Thesis (MHumanRehabSt)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Internationally, ensuring that all persons, in particular the vulnerable and marginalised, have access to their human rights is advocated now more than ever. Access to education is one of these rights. For persons with disabilities, which includes learners with permanent mobility impairments (PMIs), realising the right of access to education can be achieved through developing an inclusive education system. This study set out to understand what mainstream high schools in East London consider as challenges in enrolling and accommodating learners with PMIs, and how decisions are based to include or exclude these learners. A cross-sectional, descriptive study, using a mixed methods design and which was exploratory in nature was used to address the study aim and objectives. The method of inquiry was achieved through survey research. The study setting was East London, in the Eastern Cape, South Africa. The study population comprised 21 mainstream high schools in the city, as represented through a member of the educational staff. Only 12 schools (57%) actually participated in the study. These schools were either public or independent, English-, Afrikaans-, isiXhosa- or bilingual-medium, single gender or coeducational schools, with or without learners with PMIs in the school in urban or peri-urban East London. No sampling was done. Data was collected via e-mail through a self-administered questionnaire. It was found that four learners with PMIs were enrolled in the participating schools. The majority of participating schools did not receive applications from learners with PMIs. The greatest barrier to inclusion was related to infrastructure challenges. I had the impression that the participants’ understanding of ‘inclusion’ and ‘mainstreaming’ was confused, and it appeared that the main idea was to mainstream. Recommendations made for practice include completing access audits of mainstream high schools, developing human resources, developing consulting services, monitoring the implementation of the Education White Paper 6, and making global changes in line with inclusion of persons with mobility impairments. It is hoped that this study might serve as a pilot study for a provincial study in the Eastern Cape. Such a study should determine the prevalence of learners of high school age with PMIs,and the percentage of these learners in mainstream high schools. Further, it could determine perspectives regarding inclusion of learners with mobility impairments in mainstream high schools from all involved stakeholders. A study could also be conducted to determine whether or not, and why, learners with PMIs apply for enrolment in mainstream high schools. / AFRIKAANSE OPSOMMING: Die internasionale neiging is om te probeer verseker dat alle individue, en spesifiek die wat deel vorm van marginale groepe, soos mense met gestremdhede, se regte beskerm word. Toegang tot onderwys is een van dié regte. `n Inklusiewe onderwysstelsel kan help om die reg tot onderwys te verseker vir persone met gestremdhede, insluitend leerders met permanente mobliteitsgestremdhede. Die doel van die studie was om vas te stel watter uitdagings hoofstroom hoërskole in Oos-Londen voorsien of ervaar met die toelating van leerders met permanente mobiliteitsgestremdhede in die skole. Verder wou die navorser ook vasstel op grond waarvan leerlinge met permanent mobiliteitsgestremdhede in die skool toegelaat word al dan nie. `n Beskrywende, dwarssnitstudie was gedoen. Beide kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om te verseker dat die doel van die studie ten volle aangespreek kon word. Die metode van ondersoek was deur opname-ondersoek behaal. Die studie was in Oos-Londen, in die Oos-Kaap Provinsie van Suid-Afrika gedoen. Die studiepopulasie het bestaan uit 21 hoofstroom, hoërskole in die stad. Geen steekproefneming was gedoen nie. Twaalf van die skole het toestemming verleen om aan die studie deel te neem. Data is ingesamel by die 12 skole (57%). Demografiese eienskappe van die skole het gewissel: daar was openbare en onafhanklike skole, Engels, Afrikaans, isiXhosa en tweetalige skole, enkelgeslag en gemengde skole, en skole met en skole sonder leerders met permanente mobiliteitsgestremdhede in stedelike of peri-stedelike Oos London. Data is ingesamel deur `n vraleys wat deur die deelnemers self voltooi was. Die vraelys is deur middel van e-pos of per hand by die skole afgelewer. Die studie het bevind dat daar vier leerders met permanente mobiliteitsgestremdhede in die deelnemende skole ingeskryf was. Die meerderheid van die deelnemende skole het geen aansoeke van leerders met permanente mobiliteitsgestremdhede ontvang nie. Volgens die deelnemende skole sal ontoeganklike infrastruktuur die grootste struikelblok veroorsaak met die toelating van leerders met permanente mobiliteitsgestremdhede. Voorts wou dit voorkom asof die fokus van skole nie op inklusiewe onderring was nie, maar eerder op die aanpassing van indivudele leerlinge by die hoofstroom.Die volgende aanbevelings uit die studie behoort te help om inklusiewe onderrigspraktyke te vestig in die studie skole: Toeganklikheidsoudits van die hoofstroom hoërskole, ontwikkeling van menslike hulpbronne, konsultasie met raadgewende dienste, die monitering van die implementering van die Onderwys-Witskrif 6, en globale veranderinge om persone met mobiliteitsgebreke te akkommodeer. Verder kan hierdie studie dien as 'n loodsstudie vir 'n soortgelyke provinsiale studie in die Oos-Kaap. Dié studie kan poog om die prevalensie van leerders met permanente mobiliteistgestremdhede van hoërskool-ouderdom in die provinsie te bepaal asook watter persentasie van die leerders in hoofstroom hoërskole is. Voorts kan die studie die perspektiewe van al die betrokke belanghebbendes bepaal. ‘n Studie kan ook gedoen word om te bepaal of leeders met permanente beperking in mobiliteit wel aansoek doen vir inskrywing in die hoofstroom hoërskole.

