With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made way for the name technology education, the senior secondary phase was replaced with the Further Education and Training band (FET), the syllabuses made way for curricula and all technical subjects were restructured, reduced and re-curriculated to four new subjects. These four new subjects are defined in the New Curriculum Statement (NCS) documents and should be taught according to the Outcomes-Based Education (OBE) principles. This study was undertaken to determine the nature of technology education in the phase, what competencies these teachers should have and what the perceptions of final year students in this phase are, regarding their vocational competencies. The above named objectives were aimed at contributing guidelines with the purpose of improving the training of FET technology teachers. In order to answer the above named questions a literature review, a qualitative and a quantitative study was undertaken. The literature revealed that technology teaching in the FET phase in South Africa has to do with education that focuses on the teaching of technological knowledge, skills, attitudes and values. The technology education in this phase focuses on electrical, mechanical, civil and design fields, with emphasis on problem solutions and the achievement of four well-defined outcomes. The implementation of FET technology in South Africa follows the international trend to place all training with a technical or technology bias under the banner of technology education because teaching only knowledge and skills were no longer sufficient. Because South Africa is still a developing country, there are unique and distinctive problems facing the effective teaching of technology. In order to train teachers effectively for the new curriculum the opinions of practicing school 'principals and experienced teachers in FET technology should be asked to determine what is expected from these novice teachers in practise. A qualitative study revealed that principals and other senior staff members of technical schools (FET) have certain expectations with regard to the competencies and capabilities of their technology teachers. These requirements, for example, includes professional competencies, general, teaching and practical skills and abilities such as subject knowledge and didactical knowledge. In a qualitative study, in which 20 of the final year FET technology students participated, it was found that according to them, they are, to a great extent, equipped for their task as teachers. With few exceptions, the students felt that they were well-equipped in terms of professional, general, teaching and practical skills as they were properly guided in subject and didactic knowledge. As for the training of technical teachers in the FET phase, it was found that the training to a large extent meets the demands of education and the needs of schools, but that there are one or two areas of training that might be improved on and that there are certain misconceptions when students need to judge the value of certain modules. These misconceptions or problem areas mainly focus on the educational programme, practical teaching, education administration and training in practical skills. Specific recommendations are made regarding the training of technical teachers for the FET phase: Recommendations from this study focus on: • Better planned, more effective and relevant workshop practical training. • Greater exposure to, or better planned exposure to, practical education. • Better definition or tuition of educational and didactical modules. • Specific modules exposing students to more imitated administrative tasks. • Promotion of workshop safety. This study focused on the nature of technology education in the FET band in South Africa, the training of teachers who must be able to teach technology in the FET band and the unique abilities they should possess. Recommendations from this study can thus contribute in improving FET technology training in South Africa. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made way for the name technology education, the senior secondary phase was replaced with the Further Education and Training band (FET), the syllabuses made way for curricula and all technical subjects were restructured, reduced and re-curriculated to four new subjects. These four new subjects are defined in the New Curriculum Statement (NCS) documents and should be taught according to the Outcomes-Based Education (OBE) principles. This study was undertaken to determine the nature of technology education in the phase, what competencies these teachers should have and what the perceptions of final year students in this phase are, regarding their vocational competencies. The above named objectives were aimed at contributing guidelines with the purpose of improving the training of FET technology teachers. In order to answer the above named questions a literature review, a qualitative and a quantitative study was undertaken. The literature revealed that technology teaching in the FET phase in South Africa has to do with education that focuses on the teaching of technological knowledge, skills, attitudes and values. The technology education in this phase focuses on electrical, mechanical, civil and design fields, with emphasis on problem solutions and the achievement of four well-defined outcomes. The implementation of FET technology in South Africa follows the international trend to place all training with a technical or technology bias under the banner of technology education because teaching only knowledge and skills were no longer sufficient. Because South Africa is still a developing country, there are unique and distinctive problems facing the effective teaching of technology. In order to train teachers effectively for the new curriculum the opinions of practicing school 'principals and experienced teachers in FET technology should be asked to determine what is expected from these novice teachers in practise. A qualitative study revealed that principals and other senior staff members of technical schools (FET) have certain expectations with regard to the competencies and capabilities of their technology teachers. These requirements, for example, includes professional competencies, general, teaching and practical skills and abilities such as subject knowledge and didactical knowledge. In a qualitative study, in which 20 of the final year FET technology students participated, it was found that according to them, they are, to a great extent, equipped for their task as teachers. With few exceptions, the students felt that they were well-equipped in terms of professional, general, teaching and practical skills as they were properly guided in subject and didactic knowledge. As for the training of technical teachers in the FET phase, it was found that the training to a large extent meets the demands of education and the needs of schools, but that there are one or two areas of training that might be improved on and that there are certain misconceptions when students need to judge the value of certain modules. These misconceptions or problem areas mainly focus on the educational programme, practical teaching, education administration and training in practical skills. Specific recommendations are made regarding the training of technical teachers for the FET phase: Recommendations from this study focus on: • Better planned, more effective and relevant workshop practical training. • Greater exposure to, or better planned exposure to, practical education. • Better definition or tuition of educational and didactical modules. • Specific modules exposing students to more imitated administrative tasks. • Promotion of workshop safety. This study focused on the nature of technology education in the FET band in South Africa, the training of teachers who must be able to teach technology in the FET band and the unique abilities they should possess. Recommendations from this study can thus contribute in improving FET technology training in South Africa. