Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Environmental deterioration is increasing, thereby compelling greater human concern for the earth's natural resources. A necessary response might be the establishment of an environmental ethic through the development of effective goal-orientated projects which can support the old adage or phrase saying, prevention is better than cure. Formal education can play an important role in the development of a critical consciousness amongst learners. However, this endeavour requires adjustments in teaching methods and techniques. My study - which focuses on the establishment of an environmental ethic within learners and the community, by starting an environmental club - is an attempt to respond to this challenge. Action-research, a research method which responds to the positive impulses of environmental education, was a research method used in this study to reflect critically on the quality of the environment in which we are living. Initially my study concentrated on learners and members from a historically disadvantaged community. Critical reflection on the first phase of my project revealed that the position adopted by me as a research-worker, was positivistic. A lack of perseverance in performing the grass-root actions, especially where it concerned me as researcher during the first phase, caused my efforts to establish an environmental club to fail. The opportunity to work with learners who really attempted to establish a better environment through involvement in simple projects, was implemented with greater enthusiasm in the second phase of the project. Although the predominant socio-economic conditions in the community involved in the project affected the environmental projects, this study serves as a case study which can give direction to similar studies conducted in the future. / AFRIKAANSE OPSOMMING: Toenemende omgewingsagteruitgang noodsaak 'n groter menslike besorgdheid met betrekking tot natuurlike hulpbronne. Die daarstelling van 'n omgewingsetiek deur die ontwikkeling van doelgerigte projekte wat die ou gesegde voorsorg voorkom nasorg kan ondersteun, is nodig. Formele onderwys kan in dié opsig 'n belangrike rol speel in die ontwikkeling van 'n kritiese ingesteldheid by leerders, maar hierdie strewe verg aanpassings in onderrigmetodes en -tegnieke. My navorsing, wat op die daarstelling van 'n omgewingsetiek by leerders en die gemeenskap deur die stigting van 'n omgewingsklub fokus, is 'n poging om op hierdie uitdaging te reageer. Aksie-navorsing, 'n navorsingsmetode wat meer as net gehoor gee aan die positiewe impulse van omgewingsopvoeding, is as 'n navorsingsmetode gebruik waardeur daar gepoog is om op 'n kritiese manier te besin oor die kwaliteit van die omgewing waarin ons ons bevind. In my studie is daar gekonsentreer op leerders vanuit 'n histories agtergeblewe gemeenskap. 'n Kritiese terugskouing op die eerste fase van die projek, het die allesoorheersende posisie van my as navorser ten opsigte van die uitvoering van die navorsingsprojek aangedui. Hierdie posisie kan as positivisties beskryf word. 'n Gebrek aan deursettingsvermoë, veral van die kant van my as navorser in die uitvoering van voetsooiaksies, het veroorsaak dat my poging tot die daarstelling van 'n omgewingsklub met die eerste fase, grootliks gefaal het. Die geleentheid om met leerders te werk wat werklik 'n poging aangewend het om 'n beter omgewing daar te stel deur betrokkenheid in eenvoudige projekte, is met groter entoesiasme in die tweede fase van die projek ontvang. Alhoewel die heersende sosio-ekonomiese omstandighede van die gemeenskap waarbinne die projek ontplooi het, 'n uitwerking op die omgewingsaksies gehad het, dien hierdie navorsing ook as 'n rigtinggewende maatstafvir soortgelyke navorsing in die toekoms.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: South-Africa is presently in a process of transformation towards the provision of quality education for all. There prevails an aim of equal education to all learners. A vision of lifelong learning was formulated on a national level so that all parties concerned can contribute towards an equal education. All parties concerned, including educators, have the learner as the central figure. The meaning of the word "learner" should be thought over by all educators, especially seen against the background of the national vision that sets inclusive and cognitive education as a priority. The educator's task now includes learners with special educational needs. The insights generated in this study reveals that educaters, at this moment, are not empowered to maximised and develop the cognitive potential of the diverse learner. The working method of schools (especially educators) should be of such a nature that all learner's cognitive, emotional, psycho-motorical and intellectual abilities should be maximised