`DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below

The purpose of this dissertation was to evaluate the Mandarin Chinese course taught as a foreign language for distance learners through a review of distance education and how it applied in foreign language teaching, a learning package based on Unisa's Mandarin Chinese 1, a beginners' course, was fully discussed and demonstrated. An analysis was made of what had been utilised in the learning package and how each element helped distance learners to develop their language skills. Based on the course's learning outcomes, learning material, assessments and learning support, empirical research was done through focus group interviews and questionnaires to test the effectiveness of the Mandarin course. Analysis of the results suggested that: • Students needed to build up a more realistic expectation about learning Chinese. • Students' workloads needed to be re-examined and re-measured. • Certain students lacked learner autonomy. • Mandarin courses should be produced jointly with distance teaching institutions abroad. / Educational Studies / M.Ed. (Didactics)

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)

Thesis (M. Ed. (Didatics)) / Assessment methods in Business Studies in the FET phase have had to change as a result of the implementation of OBE and the NSC in South Africa. In order to analyse how this has affected the education of learners, a case study, based on the IEB was analysed. Under the supervision of Umalusi, the IEB has developed new moderation systems in order to quality assure SBA (School Based Assessment), represented by learners’ portfolios which constitute 25% of the final promotion mark for the NSC. The guidelines and documentation for these moderation requirements are contained in the IEB Business Studies SAG (Subject Assessment Guidelines). This document forms the basis of the case study.The IEB, however, does not work in isolation and through their partnership with the DoE the experience gained through implementing new assessment methods in Business Studies as described in this study can be adapted for other subjects or schools in the public sector.

This study focuses on the role of school managers in addressing challenges associated with the implementation of continuous assessment (CASS) in the Further Education and Training (FET) band in Mopani District. It furthermore investigates to what degree school managers in the district engage in performing the “traditional” leadership and management roles which create a conducive atmosphere for the implementation of CASS. A thorough literature review provides an understanding of the emerging trends and challenges in the implementation of CASS internationally. Most of these challenges are analogous with those constraining the implementation of CASS in Mopani District. The data were collected by means of semi-structured interviews and questionnaires from purposively sampled district educators and school management teams (SMTs) who came from randomly selected schools. The findings enumerated the insufficient training for school managers and infrequency of performing “traditional” leadership and management roles as some of the factors hampering the implementation of CASS in the district schools. / Educational Studies / M. Ed (Education Management)

The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data v analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics / M. Ed. (Didactics)

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Technical Vocational Education and Training colleges (formerly known as Further Education and Training colleges) in South Africa have undergone many changes since 1994. In 2007, a new curriculum, the National Certificate Vocational, was rolled out. The new curriculum brought an approach of outcome-based teaching and learning to continuous assessment, with a National Summative Examination set by the National Department of Higher Education Examinations and Assessments, and programme certification conducted by Umalusi (Council for Quality Assurance in General and Further Education). When the National Certificate Vocational was introduced in 2006, lecturers attended training prior to the implementation of the new curriculum. However the training was inadequate, as it was a once-off; after the implementation of the National Certificate Vocational, new lecturers never received training. Umalusi reports from 2009–2013 stated that the implementation of Internal Continuous Assessment needed attention, highlighting challenges faced by lecturers regarding its implementation. The purpose of the study is to explore the factors that impact on the quality of Internal Continuous Assessment practices in NCV Business Studies. The constant comparison analysis developed by Glaser and Strauss (1967) was used in analysing the data collected during the interviews. A qualitative research approach was employed, specifically a case-study research design. Purposive sampling was used to select lecturers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that there was lack of standardisation and uniformity in all four campuses, poor-quality assessment tasks were set using old exam papers and textbook exercises, designing of assessment tools was limited to the use of few tools and the colleges gave little attention to the policies and documents regarding implementation of Internal Continuous Assessment. Recommendations have been formulated that may add value or make an educational contribution to the growing body of knowledge by strengthening Internal Continuous Assessment processes and ensuring quality of assessment practices at these colleges, to significantly enhance students’ academic performance, competence and throughput rate. / Curriculum and Instructional Studies / M. Ed. (Didactics Studies (Curriculum Studies))

