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The role of integrated quality management system to measure and improve teaching and learning in South African further education and training sectorDhlamini, Joseph Thabang 12 1900 (has links)
Since 1994, South African education system has been undergoing continuous transformation which had an impact on the quality of teaching and learning. There appeared to be a huge underperformance in the High School and FET College learners which for many years forced Universities to embark on bridging courses in order to enroll new students. Furthermore, a misalignment of college’s National Technical Diploma (NATED) programmes that did not afford college graduates an opportunity to register with Universities nor Universities of Technology brought about the questioning of the quality of teaching and learning in the FET College sector. Tabling the unified quality improvement plans in education in South Africa, the Education Ministry introduced an integrated approach to measure teaching and learning with the view of identifying improvement strategies. However, the implementation of this integrated tool called the Integrated Quality Management System had educators and managers attaching ambiguous meanings to the system. The IQMS instrument is meant to be a dependable quality assurance tool to measure and improve the quality of teaching and learning. The ambiguity lies with educators and managers referring to IQMS as a means to acquire 1% pay progression and the possible return of the old apartheid systems’ inspectorate. This research study was promulgated by a concern on the effectiveness and efficiency of implementing the IQMS instrument to measure the quality of teaching and learning in South African FET sector. In exploring literature on the concept of quality teaching and learning in the FET sector in South Africa, the researcher identified that similar trends of integrating quality management systems in education are being followed globally. The difference to the South African system is the attachment of the salary progression of 1% as an incentive to performance. In view of the
introduction of the new system of education and training, the researcher realized that ‘short cut’ processes were followed in preparing educators to be able to offer new education programmes using the OBE system of teaching and learning. That appeared to be another shortfall to the adequacy of implementing IQMS as a quality assurance instrument to measure the quality of teaching and learning in the FET sector in South Africa.
In addition, there appeared to be conflicting trends in the FET sector where the same sector provided curriculum 2005 programmes for schools which differed from college programmes offering National Certificate Vocational {NC(V)}. Both sectors were expected to use IQMS as a tool to measure the quality of teaching and learning with the view of enhancing improvement thereof. Furthermore, the end product of the FET sector for both schools and colleges is the Further Education and Training Certificate (FETC). Unfortunately, it was difficult for the education department to achieve its objectives because time frames to prepare educators and the critical element of providing adequate human resources for the implementation of IQMS could not be met through Umalusi the national quality assurance body for the sector.
The FET Sector which is expected to deliver Education and Training to produce quality students for HE sector and the world of work is faced with shortfalls of quality delivery. The driving force of this research study was to explore the dependability and adequacy of implementing IQMS as a quality assurance instrument to effectively and efficiently measure the quality of teaching and learning to meet the expected outcomes. It is in this regard that the researcher through empirical evidence realized that IQMS did not have theoretical grounding hence there are no principles, procedures or processes that govern the implementation of this very important system.
In addition, the empirical evidence from the qualitative study proved that quality delivery of teaching and learning has been monitored using diverse assessment practices. A variety of assessment tools like the TQM and QMS which exist in FET Colleges with the summative IQMS in FET Schools of which the three practices are premised around Quality Management. Quality Management refers to a process where quality delivery in a school, college or any other organization is systematically managed to maintain the competence of the organization. It is in this regard that TQM, QMS and IQMS refer to Quality Assurance Practices in any organization that is geared to effective and efficient client relations. / Teacher Education / D.Ed. (Education Management)
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Die gebruik van die internet as faset van 'n multimodus onderwysbenadering by Technikon PretoriaVan der Merwe, Herman Johan January 2001 (has links)
Text in Afrikaans, abstract in Afrikaans and English / Verskeie tegnologiese ontwikkelings het die afgelope eeu plaasgevind, maar die
meeste daarvan het weinig of 'n minimale invloed op hoer onderwys gehad. Daar is
baie gespekuleer dat die tegnologie die slaagsyfer en die retensie van studente
sal verhoog, maar tot nou toe was dit nie die geval nie. Waar het die tegnologie
gefaal, of het die tegnologie nie gefaal nie, maar die onderwysmodel? Hierdie is
van die vrae waarop in hierdie studie gefokus word. Riegelman, Povat, Ott en Piemme (1985:279) stel dit dat kennis elke 3 - 5 jaar
verdubbel en dat die tyd verby is dat dosente slegs uitdelers van kennis kan wees.
