Spelling suggestions: "subject:"educationization inn south africa."" "subject:"educationization inn south affrica.""
481 |
The effect of the research component of the South African higher education subsidy formula on knowledge production: 2001 - 2006Madue, Stephens Mpedi 06 1900 (has links)
Government policies on subsidising higher education institutions may have a direct impact on the behaviour of researchers and managers respectively. Therefore, this thesis looks for clues on how higher education institutions respond to the government funding policies, with special reference to the New Funding Framework (NFF) introduced in South Africa in 2001. The funding framework specified that research funding would be determined only on the basis of research output. The NFF puts emphasis on the number of publications produced by higher education institutions per annum to determine their subsidy amounts. Governments use quantitative formulas to allocate research funds to higher education institutions based on their production of output. The current South African funding framework is arguably consistent with some international suggestions of the role that government funding can play in the implementation of national higher policies.
This thesis uses higher education research output as a measure of knowledge production. As such, the thesis was set out to determine the effects that the research subsidy component of the NFF might have had on South African public higher education institutions‟ knowledge production between 2001 and 2006. The thesis argues that the subsidy component of the NFF has had positive effects on the knowledge production of South African public higher education institutions (HEIs). An empirical analysis of the output trends of South African HEIs for the period under review has shown a steady increase, more especially from 2003. The thesis attributes the new trend in higher education research output to the successful implementation of the NFF. It is thus concluded that considering the output trends of the period under review, the implementation of the NFF is yielding positive effects towards achieving its intended goal of increasing research output of South African public HEIs. / Public Administration and Management / D. Admin. (Public Administration)
|
482 |
The management of OBE teacher training in the Northern ProvinceMokgaphame, Peter Mopai 01 January 2002 (has links)
The purpose of this study was to investigate the way in which OBE teacher training in
the Northern Province is being managed, particularly in Region 4. The study also
aimed to contribute in providing information about how the Provincial office of the
Northern Province is managing OBE teacher training.
The literature review covered both materials in the Provincial, National and other
countries. The study's research methodology was qualitative, which includes
interviews, observation and case study based. Interviews were scheduled with
Provincial, Regional, District Dept officials, Educators and Principals.
The study has revealed that Region 4 cannot manage the implementation of OBE
teacher training properly and effectively due to constrains such as lack of transport,
insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)
|
483 |
The integration of the environmental awareness issues in the teaching of life-sciences in the Further Education and Training (FET) band: a case study of the experiences of the Grade 10 educators in the Temba school districtTeane, Florah Moleko 30 November 2007 (has links)
The purpose of this study was to establish whether educators of Grade 10 integrate environmental awareness issues in the teaching of the Life Sciences learning area as prescribed by the National Curriculum Statement (NCS).
Related literature was reviewed on the changing curriculum in South Africa (NCS) as well as Environmental education to place in context the problem of the study, namely to figure out whether educators do integrate environmental awareness in the teaching of Life-Sciences learning area.
A qualitative methodology research was used. School principals and educators were selected to participate in the research.
The findings of the research showed that educators did not integrate environmental awareness in the teaching of Life sciences learning area. Respondents suggested that educators need to be retrained so that they could implement the principles of NCS effectively. / Educational Studies / M.Ed. (Specialization in Curriculum Studies)
|
484 |
Constructing programs, how children with Attention Deficit Hyperactivity Disorder (ADHD) learn to programPilkington, Colin Leon 30 November 2007 (has links)
Many learners find the study of introductory computer programming difficult. This is
also true of children with attention deficit hyperactivity disorder (ADHD), and we need
an improved understanding of how they learn programming. After reviewing the
constructivist approach to teaching and learning and investigating ADHD, this study
explored strategies for constructive learning of introductory programming. The aim
was to evaluate the effectiveness of the Karplus learning cycle to teach introductory
programming. This was done through qualitative research from an interpretive
perspective. Action research techniques were employed and data analysed using
grounded theory methods. Four major constructivist teaching categories emerged,
all of which support the use of the Karplus cycle. It is concluded that the three-phase
Karplus cycle can be used to assist these learners learn introductory programming.
However, it needs to be understood more broadly and the middle phase broken into
two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)
|
485 |
Misconceptions of the limit concept in a Mathematics course for Engineering studentsJordaan, Tertia 28 February 2005 (has links)
In this investigation an attempt was made to determine the misconceptions that engineering students have of the idea of a limit. A comprehensive literature study showed that there are a number of common misconceptions that students normally form. The empirical investigation was done in two phases. A questionnaire on the idea of a limit was given to the students during the first phase. During the second phase six interviews were conducted. The findings were grouped according to the nature of a limit and students' views on the relationship between the continuity of a function at a point and the limit at that point. An analysis of these findings led to the identification of the misconceptions that these students have of the idea of a limit. / In hierdie ondersoek is gepoog om die wanbegrippe wat
ingenieursstudente van die limietbegrip vorm, bloot te stel. 'n
Omvattende literatuurstudie het 'n aantal algemene wanbegrippe aan
die lig gebring. Die empiriese ondersoek het in twee fases plaasgevind.
