Within the restructuring agenda of post apartheid South Africa was the national educational agenda which included the upgrading and re-skilling of teachers. One of the programmes identified and developed nationally was National professional Diploma in Education (NPDE) to upgrade the teaching qualifications of under- qualified educators and later un-qualified educators. Within this programme, re-skilling of these educators was also targeted to assist the Department of Education to implement its new school curriculum. Many cohorts have graduated from this programme since the inception of the NPDE in 2002. It is now the time to ask the question “Did the NPDE make any impact in the lives of educators?” The study seeks to offer an understanding of an understanding of the programme within the rural context by asking the following questions: 1. Is the NPDE making any difference in the rural areas- what do graduates and schools in these contexts have to say? In this study, a tracer study of graduates in the Singane area (name created for this study) will be presented to teachers’ (NPDE graduates) experiences of the programme and its benefit to their personal and professional development? 2. Is the NPDE meeting the challenges of the systemic intervention- a curriculum analysis? This study also explores how both the curriculum design and context addressed the needs of the teachers in rural context like Singane. Through a curriculum analysis of the NPDE, the design and delivery are put under scrutiny to explore the relationship between the NPDE’s intentions and what actually. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

Political changes of the post 1994 general elections witnessed significant innovations within the education sector of the Republic of South Africa. Most significant of these was the rapid transformation of the existing school curriculum into the new curriculum 2005 (C2005). This confirmed the removal of the unnecessary variations in the curricula used by the different departments, created alongside racial groups. This brought about new challenges for teachers as it was to influence their experiences of how teaching was to be conducted in the context of these changes. As a teacher of Economics, I developed an interest in seeking ways in which teachers could be professionally developed to teach Economics in the new curriculum currently implemented in the FET band, acknowledging that the Department of Education supported the new curriculum by a training programme in the form of a cascading model. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

Please read the abstract in the section 00front of this document / Dissertation (MA (Landscape Architecture))--University of Pretoria, 2007. / Architecture / unrestricted

This research investigated coloured factory workers' perceptions regarding job evaluation. The research was done in an engineering manufacturing company in Epping, Cape Town. Fifty-six subjects were selected by means of a stratified random sample. Subjects were weekly paid factory workers in Peromnes grades 12 - 19, who had at least six months service with the company. Personal interviews of t three-quarters of an hour were carried out with each participant. The linked-pair comparison design developed by Bose (1956) for nine variables was used. This design required that each subject be shown nine pairs of jobs. In each case they had to indicate which job should be paid more and why. They were also asked their opinion of the current job evaluation system in use, namely the Peromnes system. Results were analysed on a group basis. It was found that there was a high correlation between the rankings as given by the workers and the Peromnes grading system. The most important criteria used by the factory workers in evaluating jobs were responsibility, contribution to production/profits, control/influence over quality and education and training. Results indicated that there were both similarities and differences in the criteria used by the workers and those used in most job evaluation systems. Workers generally regarded the Peromnes system as fair and equitable.

Text in Afrikaans / Binne die bestek van ses jaar, het drie Klasmusieksillabusse vir die sekondere skool, te wete die van Kaapland (1986), Transvaal (1991) en Skotland (1992) verskyn. Elk van hulle toon 'n unieke karakter ten opsigte van doelstellings, leerinhoud, ensovoorts. Dit het die vraag laat ontstaan watter van die sillabusse binne die raamwerk van wetenskaplik geselekteerde kriteria ontwikkel is en of hulle gevolglik wel didakties-pedagogies verantwoordbaar is. Die drie Klasmusieksillabusse is teen 'n agtergrondstudie van Klasmusiek in didakties-pedagogiese asook leerpsigologiese verband geanaliseer aan die hand van die didaktiese vereistes waaraan 'n vakkurrikulum behoort te voldoen. Die aanbevelings wat gemaak is, wil verseker dat 'n sillabus tot stand kom wat aan die wetenskaplike vereistes van kurrikulering voldoen, waarvan die doelstell ings deur die onderwyser verwerklik kan word en wat die leerder tot optimale leer kan voer. / In the scope of six years, three Class Music syllabi appeared, namely that of the Cape Province (1986), Transvaal (1991) and Scotland (1992). Each of these syllabi have a unique character with regard to aims, learning content, etc. This gave rise to the question whether these syllabi were developed within the framework of scientific selected criteria and whether they can be didactic-pedagogically accounted for. These Class Music syllabi were analysed against a background study of Class Music in didactic-pedagogical and learning pshycological perspective as well as the didactical requirements with which a subject curriculum should comply. The recommendations were aimed to ensure a curriculum document which complies with the scientific requirements of curriculum theory, which is attainable for the teachers and which takes the expectations of the learners into account. / Art History, Visual Arts & Musicology / M. Ed. (Didactics)

