Text in Afrikaans / A labour market-oriented curriculum component for grade 7 - 9 learners in the existing education curriculum for South Africa could be achieved on the basis of an analysis and synthesis of various curricula by using curriculum components. The aim of the study is to reveal the essence of curriculation in order to bring the outcomes in the curriculum in line with the labour market needs of South Africa. An appropriate educational curriculum should not only address the high unemployment rate in South Africa, but should also bring about improvements in teaching practice as well as set standards that will be comparable both nationally and internationally. An analysis of different curricula shows clearly that various relevant theories can lead to the development of a curriculum component. These theories are not necessarily contradictory, but rather attempt to reveal the essentials for teaching and training. An analysis of the definitions of curricula gives an indication of the teaching possibilities of an appropriate labour market-oriented educational curriculum, whereby such a curriculum can be integrated in a sensible way with teaching practice by using the curriculum components. This theoretical consideration of different theories, curriculum components and teaching models has found a practical expression in a teaching labour market-oriented curriculum component that could possibly address current teaching and unemployment labour problems in South Africa. / Educational Studies / D. Ed. (Didactics)

An exploratory, descriptive design in the phenomenological approach was used to describe and explore how student tutors' experienced the process of evaluation of their clinical teaching in a specific distance-learning programme. The researcher conducted a tape-recorded focus group interview with seven participants who voluntarily agreed to participate. After transcription, the data was analysed using Tesch's (1992:92) method of analysis to code the data into themes in order to identify commonalities. The findings of this study indicated that participants experienced the evaluation process positively and negatively. The negative experiences included difficulty in obtaining access to evaluators, practica facilities, and inconsistencies of evaluators. Recommendations were made for improving evaluation of teaching skills of student tutors in this distance programme. / Health Studies / M. A. (Health Studies)

The main purpose of this research is to establish whether ICT models as implemented in distance education do help to render desirable results (increment in throughput, meeting clientele expectations, and reduction in learner drop-outs). If it is not the case, what could be done to overcome the established hindrance? The researcher employed programme evaluation (PE) which integrates both the positivistic and phenomenological aspects of research. The samples were drawn from the population group through probability and non-probability techniques. Different research strategies within PE such as discovery, inspection and auditing were at first employed to gauge the physical presence of what is being achieved by Unisa through use of myUnisa & DVC; followed by the use of the surveys (personal interviews, administered questionnaires, focus group interviews). The ultimate outcomes of the said research activities are audiovisual recordings, statistically analysed transcripts and questionnaire data. The researcher employed the following key questions in grappling with issues in this area; their findings are also given: i. Does the application of ICTs facilitate and enhance flexible learning at Unisa? With reference to flexible delivery as it relates to aspect of teaching and learning in Engineering, it has been established that minimal use is made of ICTs. Are the technologies correctly applied for teaching and learning? Based on the evidence of research findings it has been established that technology application is mainly used for administrative support rather than for teaching and learning. iii. Do the instructional design and technological applications meet the needs of their users? As matters stand, the study suggests that users' expectations through rating their perceptions and attitudes (academics, tutors, instructional designers, multimedia developers and learners), are far from being met (as all the critical parts of the models are not yet in place regarding the Engineering and other departments). According to the main finding, while there is some evidence of efforts aimed at proper implementation, underutilisation of the ICTs appears to be the main problem, as established at Unisa and elsewhere. The research is concluded through a number of recommendations based on the established findings. / Educational Studies / (D. Ed. (Curriculum Studies))

A CPD model for the University of Technology lecturers is designed in this study. The focus of the CPD model is on teaching as a predominant feature of the Lecturers‟ functions. Literature review on the nature, historic developments and the mandate of former Technikons in South Africa is conducted. A comparative analysis of University of Technology education systems in five other countries is conducted. Research was then conducted to establish the status of Lecturers‟ CPD in former Technikons. Data obtained from literature and the research project was used to design a CPD model for University of Technology Lecturers. Interviews were subsequently conducted with CPD practitioners in Universities of Technology to obtain opinions on the model. A survey was conducted to obtain Lecturers‟ opinions on the aspects of the model. Data obtained was then used to modify the model. / Educational Studies / M. Ed. (Educational Management)

Mergers and incorporations are relatively new phenomena in the South African higher education landscape. The unbundling of Vista University, and the subsequent incorporation ofVUDEC into the merger between Unisa and TSA, posed a major challenge to all affected employees. This thesis focuses on how these employees experienced the various stages of the incorporation process. A social construction of inner and outer voices heard, shared, and read during the different phases of the incorporation process attempts to describe how to conserve the self in a merger. The aim of the thesis is to build towards a framework for dealing with the human aspect during institutional mergers and incorporations. The thesis consists of a prologue, a series of four manuscripts that report on the experiences of employees during the different phases of the merger process, and an epilogue. Each manuscript focuses on a specific phase or aspect of the incorporation process, with its own research focus, aims, and methodology. The first two manuscripts reflect on the pre-merger phase. The first manuscript reports on employees' preparation for the incorporation. Following a social constructionist grounded theory approach, four participating employees gained the opportunity to reflect on their own experiences of well-being during the pre-merger phase. The manuscript also reports on a wellness development workshop, attended by 35 representatives from various departments and units of Vista University during the pre-merger phase. The second manuscript reports on how employees embraced the VUDEC institutional culture. A case study approach was selected for semi-structured interviews with 17 participants from governance, academic and administrative departments, and post-graduate programmes. By means of content analysis, the institutional culture ofVUDEC was captured on the eve of the incorporation into Unisa. The third manuscript focuses on employees' experiences of the four-year transition and implementation phases of the incorporation. This manuscript follows a social identity approach, and through thematic analysis, reports on how 24 participants experienced the four-year implementation of the incorporation process. The fourth manuscript provides an overview of the human side of mergers as depicted in both national and international literature. The aim is to position the current longitudinal investigation and its findings in the broader higher education landscape, and a survival kit for conserving the self in a merger is proposed. / Psychology / D. Litt. et Phil. (Psychology)

