No description available.

No description available.

The recognition by societies of the problems caused by deafness and hearing impairment has led to a significant increase in the need for audiologists. Additionally, the rapid development of audiology in the last few decades, a wide diversity of audiology education programs, and increased globalisation highlighted the need to evaluate current audiology education and practice from an international perspective. A major aim of this thesis was therefore to study comparative audiology, to allow systematic analysis of what hearing health care is needed worldwide, and the strategies required to achieve future improvements. Rather than remaining theoretical, this thesis also aimed to develop an affordable and sustainable seeding model for audiology education, which would build capacity in countries with inadequate audiology education. An international study surveyed major audiology organisations, and completed surveys were received from 62 countries (representing 78% of the world population). Eighty-six percent of countries needed more audiologists, and cited a lack of government funding, low public awareness of deafness and inadequate audiology education as major reasons for the shortages. There was a wide range of professionals providing hearing health care and a large overlap in their scope of practices. To discuss these complex issues, a conceptual model for hearing health care was developed which formalised the interacting issues, and highlighted the feedback loops between them. The conceptual model presented a framework that was used to discuss individual countries in more detail, and provided a basis for the design of strategies aimed at improving hearing health care and education for groups of countries. Although five distinct groups were described, in practice, most countries may benefit to some extent from hearing health care systems that range from decentralised community-based models (providing basic care), to more institutionally-based models (offering advanced services and technologies). Evolution of hearing health care systems from basic community-based, to more advanced institutionally-based services, would presumably come with strengthening economies and health and education infrastructures, and concurrent growth in audiology education and private and public hearing health care markets. The rate at which this occurs depends in part on the strength of a country’s economy, but also on its other health priorities, the equality of its wealth distribution, the diversity and geographic spread of its population, and the adequacy and efficiency of its hearing health care education programs.

A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learning centres in Soshanguve in Gauteng Province to explore the challenges of diversity during adult learning facilitation. Data was gathered from sixteen adult education facilitators from four adult education centres by means of in-depth interviews, follow-up interviews and observational fieldwork. Findings indicated that facilitators require additional knowledge and skills to achieve the objectives of the intercultural, multicultural and anti-racist models of education effectively; senior adult learners require particular attention from facilitators to prevent learner attrition in this age group; linguistic diversity problematises effective intercultural communication, especially where the facilitator is not proficient in learners‟ home languages; and awareness should be raised of the negative impact of inflexible attitudes towards certain aspects of diversity such as religion and sexual orientation on effective teaching and learning. However, positive adult education facilitation practices were also observed. Based on the findings of the literature review and the empirical inquiry recommendations for the improvement of practice were made. / ABET and Youth Development / M. Ed. (Adult and Continuing Education)

Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education in two sub-Saharan African countries - Botswana and Nigeria. The primary purpose of the study was to assess the design, the implementation, the factors that influence and the perceived usefulness of psychiatric-mental health nursing education programmes in developing African countries, using Nigeria and Botswana as examples. A self-reporting questionnaire, administered to psychiatric nurse educators from the two countries of concern, provided the primary source of data. A curriculum evaluation checklist based on Horan, Knight, McAtee and Westrick (1984) was used to assess the components of the existing psychiatric nursing education curricula from the two countries. Discussions were also held with practising psychiatric nurses and officials of the nursing regulatory bodies from the two countries. Data from both countries revealed that participants used various terms to describe the same model for psychiatric-mental health nursing education adopted in their countries. Botswana, however, adopted a more functional generalist basic diploma nursing education approach which encouraged a more advanced post-basic diploma specialisation and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital centred basic specialisation with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Community theme occurred in both countries' curricula with varying degrees of emphasis, as all the programmes claimed the intent to make psychiatric-mental health nursing service available to individuals, families and the communities at all levels of care. Psychiatric-mental health nursing education programmes of the two countries had been influenced at different times by war, colonial history, changing standards of health care delivery, government health policies, economic status of the country, professional status of nursing and the changing standard of education. A model that streamlined psychiatric-mental health nursing education within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of psychiatric-mental health nursing education was the need to create a mental health nursing role that would be appropriate for people's health needs rather than the needs of the health care system. / Advanced Nursing Science / D.Litt. et Phil.