and developed. Outcomes-Based Education (OBE) as an educational approach have theoretical and philosophical assumptions which makes it appropriate for implementing cognitive and inclusive education. This qualitative study review literature and explores the world of the educator to generate insights to construct a framework to help educators to understand the relationship between OBE, Curriculum 2005 and cognitive education within an Inclusive Framework. Life-long learning and applied learning do not focus primarily on the reproduction of facts and knowledge, it aims to construct knowledge through a variety of study, learning and thinking strategies. Each learner has inherent potential and the ability to be successful in spite of his/her needs. The focus shifts to the learners strengths in order to guide and develop their potential and abilities. To establish a culture of teaching and learning in our schools reaches further than concerns about large classes and undisciplined learners. Except experience, educators need a frame of reference to work with a variety of learners stemming from different sosio-economic backgrounds, each with his/her own learningstyle and information processing abilities. In the workplace educators should use a meta-theoretical approach, consisting of a variety of learning, thinking and teaching strategies to benefit the diverse learner. A collective energy is needed in the establishment of an educational culture that is tolerant towards diverse thoughts, values, attitudes and practises. To build that culture, it is very important for each educator to have a conceptual and theoretical framework of OBE, C200S and cognitive education. This study aims to provide a framework for educators to work in schools to the benefit of diverse learners. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans in 'n transformasiestadium, ook wat onderwysvoorsiening aan almal betref. Daar heers veral 'n strewe na die voorsiening van 'n gelyke onderwysvoorsiening vir alle leerders. 'n Visie van lewenslange leer is onlangs op nasionale vlak geformuleer sodat alle belanghebbendes op 'n gesonde wyse kan bydra tot 'n gelyke onderwysvoorsiening. Al hierdie belanghebbendes (insluitend opvoeders) deel een gemeenskaplikheid, naamlik die leerder. Dit is juis waar die probleem lê. Die begrip" leerder" behoort deur elke opvoeder herbesin te word, veral gesien teen die agtergrond van die nasionale visie wat inklusiewe onderwys en kognitiewe onderwys as prioriteit daar stel. Die opvoeder se taak sluit nou leerders met spesiale onderwysbehoeftes in. Die insigte gegenereer in hierdie studie dui daarop dat opvoeders nie op hierdie stadium ten volle bemagtig is om die kognitiewe potensiaal van die diverse leerder te optimaliseer nie. Skole (maar veralopvoeders) se werkswyse moet van so 'n aard wees dat alle leerders se kognitiewe, emosionele, psigo-motoriese en intellektuele vermoëns optimaal gestimuleer en verder ontwikkel word. Uitkomsgebaseerde onderwys (UGO) as onderwysbenadering se teoretiese en filosofiese onderbou is van so 'n aard dat dit uiters geskik is vir die implementering van kognitiewe en inklusiewe onderwys. Die kwalitatiewe aard van hierdie studie behels die verkenning van verskillende literatuur en ondersoek die leefwêreld van opvoeders waarna gepoog word om 'n konseptuele raamwerk te struktureer om die verband tussen UGO, K2005 en kognitiewe opvoeding toe te lig binne 'n inklusiewe raamwerk. Lewenslange leer en toegepaste leer fokus nie primêr op die reproduksie van feite en kennis nie, maar het dit ten doelom kennis te konstrueer aan die hand van studie, leer en denke. Elke leerder beskik oor die inherente potensiaal en die vermoëns om suksesvol te wees ongeag sy/haar behoeftes. Die fokus verskuif na elke leerder se sterkpunte ten einde hulle te bestuur en te ontwikkel. Om dus 'n kultuur van onderrig en leer in ons skole te skep, strek verder as die bekommernisse oor groot klasse en ongedissiplineerde leerders. Buiten ervaring, benodig opvoeders 'n verwysingsraamwerk om met verskillende leerders te werk afkomstig uit verskillende sosio-ekonomiese agtergronde, elkeen met sy eie voorkeurmodaliteit en informasie prosesseringsvermoë. Die praktyk vereis dat opvoeders aan die hand van metateoretiese werkswyses gebruik maak van verskillende leer, denk en onderrigstrategieë tot voordeel van die diverse leerder. Hiervoor word 'n kollektiewe energie benodig wat in die skep van 'n opvoedkundige kultuur wat verdraagsaam is teenoor diverse denke, dieselfde denke, waardes, houdings en praktyke. Om gestalte aan so 'n kultuur te gee, is dit uiters belangrik dat elke opvoeder oor 'n eietydse konseptueie en teoretiese raamwerk ten opsigte van UGO, K200S en kognitiewe opvoeding beskik. Hierdie studie poog om 'n raamwerk aan opvoeders te voorsien om in skole te werk tot voordeel van die diverse leerder.

