M.Ed. (Tertiary and Adult Education) / The research under discussion follows from and should be seen against the background of the request to the Subdirectorate: Subject Curriculum Matters of the Department of Education and Training (DET) to develop a curriculum (syllabus) for an orientation course to the NI-course. The aim of this course is to fill existing gaps so that progress in the NI-course and the results of the course could be improved. The gap between general formative education and the expected teaching and training knowledge for entry into the NI-course was identified as a problem area.- Launched under the direction and initiative of the DET the NTC (OR) Course is a co-ordinated attempt to ensure a uniform standard in that this program was developed nationally. The curriculation action is unique because the curriculum for the introductory course wasn't developed in isolation but with the co-operation of all the education departments and interest groups. The NTC(OR) Course was developed and tested according to the curriculum development model of Jansen (1984:210). In this study use was mainly made of quasi-experimental research. In the first place it was necessary to define clearly what is meant by scientifically justified curriculum development. A literature study was undertaken to identify criteria to determine which requirements are necessary for curriculum development. To identify said criteria, use was mainly made of Jansen's model of curriculum development. This model was made applicable to curriculum evaluation by elevating the phases in the curriculum development process to criteria for the evaluation of a subject curriculum. The evaluation of the curriculum developmental actions of the DET was undertaken solely to express an opinion as to the scientificalness of the curriculum development. Use was made of evaluation tables to compare the curriculum developmental requirements, as set by practice, and the curriculum developmental action of the DET. The conclusion derived from the evaluation tables is that curriculum development of the DET compares favourably with the requirements set by practice. With only a few exceptions the curriculation action of the DET complies to a large extent with the criteria set in practice.

M.Ed. (Curriculum Science) / Please refer to full text to view abstract

Bibliography: pages 319-332. / This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".

Bibliography: pages 296-303. / This dissertation involves a case study in the application of job evaluation in the City Council of Cape Town. The purpose was to gain insight into the dynamics of the process in a local government environment from the point of view of principal actors - political office bearers, senior officials, trade unions, compensation specialists and employees at large. The methodology was that of "participant-as-observer" and "complete participant". Complementing this was extensive use of primary documentation. A survey using a structured questionnaire was administered to other major local authorities to identify job evaluation usage. The introductory chapter provides an overview of the concept of job evaluation, its principles and practice and the different methods employed. The historical and contemporary usage of job evaluation both abroad and in South Africa is covered in the following chapter. The most prevalent systems are described including the Five Factor System applied in the City Council. Methodological issues are aired in the following chapter whilst Chapter 4 provides context to the study through an analysis of the structure and function of the constituent organisational parts and a review of policies and practices relevant to the personnel/remuneration process. In Chapter 5 the background to formal job evaluation in the organisation is traced by focusing on the salary and wage negotiating process 'leading in' to the decision to introduce formal job evaluation. A review of an earlier evaluation of senior management posts using the Hay method is also presented. Chapter 6 provides an overview of the principles and practice of Council's job evaluation programme, primarily from the perspective of the compensation specialists. It describes the rationale for the choice of procedures and provides further insight into the method adopted. Each phase is considered in the light of accepted practice. Chapters 7, 8 and 9 are focal points in the study and deal with senior management response, union perspectives and employee reaction to the plan. The analysis oscillates between micro and macro issues, examining the interplay of system content, procedures and differing value orientations. Perspectives of senior management are critically examined and assessed where possible against objective evidence. Discussion of the issues brought forward by management is pursued in order to place these within a framework of principle and practice. The contrasting roles of the two trade unions provide the central focus in Chapter 8. One adopted a participative approach aimed at monetary benefit; the other showed a preference for negotiation based on results of the job evaluation, emphasising factors not included in the formal system. Chapter 9 examines employee grievances as an indicator of employee acceptance applying equity theory. Grievance factors are analysed and mini case studies of responses to perceived inequity are illustrated. In the concluding chapter some specific recommendations for improvement to the system and its application are made as well as conclusions applicable to job evaluation in general. The overall conclusion reached is that deficiencies in systemic, procedural and value dimensions led to partial attainment of objectives - this attributable to an absence of commitment. The absence of organisational consensus created tension in the equilibrium of the organisation. With the new structure installed, secondary benefits of a more conscious corporate approach are being manifested through system maintenance.