Text in English / There is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education. The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study. Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2. The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

Cette thèse porte sur le rôle des projets d’innovation éducative des établissements scolaires maronites dans la promotion de l’éducation à la paix au Liban.L’objectif de notre recherche est d’établir la possibilité d’une éducation à la paix à travers la vision de l’Église maronite traduite dans les textes synodaux, les projets éducatifs et les projets d’établissement et leur mise en œuvre dans les écoles maronites, ainsi qu’à travers l’intériorisation des différents aspects de la paix par les élèves et la transférabilité de cet acquis dans leur comportement.Notre cadre théorique s’appuie sur les cinq modèles de l’éducation à la paix de Harris et Morrison (2003). Nous avons ajouté un sixième modèle, l’éducation à la compréhension mutuelle et au dialogue.Dans le but de vérifier les hypothèses et de répondre à la problématique, la recherche empirique repose sur une analyse des textes synodaux maronites et sur une enquête menée dans des écoles secondaires maronites du caza de Baabda auprès des chefs de ces établissements et des élèves du cycle secondaire.Pour ce faire, nous avons créé l’Ep-mètre, soit un instrument de mesure du niveau de l’éducation à la paix dans les établissements scolaires. Cet instrument nous a aidé à analyser les textes synodaux, les contenus des entrevues avec les chefs d’établissement et les données statistiques issues des questionnaires adressés aux élèves du secondaire. Les résultats de notre recherche ont montré que les projets d’innovation éducative des établissements scolaires maronites contribuent partiellement à promouvoir l’éducation à la paix. C’est pourquoi les écoles maronites au Liban pourraient revoir leurs pratiques éducatives à la lumière des six modèles de l’éducation à la paix, afin d’aider les élèves à intérioriser les différents aspects de la paix et à transférer cet acquis dans leur comportement. La thèse incite enfin les établissements scolaires maronites à : relire les textes synodaux pour être fidèles à la vision de l’Église maronite ; revoir leurs projets éducatifs et surtout leurs projets d’établissement en vue d’être cohérents avec les six modèles de l’éducation à la paix ; former les enseignants en vue d’orienter les cours et les activités vers la promotion des six modèles de l’éducation à la paix. / This thesis focuses on the role of innovative educational projects done at the maronite schools in order to promote peace education in Lebanon.The aim of our research is to establish the possibility of peace education peace education through the vision of the Maronite Church translated into synodal texts, the educational projects and establishment projects as well as their application at maronite schools, and the internalization of different aspects of peace by students along with the demonstration of this acquisition in their behavior.The conceptual framework of the research is grounded on the five models of Peace Education by Harris and Morrison (2003). A sixth model, the mutual understanding and communication education was added.In an attempt to verify the hypotheses and answer the research question, an analysis of maronite synod texts was administered, and a study was made in maronite schools in the Caza of Baabda, where school directors were interviewed and secondary students were surveyed. To analyze the data, the "Ep-meter", a Peace Education measurement tool for schools, was created. This tool helped interpret the synod texts, the results of the interviews, and the statistical data collected from the students.The results of the study revealed that the innovative projects administered at maronite schools partially contributed to the promotion of Peace Education. Hence, in light of the six Models of Peace Education, maronite schools in Lebanon must reconsider their educational practices to help students acquire the different aspects of peace and apply them.Finally, the thesis encourages the maronite schools to: reread the synod texts in order to be faithful to the vision of the Maronite Church; review their projects and especially the educational and establishment projects in order to become coherent with the six Models of Peace Education; train teachers develop their classes and activities in the light of the six models of Peace Education. / تتناولُ هذه الأطروحةُ دورَ مشاريع التّجديد التّربويّة الخاصّة بالمؤسساتِ المدرسيّةِ المارونيّةِ في تعزيزِ التربيةِ على السلام في لبنان.يهدفُ البحثُ الذي قمنا به، من جهةٍ، إلى دراسةِ مدى ملاءمةِ مشروعِ التربيةِ على السلامِ، مع توجّه الكنيسة المارونيّة المُجسّد في النّصوص المَجمعيّة وفي المشاريع التعليميّةِ وتلك الخاصّة بالمدارسِ، ومن جهة أخرى يهدفُ البحثُ إلى دراسة مدى استيعاب التلامذة مُختلف أوجه السلام ومدى تجليّ هذه الأخيرة في تصرّفاتهم.يعتمدُ إطارُنا النظريُّ، بشكلٍ أساسيٍّ، على النماذجِ التربويّةِ الخمس الخاصّة بالباحثين التربويّين هاريس وموريسون (2003). كما وقمنا بإضافة نموذج سادس يختصّ بالتربية على التفاهم المتبادل والحوار.وبهدفِ إثباتِ صحّةِ الفرضيّاتِ والإجابةِ عن الإشكاليّةِ المُقترحةِ، تضمّن البحث العلميّ تحليلًا للنّصوص المجمعيّة المارونيّة كذلك للدراسة التي أُجريت مع مدراء المدارس الثانويّة المارونيّة الواقعة ضمن نطاق قضاء بعبدا ومع تلامذة أقسامها الثانويّة.وللوصول إلى هدفنا، كان لابدّ من ابتكار أداة أطلقنا عليها اسم "ميزان التربية على السلام" (Ep-mètre) وذلك كمعيار يساعدنا على قياس مستوى التربية على السلام في المؤسسات المدرسيّة. ساعدتنا هذه الأداة المُبتكرة في تحليل النّصوص المجمعيّة ومضامين لقاءاتنا مع مدراء المدارس والمعطيات المُستشفّة من البيانات التي ملأها تلامذة القسم الثانويّ.أظهرت نتائج بحثنا أنّ المشاريع التربويّة المُبتكرة المُعتمدة في المؤسسات المدرسيّة المارونيّة تُساهم بشكلٍ جزئيّ في تعزيز التربية على السلام. لذلك يجب على المدارس المارونيّة في لبنان إعادة النظر في ممارساتها التربويّة على ضوء مضامين النماذج الستّ للتربية على السلام بهدف مساعدة التلامذة على استيعاب أوجه السلام المختلفة وبالتالي تجسيدها في تصرّفاتهم.