Thesis (BEd)--Stellenbosch University, 1939. / INLEIDING: Die onderwys in Suid-Afrika het baie langsaam vooruitgegaan. Die Engelse Goeweneurs aan die Kaap was oor die algemeen onbekwaam en was buitendien so besig met politieke aangeleenthede dat hulle nouliks aandag kon gee a an die opvoeding. Daarom is dit dadelik opvallend wanneer ons 'n Goewaneur kry wat ook vir die geestelike belange van die bevolking 'n ope oog gehad het. So 'n Goeweneur was Sir George Grey, 'n man wat besonder bevoeg was en wat in alle rigtings baie vir Suid-Afrika gedoen het.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study highlights focal issues of literacy and lifelong learning within the context of the formal schooling system. Problems and issues pertaining to policy and practice are examined within the broad framework of a selected set of perspectives on literacy. The nature of the problem of literacy worldwide, and in South Africa in particular, provides sufficient scope to investigate literacy in terms of research, theory and practice. The synergy between curriculum change and social transformation in South Africa which lies embedded within Outcomes-based Education (OBE), creates possibilities for developing functionally literate citizens who are able to negotiate their lives successfully and independently. The qualitative and interpretative nature of this literature study entails a process of researching and comparing the different levels of literacy within a framework of multiple perspectives. These different perspectives on literacy also highlight contrasting conceptualisations, and consequent definitions of literacy emphasise the importance of both context and content. What being literate means, thus, lies embedded within these conceptualisations. Finding new ways of seeing and doing literacy, in order to improve literacy policies and practices, is at the heart of this research endeavour. The "golden thread" running through the different perspectives signifies the functional role of literacy and suggests a stronger emphasis on viewing literacy as a functional and social practice underlying lifelong learning in the broadest possible sense. Teachers have a cardinal role to play in building capacity in and adding value to the South African citizenry and in supporting learners to develop the necessary functional and critical literacy skills to express themselves adequately on a written and and spoken level. The objective of this study is to offer a broader conceptualisation of literacy which embraces it as a lifelong endeavour, honed through use and purpose. The significant differences between the traditional and the more modern approaches to literacy development underscore the emphasis on its functionality and potential for human resource development. All these issues have implications for literacy policy and practice. Acquiring literacy skills entails taking into consideration that: different levels and standards of literacy skills are possible, subject matter differs and different purposes for literacy exist. Only when people are equipped with the personal knowledge, skills, attitudes and values that enable them to live as productive and self-sufficient citizens, able to make informed decisions and responsible choices, can sustainable, social transformation become a reality. / AFRIKAANSE OPSOMMING: Hierdie studie beklemtoon hoofsaaklik geletterdheid en lewenslange leer binne die konteks van die formele skoolsisteem. Probleme en geskilpunte aangaande beleid en die praktyk word binne die breë raamwerk van 'n geselekteerde stel perspektiewe oor geletterdheid ondersoek. Die aard en omvang van die probleem van geletterdheid, wêreldwyd en in die besonder Suid-Afrika, bied voldoende geleenthede om geletterdheidsbeleid, -teorie en -praktyke te bestudeer. Die sinergie tussen kurrikulumvernuwing en sosiale tranformasie in Suid-Afrika, wat ten grondslag van Uitkomsgebaseerde Onderwys (UGO) lê, skep moontlikhede vir die ontwikkeling van funksioneel geletterde burgers wat in staat is om hul lewens suksesvol en onafhanklik te bestuur. Die kwalitatiewe en verklarende aard van die literatuurstudie behels 'n vergelykende navorsingsproses wat geletterdheid op verskillende vlakke ondersoek, binne 'n raamwerk van veelvoudige perspektiewe. Hierdie verskillende perspektiewe oor geletterdheid huldig verskillende opvattings, met die gevolg dat definisies van geletterdheid uiteenlopend van aard is terwyl raakpunte ten opsigte van die belangrikheid van konteks en inhoud sterk na vore gekom het. Wat dit beteken om geletterd te wees is gegrond op hierdie sienswyse. Die ontdekking van nuwe benaderings tot geletterdheid wat mik na die verbetering van geletterdheidsbeleid en -praktyke vorm die kern van hierdie navorsingsproses. Die "goue draad" wat deur die onderskeie perspektiewe