Thesis (Ph.D.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on curriculum development and current approaches in adult and environmental education, this study attempted to improve my own practice by making a meaningful contribution towards the professional development and conceptual understanding of student teachers who have registered for a three-year National Diploma in Adult Basic Education and Training (ABET) at the Peninsula Technikon in Cape Town. Although these students have no teaching qualifications, they are involved in community literacy education for disadvantaged people in various communities and in non-governmental education centres. The professional development and conceptual understanding of the students with regard to sustainability as a key environmental concept was effected by focusing on the concepts, and applying the processes of environmental education for sustainability (EEFS) in the teaching and learning process. In an attempt to integrate theory and practice the student teachers took action in community-based environmental projects organised by the Tsoga Environmental Resource Centre in Langa, Cape Town. The idea was that they should apply their acquired skills and understanding of sustained environments and teach adult learners to transform their local environments through their literacy classes. This means integration of adult literacy with environmental or ecological literacy The interviews and observations of the students at work in the community were not only aimed at providing feedback for the purposes of future programme design but also at monitoring what the students did with their learning experiences regarding EEFS as a theme, in a different teaching situation (adult literacy classes). In the final analysis, the present study attempted to clear up conceptual misunderstandings and to show that education processes are as important as its content and outcomes. It has attempted to operationalise curriculum approaches, recommended for environmental sustainability, in a practical way. The study as a whole is set within the general literature of both adult and environmental education, and particularly that of curriculum and student development for social transformation. / AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor geen formele onderwyskwalifikasies beskik nie is hulle betrokke in geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra. Die professionele ontwikkeling en konseptueie begrip van die studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en onderrigprosesse. In 'n poging om teorie en praktyk te integreer is studente aangemoeding om betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met omgewings of ekologiese geletterdheid. Onderhoude met, en waarnemings van die studente tydens hulle werk in die onderskeie gemeenskappe is gedoen nie alleen met die oog op programontwikkeling nie, maar ook met die oog op monitering van die verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk. By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys prosesse net so belangrik soos inhoud en uitkomstes is. Verder is kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel binne die algemene literatuur van beide volwasse en omgewings opvoedkunde, en in besonder die van kurrikulum en studente ontwikkeling vir sosial transformasie.

Dissertation (PhD)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: The passing of the South African Schools Act in 1996 marked the beginning of the formal process of transformation in education in South Africa. The application of a new national education policy based on the principle of equity gave rise to a process of rationalization and re-deployment - a process guided by financial constraints. Many educators and principals took voluntary severance packages, resulting in the abolition of thousands of teaching posts. Hundreds of newly appointed principals were left in 1997 with the daunting task of running their schools efficiently and effectively with a reduced staff. In addition to the much less favourable educator-learner ratios the process of transformation is characterised by inter alia the abolition of corporal punishment, the institution of a new qualifications framework, the introduction of Curriculum 2005 and an inclusive education policy. The whole of this process implies a drastic and pervasive change in thinking and conduct, leaving many educators in a state of uncertainty. Transformation and paradigm shifts brought about changed and changing values, convictions, interests, needs and new role players. All these changes together with new and greater demands on educators, and employment uncertainty, raise the issue of their effect on the motivation and occupational experience of educators. Thus the aim of the present research was to examme the effect of the process of transformation on the motivation and occupational experience of educators. Educator motivation is dealt with in the literature study in terms of specific motivational and personality theories. It also focuses on the nature of transformation and change in education in South Africa, especially in the Western Cape. A mainly quantitative approach has been adopted in the present research. It was designed as an exploratory and descriptive study. The target population consisted of educators in the service of the Western Cape Education Department. The accessible population was confined to a selection from two of the nine areas in the Western Cape, namely Athlone and Worcester. For the purpose ot proportional representation of educators a stratified sampling of educators from: primary and secondary schools, from