Die hedendaagse student behoort daarom begelei te word om self kennis binne 'n
bree raamwerk te vind, en dit kom daarop neer dat die onderwysmodel van
hoeronderwysinstellings om vernuwing vra. Die tradisionele dosentgesentreerde
onderrigbenadering moet plek maak vir 'n meer studentgesentreerde
leerbenadering. Die probleem is egter dat daar tans nog geen riglyne [of model]
bestaan vir die gebruik van byvoorbeeld die internet binne so 'n nuwe onderwysbenadering
nie. Hierdie studie is daarop gefokus om 'n didakties-verantwoordbare model [riglyne],
vir die gebruik van die internet binne 'n multimodus-onderwysbenadering daar te
stel, aangesien daar tans nie so 'n model by die Technikon is nie. Hierdie model
en riglyne behoort die dosent as onderrig-leerbestuurder in staat te stel om 'n
multimodus onderrig-leerprogram te beplan, te ontwikkel, te implementeer en te
evalueer.
Voordat enige didaktiese model of riglyne egter ontwikkel kan word, is dit
noodsaaklik dat vasgestel word vanuit watter vertrekpunt die ontwerp gedoen
moet word. Ten einde tot 'n gefundeerde vertrekpunt te kom, is 'n omvangryke
literatuurstudie van plaaslike en oorsese publikasies en persoonlike onderhoude
en besoeke aan kundiges plaaslik en internasionaal onderneem. Sodoende is 'n insiggewende oorsig verkry van wat reeds gedoen is om die
probleem, wat in die vorige paragraaf beskryf is, te hanteer.
Die navorsing vir die ontwikkeling van die model [didaktiese riglyne] is deur 'n
driejaarlange institusionele ondersoek voorafgegaan, waartydens tendense,
behoeftes en persepsies op 'n institusionele forum onder voorsitterskap van die
navorser, naamlik die TLTR [Teachning, Learning and Technology Roundtable]
gedebatteer is. Die verslag van hierdie ondersoek word in ses hoofstukke verdeel en
verteenwoordig die probleme wat deur die TLTR ge"identifiseer is en wat die
fondament [kern] vorm waarop die model en riglyne gebaseer is.
Die vrae is soos volg:
• Wie is die Technikon Pretoria en hoe word daar tans aan die Technikon
onderrig?
• Wie is die Technikon se klient(e) en wat is hulle behoeftes? [Hoe leer hulle
en hoe wil hulle bedien word?]
• Hoe kan die akademici van die Technikon, die tegnologie gebruik om hulle
taak te vergemaklik en die studente effektief te onderrig sonder om kwaliteit
in te boet? [Watter onderrig-leergeleenthede bestaan?] Hierdie model is deur 106 dosente en 437 studente geevalueer om:
• die houding van die dosent teenoor die voorgestelde model te bepaal;
• die dosent se persepsie van die verskille tussen aanlyn- en
kontakonderwysbestuur vas te stel; en • te bepaal of daar enige verskille in die leerervaring(s) van studente bestaan
wat onderrig deur middel van 'n internetondersteunde program ontvang, en
studente wat 'n kontakprogram ontvang.