Thesis (MPA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research study was motivated by the apparent disparities and incoherence in monitoring and evaluation (M&E) in government departments in South Africa. An in-depth study was undertaken with the objective to assess the processes followed in designing, developing and sustaining an M&E system. The study also looked into the institutional requirements and arrangements of M&E in government. The aim was formulate recommendations which could be modeled against to improve the M&E systems in government. In conducting a literature review, emphasis was placed on the theoretical and conceptual frameworks as well as policy and legislative frameworks relevant to M&E. The study followed a qualitative research design and included empirical and ethnological research which followed a case study approach. The primary data was sourced through semi-structured questionnaires or a research schedule which was administered through interviews. The sample considered was comprised of senior management of the Department of Arts and Culture, the M&E unit, focus groups and the Office of the Premier. A content analysis of the key documentation relating to M&E was also conducted. The study found that institutionalisation transcended beyond structural and organisational arrangements and looked into issues of governance, human resources, value systems, training, capacity and professional associations. However, the readiness assessment was not conducted to determine the level at which these traits were in the department. It was noted that the department had cultivated a sufficient culture of M&E within itself which was manifested its high placement on the agenda of management meetings. It was noted that there were sufficient policy and legislative frameworks to support M&E in government. It was also found there was no systematic and logical process followed, as recommended by Kusek and Rist (2004), in designing, building and sustaining results-based M&E in the department. Based on the findings, the researcher recommended that M&E training be provided to staff in the department and the readiness assessment be conducted thereafter in order to identify the gaps in this programme and put relevant interventions in place. / AFRIKAANSE OPSOMMING: Die navorsing is aan die gang gesit deur die klaarblyklike verskille en onsamehangendheid in monitering en evaluasie (M&E) in Regeringsdepartemente in Suid-Afrika. ’n Diepgaande studie is toe onderneem waarvan die doelwitte was om die prosesse te assesseer wat gevolg is in die ontwerp, ontwikkeling en onderhouding van ’n M&E-stelsel. Die studie het ook gekyk na watter vereistes en reëlings nodig is om M&E in die Regering in te stel. Die doel daarvan was om aanbevelings te maak wat gebruik kan word om die M&E-stelsels in die Regering te verbeter. Met die navorsing wat in literatuur gedoen is, is die klem gelê op die teoretiese en konsepsionele raamwerke sowel as op beleids- en wetgewende raamwerke wat met M&E verband hou. Die studie het ’n kwalitatiewe navorsingsontwerp gevolg en het empiriese en etnologiese navorsing ingesluit wat ’n gevallestudie-benadering gevolg het. Die primêre data is verkry deur semi-gestruktureerde vraestelle of ’n navorsingslys wat toegepas is deur middel van onderhoude. Die groep wat as voorbeeld gebruik is, het bestaan uit senior-bestuur van die Departement, M&E-eenheid, fokusgroepe en die Kantoor van die Premier. ’n Ontleding van die inhoud van sleuteldokumentasie wat met M&E verband hou, is ook gedoen. Die studie het gevind dat institusionalisering verder gestrek het as strukturele en organisatoriese reëlings en het gekyk na kwessies van bestuur, menslike hulpbronne, waardestelsels, opleiding, kapasiteit en professionele verenigings. Maar die gereedheidsassessering is nie gedoen om te bepaal op watter vlakke hierdie eienskappe in die Departement bestaan nie. Daar is opgelet dat die Departement ’n voldoende kultuur van M&E in die Departement aangekweek het wat geopenbaar is deurdat M&E hoog op die agenda van bestuursvergaderinge geplaas is. Daar is opgelet dat daar voldoende beleids- en wetgewende raamwerke in die Regering is om M&E te ondersteun. Daar is ook gevind dat geen stelselmatige en logiese proses gevolg is, soos aanbeveel deur Kusek en Rist, in die ontwerp, ontwikkeling en onderhouding van Resultaat-gegronde M&E in die Departement nie. Die navorser het, op grond van die bevindings, aanbeveel dat opleiding oor M&E aan personeel in die Departement gegee word en die gereedheidsassessering daarna gedoen word om gapings te identifiseer en toepaslike tussenkomste in werking te stel.

Many parts of South Africa face a shortage of doctors within the public health system. While the PHC system is driven primarily by nursing staff, there is a need for doctors to provide certain services at primary and secondary levels. In 1996, as part of its efforts to address the shortage of doctors, the DoH began recruiting Cuban doctors to work in South Africa. This programme, now underway in eight of the nine provinces, falls under a government-to-government agreement aimed at strengthening the provision of health care in the areas of greatest need: townships and rural areas. The programme has demonstrated tangible success. However, it has also been criticised in some sections of the medical community and the media, where it has been portrayed in a controversial light. All this underlines the importance of an analysis of the programme, but to date, no such evaluation has been carried out.<br /> <br /> This research assesses the Cuban Health Programme in Gauteng province. On the basis of this thorough assessment, the government can take steps to improve the national programme, using Gauteng as a case study. This study was conducted in July 2004, employing qualitative methods to develop an in-depth understanding of recruitment and induction processes in Cuba and South Africa, the scope of practice of Cuban doctors, professional relationships, adaptation to the health system and broader society, and other factors. The researcher also conducted a review of official documents. Gauteng began with two Cuban doctors at the outset of the programme in 1996. The number peaked at 32, and has since dropped to 15. All of these doctors were interviewed in the course of the research, along with five managers and five peers. The study revealed that all the interviewees, except one manager, firmly believe that the programme has achieved its objectives, and should continue. Peers and managers commended the high quality, comprehensive and caring approach of the Cuban doctors, and say they are satisfying a real need. The Cuban doctors, however, believe that because they are providing mostly curative services, they are under-utilised. Flowing from the research are a series of recommendations. These include a proposal that the government recommit to the programme and ensure its continuity, and review the current role of the Cuban doctors, taking into consideration their willingness to provide training and expertise in preventive interventions.