larger and smaller schools and from former education departments was used. Of the grand total of6186 educators 20% (1258) were selected. A questionnaire survey was done to examine the effect of a wide range of applicable aspects of education transformation on the motivation and occupational experience of educators. More than one-third of the respondents indicated that the process of transformation in education was negatively influencing their motivation and occupational experience. Educators in non-promotion posts reported a more negative influence than educators in promotion posts. Respondents from the former Department of Education and Training reflected a more positive perception in respect of the effect of transformation on their motivation and occupational experience than did respondents from the two other ex-departments. In both cases the most negative influences were reported by educators from the former Cape Education Department. Regarding educators' expenence of contentment approximately 30% of respondents indicated that they were not happy in their profession. The reasons for educators' desire to leave their posts revolved largely around the management of change. The vast majority of educators were also very unhappy at the prospect of having to contend with learners with special educational needs in their ordinary classes. It would appear that educators experience frustration and feelings of uncertainty as a result of inadequate preparation and training for the drastic change of approach to their task. Consequently serious attention will have to be devoted to the training of principals and circuit managers in the management of change. It was found that educators were very happy with various aspects of democratisation in education. The new structure of governing bodies (on which learners and educators may also serve), the application of the principle of gender equity, and multicultural education are but a few examples. The majority of respondents were satisfied with policy matters like that on admission of learners and school attendance by all races - an indication that most educators were in favour of multi-cultural education. Transformation bears important implications for education management, in-service and pre-service training. Since many educators do not enjoy financial and job security, their need for security is not satisfied. As a result their self-actualisation can be jeopardised. Their motivation and occupational experience is further hampered by a lack of a sense of physical safety and the presence of an unpleasant physical work environment. Because these basic and social needs are not met, self-actualisation cannot be realised. The majority of educators felt that at the time of the study (April 2000) they had less control over their own responsibilities than five years earlier. This finding holds serious implications for principals as managers and for education authorities. Management structures and systems should be designed in such a way as to pose ambitious, though attainable targets and challenges to enable educators to develop and assume responsibilities. One of the key reasons why educators experienced their profession as unpleasant and wanted to quit their profession is the state of discipline in schools. Although the vast majority of respondents are satisfied with the code of conduct for learners most educators were unhappy with the abolition of corporal punishment. The negative tendencies regarding educators' occupational experience were illustrated further by the disparity between their current perceptions (April 2000) and those of five years before. In the estimation of the vast majority of educators their job was no longer pleasant or meaningful. Transformation in education had a negative impact on the motivation and occupational experiences of a large percentage of educators. Education authorities will have to reflect carefully on those aspects of policy that make educators unhappy and lower their morale. Factors that demotivate educators or have no motivational value, will have to be eliminated or changed. However, change and innovation will always happen in education. Perspectives emanating from this research can be utilised for a better undersstanding and implementation of change and innovation. / AFRIKAANSE OPSOMMING: Met die aanvaarding van die Suid-Afrikaanse Skolewet van 1996 het die proses van transformasie van die onderwys in Suid-Afrika formele beslag gekry. Die toepassing van 'n nuwe nasionale onderwysbeleid en die beginsel van gelykberegtiging, met fiskale beperkinge as faktor, het onder meer 'n proses van rasionalisering en herontplooiing meegebring. Nadat baie onderwysers en prinsipale vrywillige skeidingspakkette geneem het, is talle poste afgeskaf Honderde nuut-aangestelde prinsipale is teen 1997 die taak gelaat om met fn verskraaide personeel hul skole doeltreffend en effektiefte bestuur. Benewens groter onderwyser-Ieerderratios word die transformasieproses onder meer gekenmerk deur faktore soos die afskaffing van lyfstraf, die instelling van 'n nuwe kwalifikasieraamwerk, die instelling van Kurrikulum 2005 en 'n inklusiewe onderwysbenadering. Hierdie proses impliseer omvattende en drastiese transformasie van anders dink en doen, wat vir baie onderwysers met groot onsekerheid gepaard gaan. Met die proses van transformasie en gepaardgaande paradigmaverskuiwings kom veranderde en veranderende waardes, oortuigings, belange en behoeftes asook nuwe rolspelers, na vore. Vanweë bogenoemde veranderinge, nuwe en hoër eise wat dit aan die onderwyser stel, en beroepsonsekerheid wat baie onderwysers beleef, ontstaan