Laastens is aandag aan 'n aantal verbandhoudende bevindings en aanbevelings
wat uit die studie voortvloei, geskenk. Hierdie aspekte het aanleiding tot
aanbevelings vir toekomstige navorsing binne die veld gegee. / Various technological developments have taken place in the last century, but most
of them had very little or a minimal influence on higher education. It has often been
speculated that technology would increase the pass mark and retention of
students, but to date that has not happened. Where has technology failed? Or is it
not technology that has failed, but, rather, the educational model? These
questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles
every three to five years and that lecturers can no longer be mere disseminators of
knowledge. Therefore, the present-day student should be guided to find
knowledge him- or herself within a broad framework. This means that the
educational model of higher education institutions needs to be renewed. The
traditional lecturer-centred teaching approach should give way to a more student centred
learning approach. However, the problem is that there are not yet
guidelines [or a model] for the use of, for example, the Internet in such a new
educational approach. In this study, the focus is on the creation of a didactically justifiable model
[guidelines] for the use of the Internet in a multi-mode educational approach, since
the Technikon currently does not have such a model. This model and these
guidelines should enable the lecturer, as the teaching-learning manager, to plan,
develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to
determine the starting point from which the design should be done. In order to arrive
at a well-founded starting point, a comprehensive literature study of local and
international publications was undertaken, personal interviews were conducted and
specialists locally and abroad were visited. In this manner, an illuminating overview
was obtained of that which has already been done to deal with the set problem, as
described in the previous paragraph. The research for the development of the model (didactic guidelines) was preceded by
a three-year institutional study, in the course of which trends, needs and perceptions
were debated at an institutional forum chaired by the researcher, namely, the TLTR
[Teaching, Learning and Technology Roundtable). The report on this study is divided into six chapters and represent the problems
identified by the TLTR, which form the foundation [core] on which the model and
guidelines are based.
The questions are as follows:
• Who are we and how do we currently execute our core task? [How do we
teach?]
• Who are our clients and what are their needs? [How do they learn and how
do they wish to be served?] • How could we use technology to facilitate our task and teach our students
effectively without sacrificing quality? [What teaching-learning opportunities
are there?]
The theoretical study that provides the answers to the above questions is embodied
in a model [guidelines] for the use of the Internet within a multi-mode educational
approach. This model is then evaluated by 106 lecturers and 437 students to:
• Determine the lecturer's attitude to the proposed model,
• determine the lecturer's perception of the differences between on-line and
contact instruction management, and
• determine whether there are any differences in the learning experience(s)
of students who receive instruction by means of an Internet-supported
programme and students who receive contact instruction.
Lastly, attention is given to a number of related findings and recommendations that
flow forth from the study. These aspects also lead to recommendations on future
research in this field. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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Transforming education: the role of epistemologyVan Niekerk, Magdalena Petronella 11 1900 (has links)
Current socio-cultural and technological changes world-wide and their epistemological
consequences in educational discourse form the study's backdrop. It is hypothesised that
changes in our surroundings, globally and locally are inevitable. To make sense of evolving
realities, our conceptual schemes should change. The latter problematic was investigated as
part of analytic-philosophical research within the qualitative paradigm. This comprises an
extensive literature study, disciplined subjectivity and consistent argumentation. A small scale
document analysis of selected study material was conducted to ascertain the prevalent
epistemology in the local context, the Faculty of Education, Unisa. Major findings emerged:
In the field of Education, particularly in an Afrikaner research tradition, an essentialist and
foundationalis! epistemology has prevailed. The latter assumptions of knowledge are typical
of the Enlightenment paradigm and a Newtonian worldview. Furthermore these views were
exacerbated by the academic isolation of the apartheid years and the limitations posed by
distance education. Lecturers are often impoverished by their unfamiliarity with their students' life worlds, and a lack of exposure to the Other or 'difference'. A close link" between epistemology and the ability and willingness to participate in transformation processes exists. A transformed educational discourse is essential and should be reflected in a living educational theory, whereby assumptions of knowledge should exhibit integrity and wholeness. A relational ontology and a participatory worldview replace e substantialist
ontology and a correspondence theory of tru!h.
