disadvantaged communities are characterised in the study by aspects such as weak socio-economic conditions, poverty and high unemployment rates. The theoretical underpinnings of general systems theory (von Bertalanffy, 1950) and the theory of practice (Bourdieu, 1977) were used to conceptualise the study. The conceptual constructs of these theories were used as analytical tools in the study. The research study was based within an interpretive paradigm. The study made use of qualitative approaches as part of a case study research methodology. The case study is a high school in a poor community with black learners on the periphery of Cape Town. The sample used in the study included the school management team, school governing body, teachers, alumni and current Grade 12 learners. The data collection process involved interviews, both semi-structured and focus group interviews with the principal, the SMT, teachers and parents. Data was collected from learners by means of closed and open-ended questionnaires. The results of the research study have identified five critical factors that contribute to the effectiveness of the school in a disadvantaged community: effective leadership, cross-collaboration and communication, high expectations, effective teaching and development, and supportive learning field. The study further found that cross-field factors have a major influence on learners and schools in becoming effective. The cross-field factors refer to the influence of leadership and teachers on the learners. The study contributes to existing knowledge of school effectiveness, but particularly in the context of disadvantaged communities in the Western Cape. The substantive theory on school effectiveness was developed within a relevant context to address ineffectiveness. The study concludes with recommendations pertaining to leadership, collaboration, expectations, teaching, the learning environment and motivation of teachers. Recommendations were made to improve the practice of making schools effective in disadvantaged communities.