die vraag watter effek dit op onderwysers se motivering en beroepsbelewing het. Die doel met die studie was derhalwe om die effek van die transformasieproses op die onderwyser se motivering en beroepsbelewing te ondersoek. In die literatuurstudie word onderwysermotivering aan die hand van bepaalde relevante motiverings- en persoonlikheidsteorieë behandel. Die aard van onderwystransformasie en -verandering in Suid-Afrika, maar meer spesifiek in die Wes-Kaap, word ook onder die loep geneem. In hierdie studie is oorwegend 'n kwantitatiewe benadering gevolg. Die ondersoek is ontwerp om verkennend sowel as beskrywend van aard te wees. Die teikenpopulasie was onderwysers III diens van die Wes-Kaapse Onderwysdepartement. Die bereikbare populasie is beperk tot die seleksie van twee van die nege onderwysareas in die Wes-Kaap, naamlik die Athlone- en Worcester-areas. 'n Gestratifiseerde steekproef is gebruik ter wille van proporsionele verteenwoordiging van onderwysers van die twee areas, primêre en sekondêre skole, groter en kleiner skole en voormalige onderwysdepartemente. Twintig persent van die totale bereikbare populasie, naamlik 1258 van die moontlike 6186 onderwysers, is geselekteer. 'n Vraelysondersoek IS onderneem om die effek van 'n wye reeks relevante aspekte van onderwystransformasie op onderwysers se motivering en beroepsbelewing te ondersoek. Meer as 'n derde van die repondente het aangedui dat hul motivering en hul belewing van die onderwysberoep negatief beïnvloed is deur die proses van onderwystransformasie. Onderwysers wat nie-bevorderingsposte beklee is skynbaar meer negatief beïnvloed deur die transformasieproses as die senior onderwysers. Die respondente van die voormalige Departement van Onderwys en Opleiding het meer positiewe persepsies ten opsigte van die effek van transformasie op hul motivering en beroepsbelewing gerapporteer as die respondente van die ander twee departemente. In beide gevalle het die voormalige KOD-Iede die negatiefste invloed gerapporteer. Wat onderwysers se gelukbelewing betref het sowat 30% van die respondente aangedui het dat hulle nie gelukkig is in die onderwys nie. Die redes waarom onderwysers hul beroep wil verlaat, sentreer in 'n groot mate om die bestuur van verandering. Die oorgrote meerderheid onderwysers is ook baie ontevrede oor die feit dat hulle nou leerders met spesiale onderwysbehoeftes in hul gewone klasse moet onderrig. Dit blyk dat onvoldoende voorbereiding en opleiding vir hierdie ingrypende veranderinge groot frustrasie en onsekerheid by baie onderwysers meebring. Ernstige aandag behoort dus gegee te word aan die opleiding van prinsipale en kringbestuurders om verandering te bestuur. Die bevindinge toon verder aan dat onderwysers baie tevrede is met verskeie aspekte van die demokratisering van die onderwys. Die nuwe samestelling van die beheerliggaam waarin ook leerders en opvoeders nou kan dien, die toepassing van geslagsgelykheid en multikulturele onderwys is maar enkele voorbeelde. Wanneer ander spesifieke beleidsaspekte, soos toelatingsbeleid en bywoning van skole deur alle rasse ter sprake kom, is die meerderheid van die respondente hiermee tevrede. Dit is 'n aanduiding dat die meerderheid onderwysers ten gunste van multikulturele onderwys is. Transformasie hou dus belangrike implikasies in vir onderwysleierskap, indiensopleiding en voordiensopleiding. Omdat baie onderwysers me finansiële en beroepsekuriteit beleef me, word hul sekuriteitbehoeftes nie bevredig nie. As gevolg daarvan kan selfaktualisering bemoeilik word. Die afwesigheid van fisieke veiligheidsbelewing en die aanwesigheid van onaangename fisiese werksomstandighede in die skool bring ook mee dat hul motivering en beroepsbelewing negatief beïnvloed word. Aangesien hierdie basiese en sosiale behoeftes nie bevredig word nie, kan selfaktualisering nie plaasvind nie. Een van die kardinale redes waarom onderwysers hul beroep as onaangenaam beleef en die onderwys wil verlaat, is die kwessie van dissipline in skole. Alhoewel die oorgrote meerderheid van die respondente tevrede is met die gedragskode vir leerders op die dissiplinering van leerders, voel die meerderheid ontevrede oor die afskaffing van lyfstraf Die genoemde negatiewe tendense ten opsigte van die onderwysers se beroeps- en gelukbelewing word verder geïllustreer deur die verskille tussen hul belewinge ten tyde van die ondersoek (in April 2000) in vergelyking met vyf jaar tevore. Vir die oorgrote meerderheid van die respondente is die onderwys nie meer aangenaam en sinvol nie. Die meerderheid van die onderwysers het gevoel dat hulle ten tyde van die ondersoek (in April 2000) minder beheer oor hul eie verantwoordelikhede gehad het as vyf jaar tevore. Hierdie bevinding hou ook ernstige implikasies in vir prinsipale as bestuurders van skole en vir die owerhede. Bestuurstrukture en -stelsels behoort op so 'n wyse ontwerp te word dat hulle hoë dog bereikbare teikens en uitdagings daarstel wat onderwysers in staat sal stelom te ontwikkel en verantwoordelikheid te aanvaar. Onderwystransformasie het 'n groot persentasie van die onderwysers se motivering en beroepsbelewing negatief beïnvloed. Die onderwysowerhede sal dringend moet besin oor daardie beleidsaspekte wat die onderwysers ongelukkig maak en hul moreel laat daal. Faktore wat onderwysers demotiveer of geen motiveringswaarde het nie, sal geëlimineer of gewysig moet word. Verandering en vernuwing sal egter altyd in die onderwys pl~asvind. Die bestuur van hierdie verandering is van groot belang. Die insigte wat uit hierdie navorsing bekom word, kan vorentoe gebruik word om ook vernuwing beter te vérstaan en te implementeer.