Assumptions of knowledge require ongoing contestation, whilst thinking modes and
metaphors of an emerging paradigm can facilitate conceptual transformation in a postmodern,
postindustrial world. Complexity theory yields alternative metaphors and modes of thinking conducive to a dynamic surrounding. Mechanistic metaphors should be replaced by an organic and dynamic discourse. A position, wherein humankind is regarded as 'opposite' of
the world, is no longer useful. The metaphor of the hologram is appropriate. Emphasis is
given to wholeness and ethical responsibility instead of prediction and control which led to
the earth's exploitation. Scientific certainty gives way to nonlinearity and unpredictability
within boundaries of patterns. Simultaneously this creates hope, because small inputs can
eventually make a difference to an interconnected world. / Comparative Education / D. Ed. (Comparative Education)
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A teacher collective as a professional development approach to promote foundation phase mathematics teachingHlam, Thandiwe Lillian January 2017 (has links)
This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
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The progression of women to senior management positions at a South African University in the Western CapeKayi, Nolusindiso January 2013 (has links)
Dissertation submitted in partial fulfilment of the requirements for the degree
Master of Technology: Business Administration
in the Faculty of Business
at the Cape Peninsula University of Technology, 2013 / In this research study, emphasis is placed on the progression of women to senior
management positions in higher education.
The main purpose was to determine whether there were any barriers that women
experienced in progressing to senior management positions in higher education. This study
specifically focused on a South African university in the Western Cape.
Normative criteria, which were derived from the literature survey included relevant books,
academic journal articles, legislation, policy directives, conference papers and the Internet in
order to extract relevant standards against which current practices could be measured. The
themes in the literature search for this study included organisational barriers that women
might have experienced in their places of work, gender stereotypes, organisational or
institutional cultures, and the importance of career planning. The South African labour
legislation was explored in terms of providing a framework for the transformation of the
workplace with regard to equity and skills development.
The data was submitted for professional statistical analysis, which was predetermined in
collaboration with a registered statistician. A questionnaire was designed by using the Likert
Scale, and was submitted to the registered statistician for analysis.
The results of this study showed that, firstly, in most instances, men and women had different
views of the current situation; that the institution had made strides in terms of transformation,
but that emphasis should still be placed on gender equity.
The research study provides evidence that women might still be facing barriers, whether
hidden or not, in order to progress to senior management positions in higher education. The
researcher has provided recommendations that could assist the institution in this respect.
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Evaluation criteria for selected administrative and support systems in South African higher education institutionsWeideman, Renee January 2008 (has links)
Dissertation prepared in fulfilment of the requirements for the degree of
Magister Technologiae (Quality)
CAPE PENINSULA UNIVERSITY OF
TECHNOLOGY
2008 / The aim of this research is to identify criteria for the evaluation of support systems applicable to
public higher education institutions from a limited international and national perspective. The
objectives of the research are to identify the criteria available from existing and related fields
through a literature review and to validate the evaluation criteria using an empirical study.
The existing literature describes the relevant academic processes, but very little has been written on
criteria for evaluating support systems. The research for this study attempts to address this
deficiency. The criteria from the Coetzee Model were used as a basis for this research and other
models in the existing literature were also referred to, including the Baldrige National Quality
Program for Education Criteria, ISO 9001:2000, European Foundation Quality Model and the
South African Excellence Model. This research also draws on information deemed important by the
Higher Education Quality Committee and the South African Qualifications Authority.
Both qualitative and quantitative data collection methods were used in the investigation. The
research instruments used included questionnaires and interviews. Questionnaires were distributed
to all public universities, universities of technology, and one technikon in South Africa. The results
of the study revealed that most respondents agreed with the generic criteria against which units
should be evaluated; namely “leadership”, “strategic goals and performance indicators”, “resourcing
and funding”, “policies and procedures” and “self-evaluation guidelines”. Statistical analysis was
done on the criteria.
The two main findings of the research showed that the first five generic criteria were valid and
reliable and that there was good internal consistency among the items in each of these criteria,
which confirms that the results were valid.
It is recommended that for future research, the study should be expanded to support units in higher
education not included in this study. The suitability of generic criteria and the development of
further specific criteria should be determined. Quality-related arrangements for community
engagement, where appropriate, should be adequately resourced and monitored for each unit.
