M.Cur. / The effective application of learning opportunities for health care necessitates attention for practice. A conceptual guideline has been compiled according to a literature study in order to determine the practice of health education. In this research into learning opportunities for the presentation of the module, mother and child health services in community health nursing, the method adopted was the following: the student nurse was actively involved in the teaching process by way of group discussion, thereby acquiring greater cognitive skill s, through practical guidance the student nurse is given an opportunity to master interpersonal skills, The results have shown that student nurses ought to be exposed to various teaching methods as early in their trainfng as possible in order to exercise in practfce, the mastering of interpersonal skill s, In order to demonstrate the effect of group activity and role play to the student nurse, certain recommendations have been made. The most important include the following: It would appear that' traditional lecture methods .alone are not sufficient for the training of student nurses in the field of rendering health counselling. The student nurse should therefore be actively involved through teaching methods such as group discussions and role play. As early in the student nurse's training as possible the importance of establishing and maintaining sound interpersonal skills for effective health counselling should be emphasized.

D.Ed. / The aim of this study was to investigate: the causes, problems and justification of the increase in part-perspectives in faculties of education; the reasons for the apparent disappearance of borders between part-perspectives in Education; and possible criteria for the justification of existing and new part-perspectives and modules. The study showed that the increase in part-perspectives led to various problems in Education, such as: considering the own part-perspective to be more important than other partperspectives; overlapping between part-perspectives; and overemphasising the subdivisions of Education in stead of emphasising the educational phenomenon as the object of investigation. There were not only historical reasons for the diversifying of Education. The difficulties experienced in the structuring of Education were the result of the complex reality of education in a rapid changing society. Contemporary and future trends were therefore taken into account by the researcher because the effectiveness of faculties of education is determined by the manner in which they respond to changes in society. The present stance of the part-perspectives in Education was evaluated in this study in order to find criteria for the justification of existing and new part-perspectives. These criteria can be used as a basis for the possible restructuring of Education. The following criteria were amongst others identified: an educational perspective; demarcation; a clear problem; theoretical accountability; scientific justification; expertise; and a sound curriculum. This study demonstrated the necessity of knowledge of the nature of an educational perspective to enable educationists to evaluate the focus of their part-perspectives from an authentic educational point of view.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This study focuses on the lack of support services necessary to implement Environmental Education, in the Nsami Circuit, Limpopo Province. The aims of the study were, firstly, to investigate how teacher’s needs are neglected and how retraining of teachers is being relegated. Secondly, if Environmental Education were introduced in schools, to investigate the possibilities that it would create with regards to an awareness of local environmental issues. Thirdly, when projects are initiated at schools, to investigate the benefits to both teachers and learners. Lastly, to investigate the assumption that for any implementation of Environmental Education to be effective, teachers’ needs should taken care of, in terms of training through workshops as a way of helping them to adapt accordingly. An extensive literature review was undertaken to examine core areas of Environmental Education and the current curricula to establish where the emphasis of Environmental Education lay. The theoretical framework constructed from the review concluded with the premise that the issue of Environmental Education is of immense importance as reported in the NEEP-GET Project. The study, to investigate the essence and intensity of frustrations teachers’ experience in offering Environmental Education in South African schools, recommends that the Department of Education should treat the issue of training teachers through in-service training, seminars, workshops and other means a priority if effective and successful teaching and learning of Environmental Education is to be experienced. / Prof. H. G. van Rooyen

M.Ed. / The research report in this study deals with the views of teachers on Planning, Organisation and Implementation of EE in the senior phase. The aim of the study was to investigate teachers' views on how EE could be integrated within existing learning Programe in the senior phase of Primary Schools.It also seeks to identify necessary support Programs, which may be, needed by senior phase teachers in introducing EE within the Curriculum. A random Sample of five (05) Primary Schools from the total of eleven (11) primaries within the Itsoseng Circuit in the Lichtenburg district participated in the study. Interview was used as a sole tool for data gathering from the participants viz: teachers and principals (Educators and site managers). The findings of the study indicate that the majority of teachers responsible for senior phase have knowledge on EE, but have insufficient in-depth knowledge on EE related issues. The sites managers and subject advisors have a mammoth task to perform, so that EE can be integrated within existing learning areas of the core curriculum, like other school subjects. The general impression captured is that Environmental Studies and EE are just one as the same. Based on the findings of the research, it is the recommended that site managers together with subject advisors should take the leading role in ensuring that EE related activities are well planned, organised and implemented in primary schools. The main implications of the findings are: There is a need for support programs for senior phase teachers in the circuit. There is a need for active involvement of all stakeholders for the successful implementation of EE in schools.

M.Ed. (Environmental Education) / Please refer to full text to view abstract

The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive teaching and learning. Literature describes how the management in schools has been redistributing authority and power so that a culture of teacher leadership in school communities can grow. More importantly, school improvement depends more on the active involvement of teacher leaders as it is realised that people in formal positions cannot do everything. In this line this study investigated the understanding of teachers and members of management of teacher leadership practice and it further identified the structural and cultural factors which enabled and inhibited this practice in a primary school. This study is a case study of a Primary school in a semi-urban area of Otjozondjupa Region, a central part of Namibia. This study was conducted in the interpretive paradigm and it is a qualitative case in nature, employing semi-structured interviews, observation and document analysis. Triangulation over the data revealed that respondents have an understanding of the concept and that all teachers are involved in leadership roles at school which are more strongly found in the classroom and through involvement with other teachers. Teacher leadership roles at the case study school also occur within the whole school with some limitations and also extend beyond the school. Grant’s (2008) model of teacher leadership was used to analyse the data. The study suggested some hindrances and supporting factors of teacher leadership. The findings suggested that teacher leadership is understood at the case study school and that they experienced factors that enabled and hindered this practice at different stages. Enabling factors included the school structure, further studies and workshops attended, while teacher leadership is impeded by teachers’ unwillingness to collaborate with others and the platoon system. The study recommends future large scale studies, including at secondary schools, so that a broader sense of teacher leadership may emerge.

The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.

The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.

During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.