loop, dui op die funksionele rol van geletterdheid en beklemtoon geletterdheid as In funksionele en sosiale praktyk, wat lewenslange leer ten grondslag lê. Onderwysers het In belangrike rol om te speel in die opbou van kapasiteit en toevoeging van waarde tot die burgerskap binne die Suid- Afrikaanse konteks, verder ook in die ondersteuning van leerders om die nodige funksionele en kritiese geletterdheidsvaardighede te ontwikkel om te verseker dat hulle hulself toereikend op 'n gesproke en geskrewe vlak kan uitdruk. Die doel van hierdie studie is om 'n meer uitgebreide beskouing ten opsigte van geletterdheid as 'n lewenslange strewe wat deur gebruik en funksie vasgelê word (op beide gesproke en geskrewe vlakke), daar te stel. Die beduidende verskille tussen die tradisionele en die meer moderne benaderings tot geletterdheidsontwikkeling beklemtoon funksionaliteit en die potensiaal wat dit inhou vir die ontwikkeling van menslike hulpbronontwikkeling. AI hierdie aangeleenthede het implikasies vir geletterdheidsbeleid en -praktyk. Die aanleer van geletterdheidsvaardighede noodsaak dat die volgende aspekte in aanmerking geneem word: dat verskillende geletterheidsvaardigheidvlakke en standaarde moontlik is, dat vakinhoude kan verskil en dat verskeie uitkomstes vir geletterdheid bestaan. Slegs wanneer mense met die nodige persoonlike kennis, vaardighede, houdings en waardes toegerus word - wat hulle in staat sal stelom ingeligte besluite en verantwoordelike keuse te maak, kan volgehoue sosiale transformasie 'n realiteit word.

Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by the fundamental impact of the transformation taking place within a democratising new South Africa. The transformation of the education processes is also consistent with international trends. The drift towards decentralisation, away from the rigid formal structures and systems of the old dispensation, and the crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist thinking. This study has found that technical colleges, throughout their complex history, have admirably withstood and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their indispensable position in the education and training system of South Africa. In spite of the wealth of instructional and training opportunities in the local and global market, colleges once again find themselves at a new crossroad with the restructuring of the South African Education system as a whole. These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist view and include, inter alia, the following: control and management, funding, level of programmes that ought to be offered, curriculum, composition of staff corps, instructional approach, evaluation and admission policy. The only constant in most cases are the physical facilities and buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of confusion. The lack of leadership on the part of the provincial education departments and the lack of involvement of the business sector only add to the anxiety and unanswered questions at colleges. The researcher has found that technical college have enormous potential and a central role to fulfil in the development of future human resources in South Africa. Policy-makers should, therefore guard against introducing restrictive measures that would limit the focus of the colleges to the FET level. It would hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain the development of existing qualities. For once in the history of education in South Africa, there is an urgent need for policy-makers and those responsible for implementing such policies to give their undivided attention to this 'orphan', who has such a vital role to play in the economy and educational system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie. Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en losser bestel, weerspieel ook die postmoderne denke. Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem. Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps, onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by kolleges. Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en ekonomie is, sal gee.