There has been a significant increase in immigrant learners in South African schools. This research study captures the experiences of immigrant learners in selected inner city schools of Johannesburg. The May 2008 xenophobic violence prompted the researcher to investigate the extent of xenophobia. A survey of immigrant learners, South African learners and educators was conducted by means of interviews that allowed the research participants to express their feelings and experiences regarding the phenomenon of xenophobia. The result of the study revealed that immigrant learners do experience xenophobia in various forms by South African learners and, in some cases, educators as well. Immigrant learners were predominantly exposed to prejudice and xenophobic comments. They perceived South Africa as positive, giving them hope and opportunities. This research provided a baseline for more extensive research into this phenomenon. / Thesis (M. Ed. (Guidance and Counselling)

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)

The implementation of the South African Schools Act (Act 84 of 1996) has placed additional financial management responsibilities on school principals and school governing bodies. Financial management has created several challenges for school principals and members of school governing bodies who do not have the necessary financial knowledge, skill and expertise to perform this function. This research was undertaken primarily to determine how principals and members of school governing bodies, in public primary schools, implement financial policy. The research is supported by a detailed literature study covering financial policy, the budget process, approaches to budgeting, the advantages of a budget system and requirements for effective financial control. In order to determine the financial management practices at public primary schools a questionnaire was designed and administered amongst twenty five public primary schools in the Ekurhuleni South District of the Gauteng Department of Education. The findings suggest that there is a need for schools to communicate resolutions adopted at parents’ meetings and other consultative procedures to parents of learners and in this way ensure the dissemination of pertinent information. There is a need for early intervention by schools concerning outstanding school fees to prevent the exacerbation of the problem. Educational institutions should prepare their budgets on the basis of their main objectives and policies in order to ensure an efficient allocation of funds. / Education / M. Ed. (Education Management)

South Africa began with the ‘no-fee’ school policy (NFSP) implementation on 01 January 2007. The policy abolished mandatory school fees in public ordinary schools to make basic education available to poor learners in the country. However, critics argued that the NFSP implementation made poor schools poorer and needed researched. This prompted an exploration on “No-fee schools’ inability to address the needs of the poor in Limpopo” The researcher randomly sampled ten ‘no-fee’ primary schools for the study. Data were collected through semi-structured interviews and documentation. Interviewees were principals, treasurers and chairpersons of school governing bodies from the schools studied. The collected data were analysed through inductive techniques. The study discovered that the no-fee schools were unable to address the needs of the poor in Limpopo. The study concluded with recommendations for empowering no-fee schools on addressing the needs of the poor in Limpopo and for topics on future research. / Thesis (M. Ed. (Educational Management))

South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South African education to acknowledge all learners without discrimination and to create equal opportunities for all learners. A close look was taken at support in inclusive education within the South African context. It touched on models contributing to the development of a learner, followed by a retrospection of the history that gave way to inclusive education in South Africa. International trends were also considered. The question investigated was: Are the necessary support systems in place in Gauteng’s government primary schools, to provide the necessary support to learners who experience barriers to learning within the inclusive education system, and do they function optimally? In order to answer this question data was collected by means of a self-administered questionnaire completed by principals of Gauteng government’s primary schools. Some of the following aspects were the focus of the questionnaire in this study: barriers to learning that prevail the most are the type of specialist help available to the schools; the role of special schools as specialist reference; the attitudes of parents, teachers, specialists, therapists and teacher aids as well as the accessibility of specialised assistance to government schools. Questions also focussed on training, as well as support provided by institutional and district support teams.The most significant findings of the study include the the fact that classrooms are overcrowded. The most common barriers to learning are Attention Deficit (Hyperactivity) Disorder and emotional disability instability linked to family problems. A cause for concern is the fact that 82% of the respondents are teaching between 20 and 60 learners experiencing barriers to learning. The institutional level support teams were functioning effectively, but the district support teams did not function adequately. Special schools as resource centers are not used and utilized sufficiently by Gauteng’s government primary schools. The findings show that policies within schools need to be revised to accommodate the learner who experiences barriers to learning. Observation proved that most of Gauteng government primary schools are gradually on the road to implementing inclusive education supported by support systems successfully. / Further Teacher Education / D. ed.