Magister Philosophiae - MPhil / This study focuses on the learning experiences of adult learners entering higher education for the first time. Based in the Department of Adult Education and Extra-Mural Studies at the University of Cape Town, it analyses the experiences of successful adult learners on the first year (1995) of a formal Certificate Programme in Adult Education, Training and Development. The study concludes that the ways in which contexts and learning relate is complex. We need to understand that it is at the intersection of the individual and the social that meaning is made and negotiated in learning. This understanding, it is argued, is crucial to better understand the relationship between access, learning and success - within but also across contexts. The implications of this are raised tentatively by looking at alternative approaches to curriculum development and teaching-learning processes.

M. Tech. (Department of Hospitality, Faculty of Human Sciences) Vaal University of Technology / Introduction: The education, training and development (ETD) industry has developed fast over the past few years in our country. One need only read the national weekend papers and see all the ETD vacancies advertised to realise that ETD issues are being given increased coverage in this country. The reason for this increased focus on ETD is the need for skilled workers in organisations. Reports on our competitiveness in the world have consistently identified the lack of people development as a major stumbling block for the South African economy in competing in the global market. Objectives: The main objective of this study was to measure the impact of a training programme for the food service workers providing meals to 300 elderly people attending the Sharpeville Care of the Aged centre, in terms of a skills development programme, in order to contribute to increased productivity and provide nutritious meals to the elderly. Methods: A baseline survey was undertaken to determine the nutritional status, food consumption patterns and nutrient intake in a random sample of 300 elderly people attending the care centre five days a week. Socio-demographic and health questionnaires, as well as 24-hour recall questionnaires were completed with the assistance of trained fieldworkers. Anthropometric measurements included weight, height, and Mid-Upper Arm Circumference. Furthermore, the existing menus served to the elderly were theoretically analysed using FoodFinder® version 3 program to determine the energy, carbohydrate, protein and fat content. A developed and tested questionnaire was used to gather information from ten volunteer food service workers at the care centre to determine the training needs. The results of the baseline survey, the menu analysis and training needs assessment were used to develop a training programme that was implemented for a period of ten weeks. Learning was measured after the training programme by administering the same knowledge questionnaire, as well as by a portfolio of evidence and practical assessment. Data analyses: Data for the baseline survey was captured on an Excel spreadsheet. Data analysis was done using the Statistical package for Social Sciences (SPSS) for Windows version 10.0 program for all variables except dietary intake data. Dietary intake and food consumption data were analysed by a registered dietician using the FoodFinder® version 3 program, developed by the Medical Research Council (MRC). Daily nutrient intakes were reported as means and standard deviations and compared to RDAs. Paired t tests were done to determine correlations between knowledge of the food service workers before and after the implementation of the training programme. Results: The results indicated that the majority of the elderly had an income of between R500 and R1 000 per month and most of them reported an occasional lack of funds to meet basic household needs, confirming the presence of food insecurity. Daily dietary intakes (mean ±Standard Deviation [SD] were 5 041,2 ± 2 299,6 kilojoules (kJ) energy, 50,4 ± 28,2 gram (g) protein, 38,9 ± 28,2 g fat and 149,0 ± 76,6 g carbohydrates. The majority (29.5%) were overweight (body mass index [BMI] ~25) or obese (BMI ~30) whilst 33.5% had a mid-upper arm circumference (MUAC) of ~21.7 centimetres (em). Mean intakes of micronutrients were low in comparison with the reference standards. The volunteer food service workers were literate as the majority had higher than grade 10-12 training and 80% had previously received on-the-job training. The training programme was successfully implemented and the knowledge of the voluntary food service workers improved after the training programme was implemented. However, because of the small sample size no significance could be determined. Conclusions: The findings of this study confirmed that poverty, malnutrition, both under- and over-nutrition, as well as household food insecurity and poor health were the major problems observed in this elderly community. These findings correspond to other studies, however limited, conducted amongst the elderly in South Africa. The results indicated that, although the food service workers were literate and had received prior training, they still had a poor knowledge of appropriate food preparation method and practices, as well as nutrition, especially related to the elderly. On completion of the training programme, the knowledge of the food service workers improved. This study emphasises the importance of continued on-the-job training Recommendations: The recommendations of further research include: 1) A more detailed study to evaluate the influence of the training programme not only on knowledge and skills, but also on behaviour and attitude. 2) Periodically measuring such influence over a year to measure knowledge retention. 3) Implementation of a NEP for the elderly and its impact on nutrition knowledge and dietary intake behaviour tested. / National Research Foundation (NRF

