The demands of a rapidly changing future on learners of Higher Education Institutions who need to be effectively employed, necessitate that these institutions become responsive to the demands and challenges of the future world of work. Employers keep on emphasising that first entry employees not only lack basic skills when entering the world of work, but that they also have difficulty in coping with the accelerated nature of the changing future. In order to address this dilemma, this research firstly focussed on the current state of Academic Development programmes at universities and technikons in South Africa, because these programmes claim to address problems which learners and the institutions might have, such as the support of teaching policies and procedures, quality assurance and advisory services. The documenting of the current state of academic development (AD) revealed that AD of learners focusses on issues such as access, redress, academic performance and throughput. These endeavours constitute a model where remedial, supportive work is done in fragmented fashion, to enable learners to attain the necessary skills to cope with the demands of higher education. It was further indicated that by adopting this aim for AD, higher education is not proactively responsive to the needs of the future world of work, but rather reactive to the immediate needs of learners and institutions alike. They focus on better results in stead of lifetime employability. A causal action research phase followed to identify what the demands of the future are for man, and to assess the current state of academic development of learners against these demands. The conclusion is that these demands constitute a total paradigm shift and that higher education is not responsive to these challenges. In order for learners to pursue lifetime employability, a totally new, reengineering AD-model should therefore be constructed. It is concluded that only through maximising human potential, which can be attained through facilitating lifelong learning, will leamers be able to meet the challenging demands of the future world of work. This reengineering AD-model contains the guiding idea or purpose and vision of the model namely that it should maximise human potential. It contains the theory, methods and tools, represented in the development of intra-, inter- and supra-personal relationships through facilitating metal earning and cooperative learning, and it contains innovations for the infrastructure to encompass whole institutions. Recommendations for future research fall in two categories, namely the future as source of research, and future research still to be undertaken. In terms of the future as source of research, ongoing research is needed by researchers all over the world to determine what the future holds in store. Regarding the proposed AD-model, future research still needs to be undertaken with regard to the implementation and ongoing reengineering of the model. / Dissertation (MEd)--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

This study was aimed at evaluating the interdisciplinary nature of environmental education within the colleges of education in Bophuthatswana. Data collection was based on semi-structured interviews with college lecturers and, to a lesser extent, on observations during a workshop with environmental educators from Bophuthatswana. Knowledge was gained about college related factors which influence the varying extent to which environmental education is being implemented within the colleges of education. Lecturers' understanding of the interdisciplinary nature of environmental education and related concepts was explored. Insights were also gained into problems of implementation which included lecturers' limited understanding of the concept of interdisciplinarity, structural ambiguities, limited training and experience, and a lack of clarity in both local and international literature on environmental education concepts and terms. Specifically the study sought to illuminate the dichotomy between theory and practice, the conflict between the dominant curriculum paradigm and the new emerging paradigm, and tensions between the interdisciplinary nature of environmental education and subject-based disciplines, which lead to problems of implementation. The study could make an important contribution to the current curriculum debate on environmental education in South Africa by illuminating the dichotomy between the theory and the practice of environmental education, and the problems involved in translating interdisciplinary approaches into workable classroom practices within discipline based curriculum structures.

This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.

South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.

Dissertation submitted in compliance with the requirements for the Master's Degree in Technology: Food and Beverage Management at the Durban Institute of Technology, 2003. / Historically, any large hotel of standing/rating in South Africa would staff the top levels of their kitchen brigade with educated, professional cooks imported from all over the world from such places as Germany, Switzerland, England or France, to name but a few / M

Since 1994, South Africa has been revamping its higher education system as part of a broader national reform movement aimed at overcoming the inequities and divisions caused by the now obsolete apartheid regime (Sedgwick, 2004). This treatise firstly describes and then explores if students identify themselves with the EMC corporate identity. Thereafter, it firstly explores and then describes the corporate identity awareness level of EMC students. An exploratory-descriptive research design was used. The researcher used two types of data. One was secondary data and the other one was primary data. The former were collected by means of an extensive review of the related literature. The latter were obtained by means of online questionnaires. The level of brand awareness among students is considered to be low. There is a need to improve the corporate identity awareness level of these strategic stakeholders for the future success of the college. This treatise concentrated on the parent brand (EMC). Furthermore, the sampling has been limited to students studying at EMC (Uitenhage campuses). It is important to explore the corporate brand awareness level of the students. It is also essential to discover if students identify themselves with the EMC brand.

The study seeks to analyse challenges facing Basic Education in South Africa. There is a major emphasis on the education of the South African people to become responsible, participatory and reflective citizens that contribute to an emerging democracy. However, the government of SA is faced with many challenges that hinder the South African people from becoming an educated nation. This is based on the assumption that education plays a major role in improving the economic status of the nation. The education in South Africa is categorized into sectors, primary, secondary and tertiary which are interlinked through a fine thread that determines the success of individuals. It has been established that a number of factors or problems hinder learners from receiving a good standard of education. These include: parents’ lack of participation in their children’s education and the weak functioning of School Governing Bodies (SGBs) especially in the area of finance and general administration of the school, poor infrastructure and shortage or non-delivery of textbooks. Good leadership in schools is also needed to make sure that teachers attend to their classes diligently and learners take the importance of education seriously. Government needs to ensure that teachers are trained accordingly and schools have adequate basic resources. The qualitative research method was used and no interviews and survey were made during this study. This research will discuss these factors that have been identified as causing the drop in the standard of education in South Africa. The research concludes with an attempt to make some recommendations to improve this situation.

Staff, previously employed by Public Technical and Vocation Education and Training (TVET) Colleges, migrated (transferred) to the Department of Higher Education and Training (DHET) in terms of Section 197 of the Labour Relations Act. This treatise investigates the legal consequences of the migration of the staff from the fifty (50) TVET Colleges to DHET and focuses on the different categories of staff. The conditions of service of all the categories of staff before migration are compared with that after the migration. Meaningful recommendations are made about negotiations that should take place in the respective bargaining chambers in order to ensure a smooth transition that will prevent unnecessary legal consequences in future. The treatise furthermore analyses the legal consequences of staff, employed by temporary employment services to perform outsourced functions at TVET Colleges, who did not migrate to DHET. The legal implications of these members of staff is debated and evaluated. The treatise also discusses the performance management system and the changes from the integrated quality management system of lecturers to the performance management development system of public servants. TVET Colleges absorb the employment costs (as a separate employer) to ensure that there is growth in the Full Time Equivalents of Ministerial programmes, funded by DHET. The treatise makes meaningful recommendations to the new employer (DHET) with regard to the appointment of staff to conduct ministerial programmes and the overtime remuneration of current staff that willingly agree to work overtime but are not fairly remunerated by DHET. The treatise also considers the second phase of the migration process, namely the development of a blueprint organogram and the development of job descriptions for the different functions identified on the organogram. The process should ideally be followed by a restructuring process where staff are placed in identified functions and must be capacitated to perform the functions adequately. This process will ensure alignment of functions in the fifty TVET Colleges. Finally, the treatise notes the issue of workplace discipline at the TVET College and the definition of the workplace. It offers a proposal to the DHET to negotiate with the unions about defining the workplace as this has a legal consequence for attaining the objective of sound labour relations. It make meaningful recommendations about the overlapping regulatory requirements applicable to the TVET College as a legal person and DHET as an employer.

Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.

The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.