A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learning centres in Soshanguve in Gauteng Province to explore the challenges of diversity during adult learning facilitation. Data was gathered from sixteen adult education facilitators from four adult education centres by means of in-depth interviews, follow-up interviews and observational fieldwork. Findings indicated that facilitators require additional knowledge and skills to achieve the objectives of the intercultural, multicultural and anti-racist models of education effectively; senior adult learners require particular attention from facilitators to prevent learner attrition in this age group; linguistic diversity problematises effective intercultural communication, especially where the facilitator is not proficient in learners‟ home languages; and awareness should be raised of the negative impact of inflexible attitudes towards certain aspects of diversity such as religion and sexual orientation on effective teaching and learning. However, positive adult education facilitation practices were also observed. Based on the findings of the literature review and the empirical inquiry recommendations for the improvement of practice were made. / ABET and Youth Development / M. Ed. (Adult and Continuing Education)

Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education in two sub-Saharan African countries - Botswana and Nigeria. The primary purpose of the study was to assess the design, the implementation, the factors that influence and the perceived usefulness of psychiatric-mental health nursing education programmes in developing African countries, using Nigeria and Botswana as examples. A self-reporting questionnaire, administered to psychiatric nurse educators from the two countries of concern, provided the primary source of data. A curriculum evaluation checklist based on Horan, Knight, McAtee and Westrick (1984) was used to assess the components of the existing psychiatric nursing education curricula from the two countries. Discussions were also held with practising psychiatric nurses and officials of the nursing regulatory bodies from the two countries. Data from both countries revealed that participants used various terms to describe the same model for psychiatric-mental health nursing education adopted in their countries. Botswana, however, adopted a more functional generalist basic diploma nursing education approach which encouraged a more advanced post-basic diploma specialisation and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital centred basic specialisation with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Community theme occurred in both countries' curricula with varying degrees of emphasis, as all the programmes claimed the intent to make psychiatric-mental health nursing service available to individuals, families and the communities at all levels of care. Psychiatric-mental health nursing education programmes of the two countries had been influenced at different times by war, colonial history, changing standards of health care delivery, government health policies, economic status of the country, professional status of nursing and the changing standard of education. A model that streamlined psychiatric-mental health nursing education within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of psychiatric-mental health nursing education was the need to create a mental health nursing role that would be appropriate for people's health needs rather than the needs of the health care system. / Advanced Nursing Science / D.Litt. et Phil.

Text in English / There is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education. The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study. Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2. The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)