Thesis (DPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of education were involved in the most primitive societies. Partners are still of indispensable importance in postmodern societies. This study points out that the conventional partners to education (parent, church and state) have been of importance through the centuries and that partnership involvement should be of increasing importance in times to come. Concurrently, it has become necessary to involve new up-to-date supplementary education partners to address the numerous challenges in the field of education. The parent comes to light as the first and foremost partner in education and is therefore worthy of the connotation primary education partner. History illustrates how certain communities, due to specific perspectives on wond and life, ideologies and educational institutions, tried to scale down the functions of this partner. Nowhere, however, could it be achieved successfully, without serious harmful consequences for the child who is to be educated. The safety and security that the child experiences in the parental home and within the family structure is of the utmost importance for the young child. The proliferation in the number of parentiess children as a result of an increase in the divorce rate, family murders and especially the pandemic MI virus is alarming in this respect. Additional partners will have to be found to address the child's need of security. The anchor provided by participation in religious activities is likewise for the developing child of importance. In addition, the church, in the widest sense of its meaning, emphasizes certain norms and moral values. It provides programmes, which ensure to prevent the youths from derailment along dangerous and destructive routes. The church needs to be admitted and invited to be an essential partner. The state is justly being viewed as a chief partner to education and training, on account of its functions such as the funding of formal education, the provision of a general curriculum and the making of legislation governing education. This important position in the education partnership does not mean that the state should play the dominant role. It does not qualify the state to prescribe to the other partners how they should perform their roles. Partnership presupposes c0- operation and stringent prescriptions by the state would be unacceptable and counter-productive to the respective partners. The conventional partners will have to realise that each has a meaningful contribution to make, which cannot be substituted. by anyone of the others, A comparative study of partnership in Kenya, Cuba and Germany serves as a background study. In an ever-fast changing wortd in which extremely heavy demands are made to education and its partners, it is clear that new education partners have to be found to assist the school. The conventional partners are just not able to fulfit the task by themselves. This study identifies a number of supplementary partners that could, on account of the particular challenges facing· education in South Africa, make a valuable contribution. Partners deserve their position as partners due to the functional role that they could play at a specific stage in the ongoing process of education development. As times change, and new needs come into existence, other partners will have to be identified to support the existing, conventional partners. / AFRIKAANSE OPSOMMING: Die gebruik van vennote wat vir die opvoeding van waarde kan wees, is so oud soos die opvoeding self. Opvoedingsvennote het in die mees primitiewe samelewings voorgekom en is in die postmoderne samelewings steeds van onmisbare belang. Hierdie studie dui aan dat die konvensionele opvoedingsvennote (ouer, kerk, staat) deur die eeue van belang was en dat hul vennootskaplike deelname in die toekoms verhoog behoort te word. Terselfdertyd het dit nodig geword om nuwerwetse, supplementêre opvoedingsvennote te betrek om die talle uitdagings op onderwysgebied die hoof te bied. Die ouer tree na vore as die eerste en vernaamste opvoedingsvennoot en is as sodanig die benaming primêre opvoedingsvennoot waardig. Die geskiedenis toon aan hoedat sekere gemeenskappe op grond van bepaalde partikuliere wêreld- en lewensbeskouings, ideologieë en opvoedingsdoelstellings die rol van hierdie vennoot wou afskaal, maar dat dit nêrens sonder nadelige gevolge vir die opvoedeling gedoen kon word nie. Die veiligheid, sekuriteit en geborgenheid wat die kind in die ouerhuis en binne die gesinstruktuur beleef, is veral vir die jong kind van allergrootse belang. Die groter wordende getalouerlose kinders as gevolg van 'n toename in egskeidings, gesinsmoorde en veral die pandemiese MI-virus, is in hierdie verband kommerwekkend. Supptementêre vennote sal daarom gevind moet word om die kind se behoefte aan geborgenheid aan te spreek. Die verankerdheid wat deelname aan religieuse aktiwiteite bied, is eweneens vir die ontwikkelende kind van belang. Daarbenewens beklemtoon die kerk, in die wydste sin gedefinieer, sekere norme en morele waardes en voorsien hy programme wat verseker dat die jeug se vryetydsbesteding en drang na plesier nie op gevaarlike, afbrekende roetes ontspoor nie. Die kerk sal steeds as noodsaaklike opvoedingsvennoot toegelaat en uitgenooi moet word. Die staat word vanweë funksies soos die befondsing van formele onderwys, die daarstelling van 'n algemene kurrikulum en die neerlê van onderwyswetgewing met reg as hoofvennoot van die opvoeding, onderwys en opleiding beskou. Hierdie posisie in die vennootskap beteken nie dat die staat die oorheersende rol speel en aan ander vennote kan voorskryf hoedanig hul rolle sal wees nie. Vennootskap veronderstel samewerking en streng voorskriftelikhede sal vir medevennote onaanvaarbaar wees. Die konvensionele vennote sal moet besef dat elkeen se bydrae tot die opvoeding belangrik is en nie deur ander vennote vervang kan word nie. 'n Vergelykende studie van vennootskaplikheid in Kenia, Kuba en Duitsland dien as agtergrond tot die studie. In 'n wêreld wat vinnig en voortdurend verander en waar hoë eise aan die opvoeding en sy vennote gestel word, is dit duidelik dat nuwe opvoedingsvennote gevind sal moet word om bystand te ver1een. Die konvensionele vennote is gewoon nie in staat om die mas alleen op te kom nie. Hierdie studie identifiseer 'n aantal supplementêre vennote wat, op grond van die eiesoortige probleme wat in die Suid-Afrikaanse opvoeding ondervind word, van waarde sal kan wees. Soos tye verander en nuwe behoeftes ontstaan, sal ander vennote geïdentifiseer moet word om die konvensienete opvoedingsvennote te ondersteun.