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The process of educational transformation in South Africa was characterised by the creation of a coherent policy and legislative framework (e.g. Constitution; South African Schools Act, 1996) that would form the basis for systematic changes. My concern is if or to what extend the transformational goals of access, redress, equality, quality, freedom and participation manifest itself in public high schools, particularly those schools from historically disadvantaged communities. Engaging in an interpretive and critical analysis of data (South African Schools Act, 1996 and diverse educator voices), I explore the conceptual and pragmatic links between different nuances of democracy in schools. There seem to be huge gaps between policy and practice. As the transformation of the education system is inseparable from the total transformation of our nation, I contend that the education landscape needs to be reviewed. A rigorous multi-facetted approach by all role players is necessary in order to meet the complexity of challenges to the process of transforming the education system of South Africa, in order to bring about a deep democracy. KEY WORDS: Education, transformation, democracy, participation, equality and quality. / AFRIKAANSE OPSOMMING: Die proses van onderwys-transformasie in Suid-Afrika is gekenmerk deur die daarstelling van 'n koherente beleids-en wetgewende raamwerk (o.a. Konstitusie; Suid-Afrikaanse Skolewet, 1996), wat die grondslag van sistematiese veranderinge sou vorm. My besorgdheid is of, en tot watter mate die transformasie-doelwitte van toeganklikheid, regstelling, gelykheid, kwaliteit, vryheid en deelname in publieke hoërskole gemanifesteer word - veral dié skole in histories benadeelde samelewings. Verbind tot 'n interpretatiewe- en kritiese data-analise van die Suid-Afrikaanse Skolewet en menings van diverse onderwyslui, ondersoek ek die konseptueie en pragmatiese skakeling tussen verskillende nuanses aangaande demokrasie in skole. Daar blyk groot gapings tussen beleid en praktyk te wees. Omdat die transformasie van die onderwysstelselonlosmaaklik deel vorm van die totale transformasie van ons nasie, voer ek aan dat die opvoedkundige landskap dringend in heroënskou geneem moet word. 'n Daadwerklike, multi-fassettige benadering deur alle rolspelers is nodig ten einde die komplekse uitdagings ten opsigte van die transformasie van die Suid-Afrikaanse onderwys die hoof te bied, en sodoende 'n diep demokrasie tot stand te bring. SLEUTELWOORDE: Onderwys, transforrnasie, demokrasie, deelname, gelykheid en kwaliteit.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: There are many new developments in the field of schooling. Some of these developments - school based management, new curriculum developments and devolution of control to the school level have brought with it policy changes. Many educational leaders are struggling to keep pace with these changes that are taking place in the management of education. Others are struggling against the changes, while possibly not fully understanding the dynamics of these changes. In a time of rapid political and social change, the need for spelling out the concomitants of educational leadership has become both necessary and essential. Planned quality intervention by the state has completely underestimated the lack of managerial competencies among educational leaders. Quality in leadership is not a luxury item in educational transformation, changes in leadership are in fact central to instilling the democratic values and principles which underpin the new educational policies. There must also be a comprehensive strategy which addresses educational leadership as a school-wide intervention. There needs to be a more coordinated effort between provincial education departments and schools to bring their collective resources to bear on school quality change; but the process must be prioritised and co-ordinated by the state. This assignment seeks to establish what challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. It details the daily strategies and plans used by educational leaders as they go about running their schools. Strategic opportunities in the policy field should be harnessed to drive education quality improvements. It is vital to link in-service development to policy implementation. Ultimately the monitoring and evaluation system in place must track the impact of the changes more carefully. This would allow departments to define future poiicies and programmes based on informed choices about which quality interventions make a difference. This is critical since the evidence shows that most changes have not always resulted in the planned leadership improvements. There is no reason for this trend to continue as this research shows that many schools have considerable advantages working in their favour: a relatively stable schooling infrastructure, a growing corps of qualified educational leaders and a policy environment in which there is optimism about change and transformation in the school sector. / AFRIKAANSE OPSOMMING: Daar is huidiglik vele nuwe ontwikkelinge in die onderwysstelsel. Sommige van die ontwikkelinge: skool - gebaseerde bestuur, nuwe kurrikulum ontwikkelinge en die afwenteling van bestuur na skoolvlak, het verskeie beleidsveranderinge meegebring. Vele onderwysleiers vind dit problematies om tred te hou met die veranderinge in die bestuur van opvoeding. Ander weer, toon 'n weerstand teen die