Once evaluations and surveys have been conducted on support units using the criteria, the process
of benchmarking should be used for preventing potential problems and improving results.
KEYWORDS
Administration, audit, core processes, criteria, customer, evaluation, higher education, key
performance indicators, principles, quality, support processes, systems
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Syntony applied to Cape Technikon student recruitmentMyers, Mary Magdalene January 2001 (has links)
Thesis (MTech(Public relations management))--Cape Technikon, Cape Town, 2001 / The pressing need at tertiary institutions in South Africa and, it is
believed internationally, is to apply creative ways of recruiting students. The
purpose of this research was to explore the effectiveness of social messaging
in a multimedia recruitment tool designed for secondary school learners being
recruited at a technikon in the greater Cape Town area. The proposed
research was not designed to evaluate current recruitment methods, but
rather to investigate the potential of an altemative method to recruit both the
traditional and nontraditional student at a tertiary institution.
A sample of five schools in the Cape Town Metropolitan area were
used for this study.These schools represented a cultural and academic mix,
looking at learners from both advantaged and disadvantaged backgrounds.
The method used for this research was firstly a presentation of the CD-ROM
at the Media Laboratory in the then School of Management, Cape Technikon,
which was followed by focus group interviews two weeks later at the same
schools.
An interactive CD-ROM - The Cape Technikon - Tools to empower
your future was created to recruit a multicultural student population, but more
specifically to recruit the traditional and nontraditional student to the Cape
Technikon. The CD-ROM, being both educational and entertaining, addressed
aspects of creating a bond, an affiliation between the student and the
institution and to enhance the notion of observational learning through role
models in order to encourage decision-making.
The data was codified according to the various categories of the
Syntony Filter Matrix Grid. The results suggest that there is a need for student
recruitment to be conducted sensitively, taking cognisance of cultural
backgrounds and identities, mother tongue, and role modeling. The notion of
syntony ought to play an important role in student recruitment at the Cape
Technikon.
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Teaching strategies utilized by non-special education teachers in inclusive further education and training classroomsVan Staden, Shauwn Quinton January 2010 (has links)
Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010 / The Policy Document, Education White Paper 6 (Department of
Education, 2001) states that all learners irrespective of
their barriers to learning and development, have a right to
be educated in ordinary schools, together with their peers.
The inclusion of learners who are deaf/hearing impaired in
mainstream Further Education and Training (FET) classrooms
means that these learners are no longer being taught by
special educators who are trained to cater for their
special needs. In this study the learners are taught in
regular classrooms by non-special education subject
teachers who have had no formal training in how to teach
learners with special needs specifically learners who are
deaf/hearing impaired.
A qualitative exploratory design with multiple methods for
data collection (questionnaires, informal discussions, nonparticipant
classroom observations and video footage) was
employed in this study. A non-random purposive sampling
which consisted of three non-special education subject
teachers who teach two learners who are deaf/hearing
impaired in the Further Education and Training phase at two
mainstream educational institutions participated in the
research.
The aim of this study was to explore the kind of strategies
these teachers use when they mediate learning in classrooms
where there are deaf/hearing impaired learners. The study
has indicated that while the educators might express a lack
of confidence in their abilities, they do cater for the
needs of deaf/hearing impaired learners who experience
barriers to learning albeit in different ways.