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2006. / The problem identified by the researcher, points to the fact that professional nurses in South Africa are not aware that it is their responsibility to continue learning and to seek learning opportunities in order to address their learning needs after obtaining a basic nursing qualification. Continuing professional development (CPD) has been defined as lifelong learning that takes place in a professional career after the point of qualification and/or registration. The primary aim of continuing professional development (CPD) in nursing is improvement of patient care. CPD in nursing enables professional nurse practitioners to provide quality nursing care and service delivery to their patients and clients. The purpose of this research was to assess the need for continuing professional development for professional nurses in order to develop criteria that would assist with the provision of these programmes. The objectives of this research were to: assess whether professional nurses are aware of their responsibility to continue their education beyond their initial pre-service training; assess the extent to which professional nurses participate in continuing educational activities; ascertain whether professional nurses support the introduction of mandatory continuing professional development; and determine the barriers to participation in continuing professional development. A survey, as a quantitative research design, was used in this research to collect the data from a sample of professional nurses working at two public hospitals in the Western Cape Province. A random sampling technique was used to select one hundred professional nurses from a population of professional nurses that was dispersed over a wide geographical area. This design enabled the researcher to use a questionnaire in order to obtain the information needed for this research from the participants. The researcher also conducted semi-structured interviews, which constitutes a qualitative approach to research, with ten professional nurses. The reason for using both research approaches was that the quantitative approach helped the researcher to measure the responses from the professional nurses objectively while the qualitative approach enabled the researcher to describe the professional nurses’ own experience of their CPD activities. A questionnaire, as the data collection instrument, was informed by the literature review. It enabled the researcher to obtain the information from the sample of professional nurses. The data collected included the demographic information of the sample, the nurses’ participation in formal education, non-formal education and in-service education as well as the reasons for and the barriers to participating in these programmes and their views about mandatory continuing professional development. The questionnaire was selfadministered and anonymous. The data obtained from the questionnaires and interviews was analysed with the use of the Statistica program and a hand calculator. The process of triangulation was used in this research to assess the reliability and the validity of the research process. The findings of this research indicated that the professional nurses included in this research are aware that they have a responsibility to continue their education beyond their initial pre-service training. Although these nurses are therefore aware that they have to continue learning and that they have a responsibility to pursue lifelong learning, and even though there are a significant number of professional nurses who have already participated in CPD activities there are also a significant number of professional nurses who have not yet participated in the CPD activities. Financial and accommodation constraints, family responsibility, lack of advanced notification and staff shortages have been identified as the barriers to CPD participation. The researcher has identified that the professional nurse is in need of CPD. The findings have indicated that the nurses in the sample do not support mandatory continuing professional development but have indicated that they will use all formal and non-formal learning opportunities to improve their knowledge and skills. According to the literature review, various authors have stressed that the concept of adult learning should be incorporated in the provisions of the CPD programmes for nurses, including the criteria on which these programmes should be based. Teaching and learning strategies are to be employed that would ensure that nurses have the skills to learn and relearn as knowledge develops. This will enable nurses to develop the skills that are necessary for lifelong learning. Innovative strategies also referred to as self-directed approaches to learning, such as problem-based learning, group discussions or projects and learning contracts that will promote the development of lifelong learning skills. CPD activities in nursing include formal, non-formal and in-formal learning opportunities. Based on the literature review and the findings, the researcher recommends that all professional nurses be granted the opportunity to attend a formal course to help them to obtain a post-basic nursing qualification and that all professional nurses further be encouraged to attend the hospital’s in-service education programmes and workshops provided by the professional nursing societies. The findings indicated that the sample professional nurses believed it is the individual professional nurse’s responsibility to identify and evaluate his or her own learning needs and be accountable for ensuring that those needs are met. Failure on the part of professional nurses to accept that the responsibility to learn continually is theirs could result in the inadequate delivery of nursing care.