veranderinge, moontlik omdat hulle nie die dinamika van die verandering verstaan nie. In 'n tyd van politieke en sosiale veranderinge, is dit belangrik en noodsaaklik om gepaardgaande verskynsels van onderwysleierskap na vore te bring. Beplande bevoegde toetredings van die staat het die tekorte aan bestuursbekwaamheid van onderwysleiers heeltemalonderskat. Bevoegdheid in leierskap kan nie geag word as 'n luukse item in onderwystransformasie nie. Veranderinge in leierskap is inderdaad sentraal tot die vaslegging van die demokratiese waardes en beginsels wat die nuwe onderwysbeleidsverklaringe ondersteun. Daar moet 'n allesomvattende strategie en -toetreding wees, wat onderwys leierskap as 'n skool aangeleentheid aanspreek. Daar word 'n skool gekoordineerde poging tussen provinsiale onderwysdepartemente en skole benodig om hulle kollektiewe hulpbronne toe te wy aan skoolkwaliteitsveranderinge, maar die proses moet deur die staat gekoordineer en goedgekeur word. Hierdie werkstuk poog om te bepaal watter uitdagings en beperkinge opvoedkundige leiers in die gesig staar in hul pogings om by te dra tot tranformasie in Suid-Afrika. Die strategieë en metodes wat deur opvoedkundige leiers gebruik, word in die daaglikse bestuur van instellings, word gespesifiseer. Dit is belangrik om onderwysontwikkeling aan beleidsimplementering te koppel. Die monitering en evalueringstelsels wat in plek is, moet noodwendig tred hou met die gevolge van die veranderinge. Dit sal toelaat dat departemente hul toekomstige beleide en programme, op ingeligte en kwaliteitstoetredings baseer, wat 'n verskil maak. Dit is krities, want bewyse dui aan dat veranderinge nie altyd in die beplande leierskapverbeteringe eindig nie. Daar is geen rede vir die veloop van gebeurtenisse nie, want die studie wys dat die skole aansienlike voordele in hul guns het: 'n betreklike stabiele skoolinfrastruktuur; 'n groeiende komponent van onderwysleiers, en 'n beleidsomgewing waarin daar optimisme oor veranderinge en transformasie in die opvoedingssektor is.

<p>The aim of this quasi-experimental study was to examine the impact of a health education intervention on knowledge about HIV/Hepatitis B transmission, attitudes, beliefs and intentions towards condom use. Research has shown tht small group discussion, single sex groups, age proximity of health educators, and HIV prevention integrated in the broader sexual health context, increased the effectiveness of health education with regard to safer sexual practices.</p>

The advent of on-line Computer-Assisted Instruction and Computer Mediated Communication may improve instruction and communication in distance education in South African universities. On-line Computer-Assisted Instruction in distance education makes the reinforcement of knowledge both systematic and immediate. With instructional media such printed text, audio-cassettes, radio and television broadcasts the student at a distance is an isolated and passive recipient of knowledge. On-line Computer-Assisted Instruction supported by Computer Mediated Communication for interaction and feedback could close the gaps in time and distance between the teacher and the student in distance education. The current network capabilities of the computer makes it possible for such a student to interact with peers and lecturers before, during and after instructional episodes. Computer Mediated Communication can facilitate the use of electronic messaging such as Electronic Mail, Internet Relay Chat, List Servers, Multi-User Domains and Bulletin Board Services for interactions and feedback. This thesis investigates whether instruction and communication in South African universities with a distance education option can be improved using on-line Computer-Assisted Instruction and Computer Mediated Communication respectively. The thesis also makes proposals for their implementation in South Africa by analysing the applications of computer technology in degree awarding distance education institutions in some developed and developing countries that use on-line Computer-Assisted Instruction and Computer Mediated Communication. / Thesis (M.Sc.)-University of Natal, 1996.

Transforming society towards following an environmentally sustainable path will not be easy because it means a fundamental shift in thinking, values and actions of all institutions, communities and individuals worldwide. Education is the key to ensure that future generations of South Africans will be able to deliver the society envisaged by our Constitution. The formative years of the Foundation Phase are an ideal place for environmental education (EE) to begin. The purpose of this study was to explore conceptions of EE held by educators in the Foundation Phase at a primary school in KwaZulu-Natal. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.