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Surgical face masks have been designed to protect health care professionals from the splashes of the patients’ blood or body fluids and also to minimise the transmission of oro- and nasopharyngeal bacteria from the surgical team to the patient’s wounds, thereby decreasing the likelihood of postoperative surgical site infections during a surgical procedure. However, there are several ways in which surgical face masks could potentially contribute to contamination of the wound during a surgical procedure in the operating room. The objectives of this study were to explore and describe the effectiveness of surgical face masks as a protective barrier during a surgical procedure in the operating room in the public hospitals in the North West Province, South Africa and to formulate recommendations regarding surgical face masks worn by health care professionals during a surgical procedure in the operating rooms. A systematic review was conducted, followed by a quantitative, explorative, descriptive and contextual approach. The motivation for a systematic review was to search evidence on surgical face mask efficiency. A search strategy was conducted in February and March 2012 and the total initial search was 9,933 research articles. Screening of articles on effectiveness of surgical face masks during a surgical procedure was done. After six months the search was updated and the final sample of six relevant articles (n=6) was obtained. Studies that met the inclusion criteria were critically appraised based on the scores using standardised critical appraisal tools. The findings of this research project were synthesised and evaluated in order to come to conclusions. Conclusions were integrated and synthesised as the basis of developing a clear overview of the best quality empirical evidence about effectiveness of surgical face masks during a surgical procedure in the operating room. Recommendations were formulated for the nursing practice, education and research focussing on wearing a surgical face mask during a surgical procedure in the operating room. Reviewer’s conclusion: From the limited results it is unclear whether wearing surgical face masks during a surgical procedure in the operating room serve as a protective device for both surgical team and the patient. There is a need for further research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Surgical face masks have been designed to protect health care professionals from the splashes of the patients’ blood or body fluids and also to minimise the transmission of oro- and nasopharyngeal bacteria from the surgical team to the patient’s wounds, thereby decreasing the likelihood of postoperative surgical site infections during a surgical procedure. However, there are several ways in which surgical face masks could potentially contribute to contamination of the wound during a surgical procedure in the operating room. The objectives of this study were to explore and describe the effectiveness of surgical face masks as a protective barrier during a surgical procedure in the operating room in the public hospitals in the North West Province, South Africa and to formulate recommendations regarding surgical face masks worn by health care professionals during a surgical procedure in the operating rooms. A systematic review was conducted, followed by a quantitative, explorative, descriptive and contextual approach. The motivation for a systematic review was to search evidence on surgical face mask efficiency. A search strategy was conducted in February and March 2012 and the total initial search was 9,933 research articles. Screening of articles on effectiveness of surgical face masks during a surgical procedure was done. After six months the search was updated and the final sample of six relevant articles (n=6) was obtained. Studies that met the inclusion criteria were critically appraised based on the scores using standardised critical appraisal tools. The findings of this research project were synthesised and evaluated in order to come to conclusions. Conclusions were integrated and synthesised as the basis of developing a clear overview of the best quality empirical evidence about effectiveness of surgical face masks during a surgical procedure in the operating room. Recommendations were formulated for the nursing practice, education and research focussing on wearing a surgical face mask during a surgical procedure in the operating room. Reviewer’s conclusion: From the limited results it is unclear whether wearing surgical face masks during a surgical procedure in the operating room serve as a protective device for both surgical team and the patient. There is a need for further research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

AFRIKAANS : Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid ten opsigte van finansies drasties verander deurdat selfbestuur by skole geïmplementeer is. Daar bestaan groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en beheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Skole se begrotings het sedert 1994 van `n paar honderd duisend rand na `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas ekstra belading op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie ekstra finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief te kan uitvoer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om te bepaal watter faktore die beheer en bestuur van skoolfinansies in `n openbare skool beïnvloed en om `n model daar te stel wat die beheer en bestuur van skoolfinansies in `n openbare skool sal rig. ENGLISH : Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self management of schools, the accountability regarding finances has changed dramatically. Schools’ budgets have increased from thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body. Departmental officials, principals and school governing body members have no experience to handle the extra financial burden. Principals and school governing body members have no experience of carrying this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to determine factors that influence the control and management of public schools’ finances and to present a model that will guide the control and management of a public school’s finances. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted