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

M.Ed. (Language Teaching) / Please refer to full text to view abstract

Higher education institutions in South Africa are under pressure on account of changes in their environment so those institutions which can adapt to the changes and continue to carry out their purposes will be the most successful. According to Wellins, Byham and Wilson (1991:21) the employee empowerment and energy that comes with a feeling of ownership, are necessary prerequisites for continuous improvement. When organisational values, leadership actions and human resources systems, for example, rewards, training, and organisational structures are focused on empowerment, continuous improvement actions result. These, in turn, could lead to competitive quality, increased productivity and improved customer service. This dissertation aims to assess what would be an appropriate strategic control model when implementing an empowerment strategy. To this end an empowerment process management model is presented, as well as an investigation into the most effective environment where empowerment can be implemented and the management style needed. Secondly, the characteristics of strategic control are considered and lastly, the particular circumstances of a tertiary education institution are discussed. The findings of this study are that the concept of strategic control and empowerment and the reality which exists at the selected higher education institution concur in certain instances, from the managers’ perspective. Further research to investigate the role of strategic control in implementing an empowerment strategy at the selected higher education institution when all role players are included, is recommended.

Submitted in compliance with the requirements for the degree of Doctor of Technology in Language Practice, Department of Media, Language and Communication, Durban University of Technology, Durban, South Africa, 2017. / This study is concerned with how citizenship education might be seen to take place in Universities of Technology, which are associated with applied knowledge of a technical nature. Higher education is thought to have a role in the nation’s social, moral and spiritual life in transmitting citizenship and culture in all its variety and in enabling personal development for the benefit of individuals and society as a whole. This study explored whether universities of technology do indeed promote a culture of citizenship in order to serve society, and how, by analysing the discourse of educators and students to see how citizenship education might be constructed. The aim was to identify indicators in participant discourse which might be linked to themes occurring in models of citizenship education. It was hoped that analysing participant discourse might reveal which aspects of citizenship were potentially empowering in terms of fostering individually autonomous yet socially conscious citizens. Within a critical linguistic approach, a mixed methods research design was applied, using questionnaires and semi structured interviews and discourse analysis. The discourse analysis involved a content analysis of written texts, and a critical discourse analysis of the transcribed focus group texts. The results of the questionnaires and semi structured interviews yielded indicators of citizenship based on personal values, values relating to social responsibility, and issues relating to the legislature, as enshrined in the South African Constitution. An analysis of the faculty community engagement texts revealed what kinds of ad hoc measures the university was setting in place to foster informal and therefore implicit citizenship education. The critical analysis of student focus group discourse revealed what aspects of citizenship education students were learning informally, as well as to what extent they felt that they were being empowered as self-actuating yet socially conscious citizens of a multicultural democratic country. This study is thought to be of value, as, at the time of the study, the university involved was engaged in a transition between offering informal and implicit options for citizenship education, such as work integrated learning programmes and community engagement projects, and formally curriculating citizenship education into the syllabus in the form of General Education modules, which was still work-in-progress at the end of the study. / D

D.Cur. (Professional Nursing Science ) / Curriculum evaluation of Community Nursing at the Ann Latsky. Bona Lesedi and Coronation Nursing Colleges was done on the basis of Stake's curriculum evaluation model which was used as point of departure and altered to comply with the specific requirements of the curriculum evaluation of Community Nursing. The purpose of the evaluation was to identify inadequacies in the curriculi and to initiate improvements. Firstly, the intentions of the Nursing Colleges with regard to the Community Nursing curriculum were described. Secondly, certain observations were made' by way of. among other things. questionnaires to enable the researcher to make further delineations. In the third instance. standards were described which is important in evaluating curriculi. The curricular were evaluated on the basis of the details gathered. Lastly. guidelines were laid down to serve as a source for improving curriculi. Observations made included the following: - Students are uncertain of their readiness for community nursing immediately after training. - Only one of the Community Nursing lecturers at the three Nursing Colleges has sufficient clinical experience in Community Nursing. - Sixty four per cent of the clinical practitioners who took part in the study do not fully agree with the objectives set down for practical work in Community Nursing. - Students are generally satisfied with Community Nursing content. - Some of the guidelines set down by the researcher for the improvement of the Community Nursing curricular are: - Management must come to an agreement with. among others. local authorities to enable lecturers to be appointed in a part-time clinical position to improve their clinical experience...