Many parts of South Africa face a shortage of doctors within the public health system. While the PHC system is driven primarily by nursing staff, there is a need for doctors to provide certain services at primary and secondary levels. In 1996, as part of its efforts to address the shortage of doctors, the DoH began recruiting Cuban doctors to work in South Africa. This programme, now underway in eight of the nine provinces, falls under a government-to-government agreement aimed at strengthening the provision of health care in the areas of greatest need: townships and rural areas. The programme has demonstrated tangible success. However, it has also been criticised in some sections of the medical community and the media, where it has been portrayed in a controversial light. All this underlines the importance of an analysis of the programme, but to date, no such evaluation has been carried out.<br /> <br /> This research assesses the Cuban Health Programme in Gauteng province. On the basis of this thorough assessment, the government can take steps to improve the national programme, using Gauteng as a case study. This study was conducted in July 2004, employing qualitative methods to develop an in-depth understanding of recruitment and induction processes in Cuba and South Africa, the scope of practice of Cuban doctors, professional relationships, adaptation to the health system and broader society, and other factors. The researcher also conducted a review of official documents. Gauteng began with two Cuban doctors at the outset of the programme in 1996. The number peaked at 32, and has since dropped to 15. All of these doctors were interviewed in the course of the research, along with five managers and five peers. The study revealed that all the interviewees, except one manager, firmly believe that the programme has achieved its objectives, and should continue. Peers and managers commended the high quality, comprehensive and caring approach of the Cuban doctors, and say they are satisfying a real need. The Cuban doctors, however, believe that because they are providing mostly curative services, they are under-utilised. Flowing from the research are a series of recommendations. These include a proposal that the government recommit to the programme and ensure its continuity, and review the current role of the Cuban doctors, taking into consideration their willingness to provide training and expertise in preventive interventions.

This research investigated the role of teacher evaluation in enhancing quality teaching and learning and the extent to which teacher evaluation in Bushbuckridge schools enhances the quality of teaching and learning. It also set out to investigate how the teachers (CS1, HODs, deputy principals and principals) perceived the evaluation system to which they were subjected. The researcher used a qualitative research approach and data was collected by means of semi-structured interviews from a convenient, comprehensive and purposive sample. The sample consisted of twenty-six teachers from three schools in the Dwarsloop Circuit. These schools were chosen purposely on the grounds that all the teachers in these schools had been evaluated successfully. In addition, these schools were within easy reach of the researcher and she also knew most of the respondents. All the interviews were audio-taped and transcribed verbatim. Data analysis was carried out simultaneously with the data collection process. Each interview was transcribed and labelled as soon as it was finished. The researcher used a process called coding during data analysis. By means of this process, data was compiled, labelled, separated and organised into categories and sub-categories. Subsequently, these categories formed the basis upon which the findings were made. Among several other findings, it emerged that teacher evaluation enables the educator to create a climate that supports quality teaching and learning, leads to better lesson preparation and presentation in addition to enabling better learner assessment. Respondents also held the view that evaluation encourages teachers’ professional development. Despite these findings, the respondents indicated that in their specific cases, evaluation did not lead to the desired results due to a number of reasons that included incompetent evaluators and an inflexible and unfair evaluation system. Based on the aforementioned findings, a number of recommendations were made. / Education Management / Thesis (M. Ed. (Eucaton Management))

<p>Perceptions of performance management in the South African Public Sector was characterised by high levels of unfairness owing to a bias in favour of those individuals that can write essays well. The essays would provide the evaluation team with an indication of the achievement of the individual as its relates to job performance, knowledge, insight, interpersonal relations and leadership qualities. Although the Performance Management system has changed from what was called the Performance Appraisal System to the Personnel Performance Management System that involves both supervisor and employee inputs, fairness perceptions remain unchanged. This study aimed to ascertain perceptions of fairness toward performance appraisals amongst public service raters and ratees on Level 1 to 12 who are subject to use the Personnel Performance Management System in the office of a public service organisation: National Department of Land Affairs Chief Directorate : Surveys and Mapping.</p>

D.Ed. (Education) / In this research the core syllabuses, departmental syllabuses and the matriculation examination papers were evaluated. For the purpose of evaluation certain criteria were developed based on inherent curriculum design principles, including a situation-analysis. Cognizance was taken of the data obtained in an earlier investigation by the Human Sciences Research Council on the needs.and demands of the work situation. Criteria were developed in the areas of Education, Linguistics and Language Didactics. Linguistic criteria are based on a Pragmatic language perspective, including a Pragmatic component as part of language structure. In order to obtain a clearer criterial focus, the different structure oriented, content based and educational criteria were integrated in a criterial structure. In the application of the criterial structure to the abovementioned curriculum documents, it was found that the language syllabuses do not adequately equip the learner to become adult educated users of the language. The learner is being inadequately equipped for the demands of the various social contexts in which he or she is required to use the language. The essential nature of language according to the dynamic interaction between language use and structure within a given context is negated. A theoretical basis is lacking resulting in the negation of the essentially communicative nature of language and the role of context in the functional use of language. Guidelines, based on the stated criteria, have been put forward with a view to accountable curriculum and syllabus innovation.