The aim of this study was to identify what were the requirements placed on the design of distance education programmes as regards discipline or dialogue and how did these factors impact on student-support in the South African National Defence Force (SANDF). Education in general is used to classical behavioural objective that outlines precisely for the student what has to be done and is one way of structuring the learning materials. The South African National Defence Force (SANDF), by its very nature, is very familiar with this formal structure and style of doing things. It prescribes the way teaching has to happen and how the outcomes have to be achieved and at times in a very formal way. Opposed to the above is dialogue that calls for a move away from the prescriptiveness of doing something. Doing and thinking now becomes more open through dialogue. Education stakeholders now debate the value of certain content, since content is no more fixed, the admission of students into the programme is not fixed any more and the way examinations are set is also not fixed or prescriptive. There is now a move away from the disciplinary way of thinking, that is, thinking in terms of fixed boundaries or discipline any longer – dialogue has opened up options and opportunities. This research is based on the belief that distance education problems in the Department of Defence (DoD) are as result of outdated and inadequate instructional or programme design methods or approaches, and thus lack student-support. The four sub-research questions that emanate from the main research question as posed in this research are summarized as follows: (1) What is the distance learning teaching and learning character of the South African National Defence Force (SANDF)? (2) What is the role dialogue in the design of teaching and learning? (3) How are ‘outcomes’ in transactional distance or dialogue achieved? (4) What is the role of dialogue in student empowerment or student support? The design of this research was based on qualitative approach. The feasibility of the research was assured by focusing on distance learning institutions and practitioners. Literature study and document analysis was utilized as data-collection method. Face-to-face interviews with focused groups and individual interviews utilizing unstructured, open-ended questions on interview schedules were also conducted. In addition, anonymous student reports collected by programme managers at the end of a programme replaced the unavailability of student interviews were utilised. The findings of the study were that the character of structural design of distance learning programmes in the South African National Defence Force (SANDF) resembles that of the disciplinary approach, and is thus prescriptive. Structure, in terms of the teaching and learning strategies and the substance of the content is largely the mode of practice in the SANDF’s distance education system. Communication finds its way into the distance learning system of the Department of Defence as authoritative power source. The main function of dialogue in the system is to vest the interest of this organization as programme directors and instructors are not fully emancipated. Students and instructors find it difficult to engage constructively academically. Learner-to-learner interaction and freedom of academic discourse is hampered as the result of authoritarian and prescriptive doctrine of a structured curriculum. It is then concluded that student support in the South African National Defence Force (SANDF) distance education settings does not address requirements of dialogue. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country. Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD. Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals. In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)

For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country. Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD. Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals. In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)

Philosophiae Doctor - PhD / By the mid 1980s the Nationalist Party had sought to salvage almost four decades of apartheid policies that were based on white supremacy. In this regard it engaged in dual strategies of repression and reform. The state's strategies were challenged by organisations and movements within civil society. In this regard a number of community-based organisation mushroomed both nationally and regionally. These organisations were co-ordinated by adult political activists most of whom were perceived to lack the necessary skills to manage organisation more effectively. In this conjuncture, the Adult Education Departments at five South African universities developed certificate-level programmes to address this gap. This study focuses on three such programmes, the Community Adult Education Programme, based at the University of Cape Town, the Certificate for Educators of Adults at the University of the Western Cape, and the Community Adult Educators Training Course based at the University of Natal- Pietermaritzburg. This study investigates the social and political conditions that gave rise to the three certificate programmes. It also investigates the relationship between the external social and political conditions and the internal curriculum practices of the certificates. In this process it analyses the nature of the relationship and identifies shifts in the programmes and the curriculum practices between 1986 and 1996. The study uses a qualitative approach and draws on elements of critical theory and social constructionism to understand the data gleaned from interviews and documents. This study argues that all three certificate programmes have directly been tied into the social political context in South Africa between 1986 and 1996. In this decade the study argues, there are three distinct political periods, namely repression/reform, negotiations and fragile democracy. It argues that distinct features from each period have shaped the certificates in different ways. Along with the national political conditions as manifest at the level of the state, the private sector and civil society there are local and institutional dynamics that contribute to the different forms assumed by these certificates. The study further argues that the external social - political conditions from each period have demarcated and fixed the boundaries for the certificates as a social practice. In this process the curriculum practices for each period permitted certain words and practices in preference to others. Consequently, it argues that the external and internal social and political dimensions together construct the certificates as a discourse. This study is based on a belief that the role of a certificate practitioner is to creatively locate the day to day practices within different theoretical frameworks in order to advance studies into sites of adult education practices. This study represents a step in such a direction.

The growth and expansion of the Haven Night Shelter Welfare Organisation has been accompanied by a pattern of emotional and negative dismissals and resignations of senior managerial personnel. The research project explores how the management capacity of the managers could be enhanced through training, development and maintenance functions of human resource management. The literature study focused on reviewing outcomes-based education, training and development methodology. The empirical study involved examining the biographical information of the research participants. It also sought to explore the organisational culture by identifying managerial competencies of skills, interpersonal relationships, management style, attitudes and beliefs. Investigating the knowledge base of participants, included exploring human resource management practices, training and development legislation and labour relations. The conclusions and recommendations are based on the findings of the survey as completed by the participants. The guidelines for a training programme include outcomes-based learning principles to raise morale, skill and knowledge. / Social work / M. Diac. (Social Work)

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

The growth and expansion of the Haven Night Shelter Welfare Organisation has been accompanied by a pattern of emotional and negative dismissals and resignations of senior managerial personnel. The research project explores how the management capacity of the managers could be enhanced through training, development and maintenance functions of human resource management. The literature study focused on reviewing outcomes-based education, training and development methodology. The empirical study involved examining the biographical information of the research participants. It also sought to explore the organisational culture by identifying managerial competencies of skills, interpersonal relationships, management style, attitudes and beliefs. Investigating the knowledge base of participants, included exploring human resource management practices, training and development legislation and labour relations. The conclusions and recommendations are based on the findings of the survey as completed by the participants. The guidelines for a training programme include outcomes-based learning principles to raise morale, skill and knowledge. / Social work / M. Diac. (Social Work)