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

D.Ed. / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / History was made when the Technlkon Natal in January 1989, after approval of the relevant curricula by the Minister of National Education, became the first institution in the Western World to offer an independent tertiary course in homoeopathy. After completion of the five year course, followed by a one year internship, students will be registered with the South African Associated Health Service Professions Board. Homoeopathy originated in Germany when its founder, Samuel Hahnemann (1755 - 1843) rediscovered the principle on which homoeopathy is based - "SimiIia simiIibus curentur": Let likes be cured by likes. In homoeopathy a patient is treated by administering those drugs that could cause similar conditions in a healthy person, to the patient in minute doses. The Materia Medica I I I curriculum is being introduced in 1991. The question posed and researched in this thesis is to what extent the curriculum design complies with curriculum principles. The aim is to evaluate the abovementioned curriculum. To achieve this aim, the following objectives are set:- - to determine the principles involved in the planning and design of a curriculum; - to determine the criteria with which a curriculum should comply; - to determine specific demands and problems posed by the subject; - to establish how and to what extent the Materia Medica III curriculum complies with the criteria and demands; - to make recommendations for the possible improvement of the curriculum. This study is unique in the sense that the curriculum is being implemented this year. Generally accepted models are therefore not applicable and an evaluation instrument has to be developed. The method of enquiry to be followed is mainly a Iiterature study and structured interviews wiII also be conducted.

M.Comm. / The South African education and training system has for many years been fragmented and unfair towards underprivileged population groups. Since 1994, many changes have been initiated via legislation to ensure a unified and equal national system of education and training. Higher education has not been excluded from this and is undergoing major changes. These changes are mainly driven by current higher education legislation together with the regulations of the South African Qualifications Authority towards establishing a National Qualifications Framework (NQF). Higher education transformation is built around three central features, namely increased participation, greater responsiveness, and increased cooperation and partnerships. One of the ways in which participation and responsiveness can be achieved is through Recognition of Prior Learning (RPL). Formal RPL has not yet been implemented in higher education institutions, although informal forms of RPL have taken place. In an attempt to understand RPL, the approaches to prior learning recognition in various countries are analysed. Aspects such as the forms of RPL, sources, objectives and uses, benefits and advantages are extrapolated from current sources. A table with a summary per country is provided as a future reference guide. A Recognition of Prior Learning (RPL) process model is synthesised after analysis of prior learning recognition process models in different countries such as the United Kingdom, the United States of America, Canada and Australia. This model serves as suggested process model for Recognition of Prior Learning in higher education institutions in South Africa. The model consists of ten stages, namely pre-entry, initial contact, learning identification, preparation for assessment, assessment, verification, accreditation and certification, appeals, recording and post-RPL counselling. Research is based on an analytical and descriptive literature study. The process model requires further empirical testing.

These studies have focused on identifying the mathematical requirements of first-year BCom students at Nelson Mandela Metropolitan University. The research methodology used in this quantitative study was to make use of interviewing, questionnaire investigation, and document analysis in the form of textbook, test and examination analysis. These methods provided data that fitted into a grounded theory approach. The study concluded by identifying the list of mathematical topics required for the first year of the core subjects in the BCom degree programme. In addition, the study found that learners who study Mathematics in the National Senior Certificate should be able to cope with the mathematical content included in their BCom degree programme, while learners studying Mathematical Literacy would probably need support in some of the areas of mathematics, especially algebra, in order to cope with the mathematical content included in their BCom degree programme. It makes a valuable contribution towards elucidating the mathematical requirements needed to improve the chances of successful BCom degree programme studies at South African universities. It also draws the contours for starting to design an efficient support course for future “at-risk” students who enter higher education studies.