Thesis (MBA)--Stellenbosch University, 2001. / Some digitised pages may appear cut off due to the condition of the original hard copy. / ENGLISH ABSTRACT: The world of 'business learning' is changing dramatically and business sc'iools therefore need to respond differently to the demands of the market place, not only to survive, but to grow as well. To achieve this objective, feedback from students with regards to a course and lecturer form a part of the effective management and delivery of educational instruction, as evaluation of performance provides an important instrument in clarifying goals and standards and enhancing future performance. The focus of this study is, therefore, to determine firstly differences in the perceptions of students with regards to the teaching of Industrial and Social Relations within the MBA programme at the USB. The relevance of the research is that differences between students following the four programmes, namely full-time, part-time, modular English and modular Afrikaans, may affect their commitment to the subject, which in turn may affect the quality of the programme. Secondly, it is also necessary to compare the lecturer's objectives pertaining to his particular approach and course content, to the perceptions of the students and to establish the degree of congruence between these. To test the consistency of the evaluation process, a brief comparison of the four MBA classes of 2000 as a whole is made with the first class of 2001 completed at the time of writing. The sample groups were comprised of students who had completed the course evaluation questionnaire. This was voluntary in nature. The data collected was interpreted in terms of the Wilcoxan Rank Sum Test within a framework of fifty-six hypotheses. The hypotheses were formulated from theories relating to the course and students. There are however, a number of limitations contained in this study. The pertinent ones are that the course evaluation questionnaire used is the same for every course within the MBA programme. No distinction is made between the different subjects. The validity of the instrument may, therefore, be impaired and the results not entirely conclusive of students' views. The questionnaires were also completed unaided and it is possible that students did not interpret the questions correctly. This notwithstanding, the research within the parameters of this study points to some minor differences between the students of the four MBA programmes. More importantly, however, it identifies a very strong degree of congruence between the students' perceptions and the lecturer's objectives in the teaching of Industrial and Social Relations. These results have given the lecturer, apart from some general 'pointers' on how to improve the course, the assurance to continue with his present approach to the 'teaching' of Industrial and Social Relations within the MBA programme at the USB. This study should be seen merely as a preliminary trial, and all constraints notwithstanding, it should serve as a starting point for future research. / AFRIKAANSE OPSOMMING: Die wêreld van sakeonderrig verander dramaties en daarom is dit noodsaaklik dat bestuurskole anders begin optree teenoor die vereistes van die markplek, nie net om te oorleef nie, maar ook om te groei. Daarom is die terugvoering van studente met betrekking tot In program en die dosent In deel van die effektiewe bestuur en aanbieding van opvoedkundige opleiding. Die evalueringsproses is dus In belangrike instrument om doelstellings en standaarde te bepaal, en om toekomstige optrede te verbeter. Eerstens fokus die studie daarop om verskille in die persepsies van studente te bepaal ten opsigte van die opleiding van Arbeidsbetrekkinge en Sosiale Verhoudinge in die MBA-program van die USB. Die belangrikheid van dié navorsing is dat die verskillende studente van die vier MBA-programme, naamlik Voltyds, Deeltyds, Modulêr (Engels) en Modulêr (tweetalig), en hul toewyding tot die MBA-program daartoe aanleiding kan gee dat die kwaliteit van die program beïnvloed word. Tweedens is dit ook van belang om In vergelyking te tref tussen die doelwitte met betrekking tot die dosent se benadering en die programinhoud teenoor die persepsies van die studente, om In graad van analogie tussen dié twee te bevestig. Om die betroubaarheid van die evalueringsproses te bevestig, is In kort vergelyking getref tussen die MBA-klasse van 2000 in sy geheel, met dié van die eerste voltooide MBA-klas van 2001. Die vier groepe is saamgestel deur studente wie vrywillig die programevalueringsvraestel beantwoord het. Die inligting wat ingewin is, is volgens die Wilcoxan Rank Sum Test in In raamwerk van 56 hipoteses geïnterpreteer. Die hipotese is geformuleer uit teorieë wat op die program en die studente betrekking het. Daar is egter 'n aantal beperkings in die studie. Die belangrikste is die evalueringsvraestel, wat dieselfde is vir elke kursus wat in die MBA-program aangebied word. Geen onderskeiding is gemaak tussen die verskillende kursusse nie, en daarom is dit moontlik dat die validiteit van die instrument nie optimaal is en die resultate nie 'n korrekte aanduiding van studente se persepsies is nie. Die studente het die vraestelook sonder enige bystand voltooi, wat moontlik die korrekte interpretasie van vrae kon beïnvloed. Alhoewel die navorsing op klein verskille tussen die studente van die onderskeie MBA-programme dui, identifiseer dit 'n sterk graad van analogie tussen studente se persepsies en die dosent se doelwitte in die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge. Hierdie resultate gee die dosent nie net algemene riglyne om die program te verbeter nie, maar ook die nodige versekering om voort te gaan met sy huidige benadering tot die onderrig van Arbeidsbetrekkinge en Sosiale Verhoudinge op die MBA-program van die USB. Hierdie studie moet gesien word as primêre navorsing. Hopelik sal dit as 'n beginpunt vir toekomstige navorsing dien.

Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The democratisation of South Africa on 27 April 1994 marked the beginning of a new era for South Africans in all spheres of society. The new democratic Government of the Republic of South Africa faced numerous challenges, including the transformation of the South African Public Service into a non-discriminatory organisation for both citizens and employees. The pre-1994 South African Public Service functioned as a centralised driven system that negatively discriminated against non-white employees in terms of financial rewards resulting in salary differences between white and non-white employees. The promulgation of the new legislative framework of deconcentration had resulted in the centralised driven South African Public Service system becoming obsolete as it was incompatible with the democratic Government’s vision. The transformation of the South African Public Service was supported through legislation and various directives simultaneously focusing on service delivery improvement as well as implementing new internal systems to address discriminatory practices. The implementation of the EQUATE job evaluation programme within the new legislative framework of deconcentration marked the beginning of a new era of grading post in the Public Service. It had brought an end to the unfair salary differentiation in the Public Service. To render public services effectively and efficiently is a legislative requirement. Political and administrative leaders are responsible for ensuring that both external and internal services are rendered optimally through improvement interventions. In the Provincial Government of the Western Cape (PGWC), the Department of the Premier renders a job evaluation service to all provincial departments to ensure internal consistency in terms of grading of posts. The purpose of this study is to evaluate the current process of evaluating posts in the PGWC and subsequently to formulate recommendations to improve the process. The study concludes with a set of recommendations which include amongst others the following: • The devolvement of the job evaluation function to the provincial departments enabling them to conduct their own departmental job evaluations. • The creation of a Job Evaluation Unit in every provincial department. • That the proposed Process Model of evaluating posts in the provincial departments be considered. • It is the responsibility of the Directorate Organisation Development Interventions in the Department of the Premier to co-ordinate the job evaluation process in the Provincial Government of the Western Cape. / AFRIKAANSE OPSOMMING: Die demokratisering van Suid-Afrika op 27 April 1994 was die begin van ‘n nuwe era vir Suid-Afrikaners op alle vlakke van die samelewing. Die demokratiese Regering van die Republiek van Suid-Afrika het verskeie probleme in die gesig gestaar wat onder andere die transformasie van die Suid-Afrikaanse Staatsdiens ingesluit het. Die Staatsdiens moes verander word na ‘n diens wat nie diskrimineer teen nie-blanke burgers of werknemers nie. Die Suid-Afrikaanse Staatsdiens voor 1994 het gefunksioneer as ‘n gesentraliseerde sisteem en het negatief gediskrimineer teen nie-blanke werknemers in terme van besoldigingspakkette wat aanleiding gegee het tot verskille in besoldigingsvlakke. Die promulgering van die nuwe regulatoriese raamwerk van dekonsentrasie het meegebring dat die gesentraliseerde benadering in onbruik verval het, omdat dit teenstrydig was met die visie van ‘n demokratiese Regering. Die transformasie van die Suid-Afrikaanse Staatsdiens is ondersteun deur verskeie wetgewing en mandate wat gefokus het op sowel die verbetering van dienslewering aan burgers as die implementering van nuwe interne sisteme om diskriminerende praktyke aan te spreek. Die implementering van die EQUATE posevalueringsprogram binne die nuwe regulatoriese raamwerk van dekonsentrasie was die begin van ‘n nuwe era van posgradering in die Staatsdiens. Dit het ‘n einde gebring aan die onregverdige besoldigingsvlakke in die Staatsdiens. Die lewering van doelmatige en doeltreffende openbare dienste is ‘n wetlike vereiste. Politieke en administratiewe hoofde is daarvoor verantwoordelik om toe te sien dat alle dienste, intern en ekstern, optimaal gelewer word deur gebruik te maak van verskeie verbeteringsintervensies. Die Departement van die Premier in die Provinsiale Regering van die Wes-Kaap (PRWK) is verantwoordelik vir die lewering van die posevalueringsdiens aan alle provinsiale departemente ten einde konsekwentheid in terme van posgradering te verseker. Die oogmerk van die studie is om die huidige posevalueringsproses in die PRWK te evalueer om sodoende aanbevelings te doen om die proses te verbeter. Die studie is saamgevat met aanbevelings wat onder andere die volgende insluit: • Die afwenteling van die posevalueringsfunksie na elke provinsiale departement; sodat elke departement self verantwoordelik is vir departementele posevaluering. • Die skepping van ‘n Posevaluering Eenheid binne elke provinsiale departement. • Die voorgestelde Proses Model vir die evaluering van poste binne provinsiale departemente oorweeg word. • Die verantwoordelikheid van die Direktoraat Organisasie Ontwikkeling Intervensies in die Departement van die Premier vir die koördinering van die posevalueringsproses binne die Provinsiale Regering van die Wes-Kaap.