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Multi-grade rural schools intervention in the West Coast Winelands EMDC : a case studyBoonzaaier, Petrus Johannes Visser January 2008 (has links)
Thesis (DTech (Education))--Cape Peninsula University of Technology, 2008. / Multi-grade teaching is a worldwide phenomenon. Meeting the basic needs of rural
people in developing countries is a major challenge to achieve the Millennium
Development Goals of the Education for All programmes. Situation analyses carried
out by Little (1995, 2001, 2003, 2004 and 2005), Juvane (2005), Taylor and Mulhalll
(1997) and Atchoarena and Gasperini (2003) indicate that multi-grade schools are
common in impoverished, low population settlements such as remote areas and small
villages. Researchers like Berry (2001), Pratt (1986) and Bryk (1994) report evidence
that multi-grade schools can be positive places for learners and teachers. Observations
done by Rao (2004), McGinn (1996) and McEwan and Benveniste (2001) show that
successful models of multi-grade teaching already exist. Examples of addressing the
isolation of multi-grade settings are found in Finland and Greece, where ICT is utilized
to address this challenge. The "active" pedagogy which researchers like Little (1995, 2003 and 2005), Juvane
(2005), Miller (1999) and McEwan and Benveniste (2001) promote for multigrade
schools expects teachers to guide activities to be completed, and allows for free
activities, which require application of the knowledge gained. It also involves creative
exploration and application of regional-specific knowledge and relies upon learners to
acquire and construct knowledge for themselves, guided by the teacher. Atchoarena
and Gasperini (2005:6) believe in an integrated learning concept which bases its focus
on the notion that effective learning is not limited to the classroom, but that, through
use of community resources the curricula can "come alive."The "active" pedagogy and
the expected participation of communities in the teaching and learning process should
not only be for the benefit of the multi-grade class but should also be applicable to
teaching and learning in mono-grade classes. This contributes to Bingham's (1995:6)
view that a natural community of learners is inclusive of experiences outside school
boundaries in the larger world. According to the Ministerial Committee on Rural Education (2005:12), South Africa's
first ten years of democracy, are after 1994, characterized by an overwhelming
commitment to equality, to treat everyone in the same way no matter what his or her
differences are. Hence, the management and funding of rural schools are similar to the
principles and formulas of those of urban schools. So too, curriculum and pedagogies
of rural schooling are planned to be the same as those found in rural settings. Emerging Voices (2205:12) and Joubert (2005:3) agree that rural education has to
provide the means to enable generations to break out of the recurring cycle of unskilled
labour and resultant poverty. State education must deliver learners who are able to
read, write and are numerate and furthermore deliver trained teachers for the multigrade
Irural school system.
In the literacy reviewed, it is clear that curricula, learning materials, teacher education
and assessment are necessary components of an integrated strategy for learning and
teaching in multi-grade settings. Surrounding these strategies is the need for national
policies for curriculums, materials, teacher education and assessment that recognize,
legitimate and support learners and teachers in multi-grade settings. The researcher
identified two interventions, which addressed the above mentioned multi-grade
phenomenon in South Africa, namely the Kgatelopele project of the Limpopo Education
Department launched in 2000 and the Multi-grade Rural School Intervention (MGRSI)
in the Western Cape Province launched in 2001.
Both these interventions focused on the needs of multi-grade schools, and ways to
address those needs. The MGRSI was structured according to a logic model, which
provided the objectives of the intervention and the strategy, which it intended to follow
in order to reach the stated outcomes. This study provided the opportunity to do a case
study, which revealed the successes and the challenges of the intervention
implemented from 2001 to 2006.
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An approach to the improvement of the registration process at a University of TechnologyArderne, Russel John January 2008 (has links)
Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2008. / When prospective students decide to register at a university, their first encounter
with university life will be the Registration Department. Should the process be
inefficient without much regard for the personal wellbeing of the prospective
student, it will leave a lasting impression on the student, and more often than not
serve as an indication of the manner in which he or she would be treated in the
future at the university.
With the need for the Cape Peninsula University of Technology to attract top
grade students, the institution needs to improve their registration process. This
study attempts to measure students and staff attitudes and perception of the
registration process, explore the different processes involved during registration
and application, and investigate the different technologies available to improve
these processes.
This research attempts furthermore to determine what processes could be put into
place to assure that Academics and the Administration Department works together
to achieve a mutually beneficial database that could be used to the benefit of the
students and the institution alike. This database should be accessed from any
computer on the different campuses and be user friendly, to maximise the
efficiency and throughput.
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