Tydens die eerste fase is 'n vraelys aan die studente gegee in 'n poging
om meer te wete te kom van hulle begrip van 'n limiet. Die vraelys is
opgevolg deur ses onderhoude. Die responsies is gegroepeer in terme
van die aard van 'n limiet en studente se sienings van die kontinuiteit
van 'n funksie by 'n punt en die limiet by daardie punt. Die analisering
van hierdie responsies het die identifisering van 'n aantal wanbegrippe
by hierdie groep studente moontlik gemaak. / Educational Studies / M.Ed. (with specialisation in Mathematics Education)
|
486 |
Kind se belewenis van remediering binne die skoolmilieuGrundlingh, Melvena Heleen 11 1900 (has links)
Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die
middelkinderjare met leerprobleme se belewenis van remediëring binne die
skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is
bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van
‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en
konsultasie met kundiges die kind in die middelkinderjare met leerprobleme
wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie
studie gedefinieer het. Semi-gestruktureerde onderhoude is met die
deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en
aanbevelings gemaak is na aanleiding van die deelnemers se belewenis.
Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en
met bestaande literatuur geverifieer. Tydens die bespreking van die data is
daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n
kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis
te deel. / During this research, the aim was to explore and describe the experiences of
remedial education within the school milieu of the child in middle childhood
with learning problems. In order to reach the required goal, a number of
objectives were set. The objectives included conceptualising a theoretical
framework by means of a literature study and consultation with experts in
order to define the child in middle childhood with learning difficulties that
receives remedial education within the school milieu. Semi-structured
interviews with participants were conducted, whereupon data were analysed
and conclusions and recommendations were made according to the
participants’ experiences.
Main themes, sub-themes and categories were identified in the transcriptions
and were verified with existing literature. During the discussion of data the
aim was not to generalise the findings, as it was a qualitative study and each
participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work
|
487 |
An exploratory study of how creativity in adult learners can be facilitated in higher education in Gauteng ProvenceWilmot, Anais 12 1900 (has links)
The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity.
The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)
|
488 |
The role of school management teams in cultivating moral purpose in Limpopo secondary schoolsRamalepe, Matome Liphy 08 1900 (has links)
In the twenty-first century, many educational systems are embracing a new paradigm of educational management that utilises team management in schools. The democratic nature of this notion in South Africa involves the use of School Management Teams (SMTs). Reflecting on this movement, this research explored the capacity of these SMTs to cultivate moral purpose in six purposively sampled schools in Limpopo Province. The data collection methods included a series of semi-structured interviews with SMT members, examination of relevant documents, and scheduled observations. The data from the interviews was transcribed manually and this, together with document analysis and scheduled observations, was analysed in three interrelated stages using the four research questions as guides (Miles & Huberman, 1994).
The research highlighted that the moral purpose is a relatively new concept to the majority of SMTs. Only a few school managers presented explicit references to the notion, perceiving it as a “compelling moral imperative” or “moral goal of achievement” or “whole-school vision for academic success” or simply “respect”. Notwithstanding the different perceptions, this moral purpose is directed towards raising the level of learner achievement and it is realised when the SMTs articulate the values of commitment, discipline and responsibility. The SMTs members affirmed their commitment to various aspects of instructional leadership. Furthermore, teamwork exemplified in participative decision-making was highlighted as a notion that enhances learner achievement. The findings also affirmed the opportunities that shared leadership offered schools to share moral purpose.
However, the findings also enumerate lack of parent involvement, learners discipline, and teachers’ lack of commitment to moral purpose as crucial factors that inhibit the sharing of moral purpose in schools. The two critical responsibilities accepted by the SMTs to address the constraints of sharing moral purpose are highlighted as consulting with legitimate stakeholders and reinforcing policy in the schools. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Educational Leadership and Management)
|
489 |
Assessment and automatic progression of learners in the foundation phaseMoime, Winnifred Motsei. January 2001 (has links)
Thesis (masters)--University of South Africa, 2001.
|
490 |
An investigation into the pedagogically accountable implementation of authority in Tsonga secondary schoolsBaloyi, Rhandi May 06 1900 (has links)
No doubt can exist that discipline and authority in Black schools, including Tsonga secondary schools, is at present undergoing a very difficult period. One crisis follows another and there are constant threats of boycotts and violence, threats which only too often become reality. This dissertation is an attempt at revealing the possible causes for this problem, by means of a phenomenological investigation into those essentials which are preconditions for the implementation of pedagogically accountable authority. The concept of authority, with special reference to Tsonga traditions and the place and role of members of the tribe and family, in enforcing authority, are examined. Guidance, assistance, acceptance, and the essential components of the relationship structure are given attention. As the dissertation is concerned with the school situation, the teacher's person, personality and
his training also received attention. Recommendations for further study and possible ways to alleviate the
situation, are suggested. / Educational Studies / M. Ed. (Fundamental Pedagogics)
|
Page generated in 0.103 seconds