Thesis (MBA)--University of Limpopo, 2011 / The Department of Education has invested huge sums of money in trying to improve the quality of education. In order to improve the quality of education, the department realised the need to develop educators. This was done through the introduction of the Integrated Quality Management System (IQMS). The Integrated Quality Manegement System came as results of the combination of the Whole School Evaluation (WSE) and Developmental Appraisal System (DAS). The Department of Education realised the importance of managing the performance of educators. This study was influenced by the need to investigate how the performance of educators is being managed at schools in Bahlaloga Circuit. This study focussed on the following research questions: How is the integrated quality management system being implemented at schools? What have been the major challenges and or successes with regard to the implementation of the integrated quality management system? Is it relevant or appropriate to link the performance of the school with the performance of educators? Is it necessary to link promotion of educators with performance? Is it necessary to link financial reward with the performance of educators? Study managed to find out that the implementation of the Integrated Quality Management System is not taking place as outlined in the policy. The support from the Developmental Support Group is very minimal and in some cases not taking place. Schools have all the necessary documents and stuctures in place to be able to implement the policy but they are unable to do so. At the same time there are number of reasons that were found to be the main reasons why schools are unable to implement the system as prescribed by the policy. Some of the challenges include the following: Shortage of Heads of Departments for some of the subjects who can help during and after the actual evaluation has taken place, movement of both principals and head of department from one school to the other is another challenge that affects the continuous implementation of IQMS; there is no prescribed good teaching practice for all the subjects and therefore what is good teaching practice to one educator may not be the case to the DSG, this situation normally causes confusion among xiv educators.Some educators are being evaluated by Head of Department who does not have the knowledge of the subject and as a results he does not get the necessary support from the DSG, the support from the Department of Education has been lacking, poor working conditions, line of reporting is too complex, that is the Head of Department has his own expectations from educators, principals expect something different, circuit managers have their own plan around the performance of educators while curriculum advisors advises educators to approach the subject differently. All these have an impact on the performance of educators. Lack of team work in schools is one other challenge in the sense that when teachers are not working together as a team, they are less likely to support one another. Some educators are offering more subjects and some of which they are not even qualified to teach. Other Heads of Departments do not have the necessary knowledge of other subjects and therefore they find it difficult to support educators. Some teachers find themselves teaching subject that they are not qualified to teach. The other findings from both the principals and educators are that the promotion and financial rewards must be linked with the performance of the educators. Educators must work for them. On the other hand, the performance of the schools must be linked with the performance of the individual educators. These findings also provide another challenge to the researcher to find out better ways the performance of educators could best be managed taking into account the complexity of the schools’ fuctioning and staffing. / N/A

No abstract available. / Thesis (MPA)-University of Durban-Westville, 2000.

No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1999.

Text in Afrikaans / Binne die bestek van ses jaar, het drie Klasmusieksillabusse vir die sekondere skool, te wete die van Kaapland (1986), Transvaal (1991) en Skotland (1992) verskyn. Elk van hulle toon 'n unieke karakter ten opsigte van doelstellings, leerinhoud, ensovoorts. Dit het die vraag laat ontstaan watter van die sillabusse binne die raamwerk van wetenskaplik geselekteerde kriteria ontwikkel is en of hulle gevolglik wel didakties-pedagogies verantwoordbaar is. Die drie Klasmusieksillabusse is teen 'n agtergrondstudie van Klasmusiek in didakties-pedagogiese asook leerpsigologiese verband geanaliseer aan die hand van die didaktiese vereistes waaraan 'n vakkurrikulum behoort te voldoen. Die aanbevelings wat gemaak is, wil verseker dat 'n sillabus tot stand kom wat aan die wetenskaplike vereistes van kurrikulering voldoen, waarvan die doelstell ings deur die onderwyser verwerklik kan word en wat die leerder tot optimale leer kan voer. / In the scope of six years, three Class Music syllabi appeared, namely that of the Cape Province (1986), Transvaal (1991) and Scotland (1992). Each of these syllabi have a unique character with regard to aims, learning content, etc. This gave rise to the question whether these syllabi were developed within the framework of scientific selected criteria and whether they can be didactic-pedagogically accounted for. These Class Music syllabi were analysed against a background study of Class Music in didactic-pedagogical and learning pshycological perspective as well as the didactical requirements with which a subject curriculum should comply. The recommendations were aimed to ensure a curriculum document which complies with the scientific requirements of curriculum theory, which is attainable for the teachers and which takes the expectations of the learners into account. / Art History, Visual Arts and Musicology / M. Ed. (Didactics)

A dissertation submitted to the Faculty of Business, Cape Peninsula University of Technology, Cape Town, in partial fulfilment of the requirements for the Degree Magister Technologiae in Business Administration. / The different opinion about customer satisfaction amongst academics and practitioners is useful in gaining broader understanding of the term customer satisfaction. This study anchors its definition of customer satisfaction on three main drivers: (1) product’s knowledge such as emotional or cognitive, (2) consumption experience and (3) the response after consumption. Although, this definition departs from market expectation of companies’ production and marketing orientation, it certainly forms the base for concerns about the need for product quality that now drives companies’ quality and competitive strategy. This study evaluates the usage of quality management to understand management perception of product quality and its relationship with customers’ satisfaction and competitiveness. This evaluation used survey research method to collect empirical data from 110 respondents randomly selected from manufacturing companies based in Cape Town. The data received were analysed using descriptive statistic, presented in tables and charts to understand and describe respondents’ perception of the usage of quality management for improved customer satisfaction. The finding shows that quality, management was used to improve satisfaction of customers.