Thesis (MEdPsig)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The research in this qualitative study focuses on the role of the Educational Psychologist in facilitating inclusion of a learner with Fetal Alcohol Syndrome (FAS). The international movement towards inclusive education, with emphasis on the inclusion of all learners irrespective of their special needs in mainstream schools, gained momentum in the South African context with the announcement of Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training system. More learners with FAS are accommodated in mainstream schools and research has indicated that most cases of FAS in the world prevailed in the Western Cape. FAS is one of the leading causes of mental retardation and the challenges which the inclusion of learners with FAS pose to those who have to facilitate inclusive education, has urged this study. The study seeks to explore the role of the Educational Psychologist in the process of facilitating inclusion of a learner with FAS. An eco-systemic approach underpins the study. A single learner with FAS within the context of the family and education system was chosen by means of purposive sampling as the focus of a qualitative, case study. The eco-systemic approach makes it possible to explore special needs in terms of intrinsic factors (within the learner) and extrinsic factors (within the system) in order to address the needs of the system. Semistructured interviews were held with respondents from different levels of the eco-system in which the learner functions. A review of personal records and field notes were used to gather information related to the education and learning process. The data were analysed using aspects of content analyses. Four themes emerged: support to the learner, support to the school, support to the parents and support to the school community. The findings indicated that the inclusion of learners with FAS predicts a change and an expansion in the role of the educational psychologist. Early identification, early intervention and a multi-functional team approach seem to improve the long-term prognoses of learners with FAS. The facilitation of inclusive education for learners with FAS poses a challenge to the educational psychologist to render individual support, but also to provide support in a holistic systemic manner, focusing on those who work and live with the individual learners. The learning, behaviour and developmental barriers which learners with FAS may experience were highlighted with the hope to guide those who work with these learners. Several positive and negative factors were indicated and recommendations were made. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie fokus op die rol van die Opvoedkundige Sielkundige in die fasilitering van inklusiewe onderwys aan 'n leerder met Fetale Alkohol Sindroom (FAS). Die internasionale beweging na inklusiewe onderwys, wat die insluiting van alle leerders, ongeag hulle spesiale behoeftes, by hoofstroomskole onderskryf, het ook in Suid-Afrika neerslag gevind met die uitreiking van die Onderwys Witskrif 6, Special Needs Education: Building an Inclusive Education and Training System. Meer leerders met FAS word by hoofstroomskole ingesluit en navorsing het getoon dat die voorkomssyfer van FAS in die Wes-Kaap die hoogste ter wêreld is. Die feit dat FAS tans een van die vernaamste oorsake van verstandelike gestremdheid is, en die uitdagings wat die insluiting van leerders met FAS aan diegene wat inklusiewe onderwys moet fasiliteer bied, het hierdie navorsingsondersoek genoop. Die doel van hierdie studie is om 'n in diepte ondersoek te doen na die rol van die Opvoedkundige Sielkundige in die fasilitering van inklusiewe onderwys aan 'n leerder met FAS. 'n Ekosistemiese benadering het die teoretiese raamwerk van die studie gevorm. 'n Enkele leerder met FAS is binne die konteks van sy familie en die onderwyssisteem, met behulp van doelgerigte steekproefneming, gekies om die fokus van die kwalitatiewe gevallestudie te vorm. Die ekosistemiese benadering maak dit moontlik om spesiale behoeftes ten opsigte van faktore wat primêr by die leerder (intrinsiek) voorkom, sowel as faktore wat in die sisteem (ekstrinsiek) voorkom, te ondersoek en te verseker dat die behoeftes van die sisteem aangespreek word. Semi-gestruktureerde onderhoude is gevoer met respondente uit die verskillende vlakke van die ekosisteem waarbinne die leerder funksioneer. 'n Oorsig van persoonlike rekords en verslae asook veldnotas is gebruik om inligting oor die leerder, die onderrig en die leerposes te bekom. Inhouds-analise is gebruik om die data te analiseer. Vier temas het uit die data na vore gekom, naamlik: ondersteuning aan die leerder, ondersteuning aan die skool, ondersteuning aan die ouers en ondersteuning aan die skoolgemeenskap. Die bevindinge dui daarop dat die insluiting van 'n leerder met FAS 'n roluitbreiding en 'n veranderende rol vir die Opvoedkundige Sielkunde in die vooruitsig stel. Vroeë identifikasie, vroeë intervensie en 'n multi-funksionele spanbenadering kan die langtermyn prognose van leerders met FAS verbeter. Die rol wat die Opvoedkundige Sielkundige op die verskillende vlakke van die ekosisteem kan speel, ten einde inklusiewe onderwys aan 'n leerder met FAS te fasiliteer, lê opgesluit in die mate waarin geïndividualiseerde, maar tog ook holisties omvattende ondersteuning aan diegene wat met hierdie leerders werk, gelewer kan word. Uit die bevindinge het suksesvolle en minder suksesvolle aspekte duidelik geword. Dit het daartoe bygedra dat die leer-, gedrag- en ontwikkelingshindernisse, sowel as die sterkpunte van die leerder met FAS, duidelik geword het en wenke vir toekomstige gebruik verbesonder kon word. Op grond van die bevindinge en aan die hand van literatuur is aanbevelings gemaak.

Bibliography / Thesis (MEd))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMIMG: Die transformasie vanaf ʼn tradisionele onderwysstelsel na ʼn inklusiewe stelsel het ʼn perspektiefverandering tot gevolg gehad. Die verandering in perspektief het ʼn verskuiwing weg van ʼn klem op individuele diagnose en voorskriftelike terapeutiese intervensies deur professionele persone, na ʼn groter klem op die ontwikkeling van samewerkende en konsulterende verhoudings tussen onderwysers, professionele persone en ouers meegebring. Hierdie verandering in denke het ʼn invloed gehad op die rolle van onderwysers, skoolhoofde en ondersteuningspersoneel. In hierdie studie word daar spesifiek gefokus op die rol- en praktykomskakelings van die eertydse remediërende onderwysers na leerondersteunende onderwysers (leerondersteuners). Navorsingstudies het getoon dat die rol van die leerondersteuner tans baie meer omvattend is as vroeër, met die gevolg dat die volgende navorsingsvrae ontstaan het: Wat is die rol van leerondersteuners binne inklusiewe onderwys en watter ervarings het hulle gehad tydens hul rol- en praktykomskakelings? Die doel van hierdie generiese interpretatiewe navorsingstudie was om vier leerondersteuners wat voorheen as remediërende onderwysers gewerk het se ervarings van hul rol- en praktykomskakelings te analiseer, te beskryf en te verduidelik. Die studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe navorsingsontwerp gerig het. Data is deur middel van semi-gestruktureerde en fokusgroeponderhoude asook dokumente van die Wes-Kaap Onderwysdepartement gegenereer. Die onderhoudsdata is getranskribeer en verwerk. Bevindinge het getoon dat al die leerondersteuners unieke ervarings gehad het. Daar was egter ʼn ooreenkoms in die ervaring van ʼn klemverskuiwing wat plaasgevind het vanaf remediërende onderwys na leerondersteuning. ʼn Belangrike aspek wat uit die data voortgespruit het, was dat leerondersteuners se daaglikse take en verantwoordelikhede by hul spesifieke skole grootliks van mekaar verskil het, vanweë die verskillende skoolkontekste. Daar is verder bevind dat daar ʼn leemte is in die ondersteuning wat leerondersteuners aan onderwysers bied. Voorstelle is gemaak om ondersteuningsnetwerke te vorm binne die verskillende sisteme van die leerder se konteks, sodat skole omgeskakel kan word na inklusiewe gemeenskappe. / ENGLISH ABSTRACT: The transformation from a traditional education system to an inclusive education system implies a change in perspectives. Perspectives in education support that have traditionally focused on the so-called medical deficit approach have since changed to a model that focuses on inclusive education. An inclusive education system moves away from an approach that focused on diagnosis and treatment, to a system where the removal of stumbling blocks within society and the participation of all people, especially those with differences, in the everyday life of society, are recognised. The change in perspective requires the transformation in the roles of education support professionals. This study focuses specifically on these role conversions that the former remedial teachers have to make in becoming learning support teachers. Research has shown that the role of learning support teachers is more comprehensive within an inclusive system. This led to the following research questions: How do learning support teachers experience their role conversion? Because studies proved it to be problematic to define the role of the learning support teacher, due the influence of the context on their work, a second question arose: What is the role of the learning support teacher within an inclusive education system? The purpose of this generic qualitative study was to analyse, describe and explain the experiences of four remedial teachers during their role conversion to learning support teachers. The study was conducted within an interpretive paradigm which guided the qualitative research design. Data was generated by means of semi-structured and focus group interviews and included relevant documents from the Western Cape Education Department regarding the role of learning support teachers and inclusion. The interview data were transcribed and analysed. The findings show that all the learning support teachers had unique experiences during the role conversion. An important aspect that resulted from the data was that the day-to-day operations and responsibilities of learning support teachers differed from one another, due to the difference in the school contexts. vi An additional outcome of the analysis identified a lack of support for teachers. Recommendations are made to create support networks within the different systems of the learner‟s context to ensure that schools are converted to inclusive communities

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Educational provision to all the peoples of South Africa comes with political baggage. Educational provision in South Africa is entangled in the political system and restricted by financial constraints. This research report shows the fragmented history of educational provision to five groups of learners, namely the previous four racial groupings, but also the fifth grouping, those learners with special and/or specific educational needs. The research report recounts the adaptation and progress of a disabled pupil in a mainstream school. The specific needs of the learner are researched, but the part that the educators play, who often have very little or even no knowledge of learners with special needs, are also researched and the findings reported. The role that the support teams play in the progress of these learners progress are researched and formulated. The part the school manager plays and the acceptance of the responsibility by the school to provide schooling of maximum quality for the disabled learner are weighed up against the acceptance of the disabled learner by fellow learners of the school. The case study is about one disabled learner in a mainstream school, and no conclusions or recommendations are made. The story is told so that educators who are confronted with a disabled learner will not feel threatened by the presence of such learner. They should also not be concerned about the influence that a disabled learner could have on learners in an ordinary class. The educators of the learner in this study however found that they had to keep the disabled learners' specific needs in mind when they did their planning. This was never done to the detriment of any of the other learners. These educators rather found that all learners benefited by the inclusion of the disabled learner at this particular school. / AFRIKAANSE OPSOMMING: Die voorsienmg van onderwys aan alle mense van Suid-Afrika kom met politieke bagasie. Onderwysvoorsiening in die Suid-Afrikaanse geskiedenis is verstrengel met die politieke bestel en word deur finansiële beperkings aan bande gelê. Hierdie werkstuk fokus op die gefragmenteerde geskiedenis van onderwysvoorsiening aan vyf groepe leerders, naamlik die voormalige vier rassegroepe, maar ook 'n vyfde groep, daardie leerders met spesifieke en/of spesiale onderwysbehoeftes. Die verslag boekstaaf 'n leerder met gestremdheid se aanpassmg en vordering in 'n hoofstroomskool. Ondersoek word ingestel na dié leerder se spesifieke onderwysbehoeftes, en die rol wat die opvoeders speel. Dit is ongelukkig so dat opvoeders min of selfs geen kennis het van leerders met spesiale onderwysbehoeftes nie en hierdie probleem sal dus ook ondersoek en bespreek word. Verder word die rol wat ondersteuningsgroepe ten opsigte van die vordering van leerders met spesiale onderwysbehoeftes speel, ook ondersoek en bespreek. Die rol van die skoolbestuurder en die bereidwilligheid van die skool se bestuur om skoolbywoning 'n maksimale ervaring vir die leerder met gestremdheid te maak word teen medeleerders se ervaring en aanvaarding van hierdie leerder opgeweeg. Hierdie gevallestudie handeloor een leerder met gestremdheid in 'n hoofstroomskool en geen bevindinge of aanbevelings word gemaak nie. Die verhaal word vertel sodat ander opvoeders wat met leerders met spesiale onderwysbehoeftes gekonfronteer word, nie onseker hoef te wees oor die invloed wat 'n leerder met gestremdheid op onderrig in 'n klas sal hê nie. Die opvoeders van hierdie leerder het welondervind dat die leerder met gestremdheid se onderwysbehoeftes in hulle daaglikse beplanning in ag geneem moet word, maar dit was nooit ten koste van enige ander leerder nie. Hierdie opvoeders se ervaring was eerder dat alle leerders voordeel getrek het uit hierdie leerder se insluiting in hierdie betrokke skool.

Thesis (MEd) -- Stellenbosch University, 1938. / Geen opsomming vir hierdie werke

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.