The research problem in this study was to identify how successful the methods are that organisations use within the Manufacturing Engineering and Related Services Education and Training Authorities (MERSETA) chambers to develop, implement and maintain learnerships. To achieve this aim a literature examination to determine the aspects of workplace learning were explored, including the various perspectives of learning, together with an investigation into workplace learning. Further, apprenticeships, traineeships, learnerships were discussed; including the concepts vocational education and training standards, and competence explored. Finally a process model for effective learnership implementation was presented based on international approaches together with the South African models and current practices. - v - The process learnership model served as a basis for drawing up a survey questionnaire to establish the extent to which organisations agreed or disagreed with the learnership model developed. The survey was limited to the “automobile” and “new tyre” chambers of the MERSETA. The results obtained from the empirical study indicted a high degree of agreement with the process model for effective learnership implementation. The results obtained from the quantitative data, and qualitative data were used to adapt the learnership process model, and produce a six-phase integrated learnership model. From the survey it become evident that organisations needed to be sensitised and educated as to learnerships before considering more seriously learnership implementation. Further, it emerged that learnerships cannot only be effective within a process approach, and that it should also take place within a positive “organisational learning culture”. Organisations and Sector Education and Training Authorities (SETAs) can now use the six-phase integrated learnership model with confidence, as there was a high degree of agreement with the learnership model that was developed as part of this research study. The six-phase integrated learnership model has been comprehensively developed and surveyed by organisations that are currently implementing learnerships on a large scale. Organisations and SETAs can now give effect to the Skills Development Act No. 97 of 1998, and contribute to the National skills Development Strategy of 2001, which aims to improve the workplace skills of all South Africans.

In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.

Sustainable environmental practices need to be integrated into a university's infrastructural operations. Universities are entities that function within financial constraints with varying priorities across both administrative and educational functions. Unfortunately, these financial constraints often imply that a university's potential leadership role can only be realised should the viability (business case) of a proposed intervention be determined. This study focuses on the determination of a relational sustainable indicator and a relational cost factor. A relational sustainable indicator demonstrates how a university can collectively determine the contribution made to sustainability by various sectors of infrastructure. This is developed by means of a secondary study. Two components are important for calculating the relational sustainability indicator, namely, green infrastructure attributes and the basic elements of sustainability systems, namely, the environmental, economic and social dimensions of sustainability. The determination of a relational cost factor involves the quantification of the costs associated with alternative infrastructure provision. In particular, attention is paid to demand-side management costs, rationalising spatial growth costs, green building development costs, operation and maintenance of existing buildings costs, wastewater infrastructure costs, water infrastructure costs, energy infrastructure costs and transport infrastructure costs. Once the actual costs of each intervention category are determined, a relational sustainable cost factor can be calculated. Utilising the costs in the eight categories identified, a relational sustainable cost factor is determined. A resultant relational cost benefit as per the eight defined categories of sustainable infrastructure provision is derived from the relevant costs of sustainable infrastructure provision, the resultant relational cost factors and, finally, the relational sustainability indicators. It is proposed that that the determination of a budget split between the various interventions based on the resultant relational cost factor occur as follows: - Demand side management interventions: 15.97percent - Rationalising spatial growth: 6.72percent - Construction of green buildings: 24.37percent - Operations and maintenance: 21.85percent - Wastewater: 7.56percent - Water: 1.68percent - Energy: 12.61percent - Transport: 9.24percent. This study provides a platform to guide how and where to invest in sustainable infrastructure and provide direction in determining a budget split between various categories of sustainable infrastructure development.

This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.

The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.

D.Ed. (Psychology of Education) / A democratic and prosperous society necessitates responsible behaviour from its members. The observation is often made that responsible behaviour is often absent or underdeveloped in society, especially amongst the schoolleaving youth. The development of responsible, well-trained schoolleavers is universally seen as the task of the school. This is because the development of responsibility is usually associated with the aims of the education process and the attainment of adulthood. It is at school that the opportunities may arise to teach, take and experience responsibility. Any of the activities at school may present opportunities which either contribute to the development of responsibility or inhibit it. Great emphasis is placed on the rights of children, yet too little is made of the opportunities which may assist in creating the perception amongst children that they are able to accept and act responsibly. The aspect of creating positive perception about a pupil's own ability is a very important aspect of education as a whole and should be developed to the fullest extent, in order teach and develop responsibility. Schools should take cognizance of this and endeavour to create a climate for pupils in which to accept responsibility. The invitational approach in education is based on the assumption of the perceptual tradition that all people have unrealized potential that may be developed within a climate of trust, intentionality, respect and optimism. In this approach all the participants in the educational process are regarded as responsible, capable and valuable. What teachers believe the pupils to be, they convey to them through their actions, words and the opportunities they present to them. These perceptions influence behaviour. It is therefore imperative that positive perceptions about pupils' ability to accept responsibility and to act independently are created and enhanced. The role of the school in the development of responsibility, the opportunities present for the development of pupils' acceptance of responsibility and the lack of responsible behaviour amongst school leavers, as indicated by employers, prompted the following questions: • does the school present pupils with opportunities to accept responsibility? • to what extent do pupils experience the opportunities to accept responsibility as such?

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

M.Ed. (Media Science) / The position of Afrikaans as a national language In South Africa has been a contested one since the 17th century settlement and occupation of the Cape by the Dutch and British settlers, and it Is not surprising that today, when the country faces critical questions relating to nationhood, cultural identity and language use In a profound way, its position again emerges as a crucial point of debate (Alexander, 1989:15). The Afrikaner group and the majority of their white South African adherents place great value on the historicity of the language. This is testified through the 'taalstryd" waged dUring an after the Anglo-Boer War (1899-1902) and the present-day status of the Afrikaans language as a major item on the negotiations agenda. This historicity and centrality of Afrikaans is contested by other language and cultural groups, who claim that Afrikaans is loaded with exclusivity and racism and that it therefore does not qualify in its claim for national status. The events of 1976 in Black schools and the subsequent years of considerable debate in public and academic forums, quite clearly Illustrates the Intensity of the contest surrounding the position of Afrikaans (Alexander, 1989:26). The Indian population group has always stressed its cultural heritage and at times this has occurred at the expense of Afrikaans as a language. Priority Is assigned to vernacular languages and Afrikaans is neglected in the process. The result is that the language is hardly spoken except in the Afrikaans classroom. It is against this background that this research project will examine the use of pictures In the teaching of Afrikaans at Indian secondary schools.

Please read the abstract in the section 00front of this document / Thesis (DPhil)--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Please read the abstract in the section, 00front, of this document / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted