<p>The Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.</p>

The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.

Philosophiae Doctor - PhD / Background: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons for home births without skilled attendants. The presence of the skilled birth attendants is known to reduce maternal and neonatal mortality rates because of their ability to diagnose any early complications, and to intervene appropriately. Aim: The aim of the current study was to develop an in-service training programme for midwives to provide patient-centred child-birth care that would increase client satisfaction with child-birth care. Method and findings: The intervention research model by Rothman and Thomas (1994) – Design and development (D & D) – was used as the research framework. Only the first four of the six phases of the D & D model were applied in this study. In the first phase, a situational analysis was done using a qualitative study. The expectations, experiences, and satisfaction with child-birth care of antenatal and postnatal mothers, were explored. The research was conducted in four health institutions within the Kumasi Metropolis. Between 12 and 15 participants were purposively sampled in each hospital. Data were collected by means of individual in-depth interviews using an interview guide and data were analysed using content analysis. The study found that mothers expected to receive respectful care and safe care. Mothers had encouraging experiences and discouraging experiences during their child-birth care. The discouraging experiences did not align with their expectations of care, leading to dissatisfaction with child-birth care. In the second phase of the study an integrative literature review was conducted to identify evidence-based best practices to deal with client dissatisfaction with health care. The integrative literature review indicated that in-service training was commonly used as best-practice to improve health professionals' knowledge, skills and attitudes towards work and consequently to improve health outcomes for patients, including client satisfaction. In the third phase of the study, the in-service training programme to enhance patient-centred care was developed using Chinn and Kramer (2005) guidelines for programme development and steps to programme development by Management Sciences for Health (2012). The fourth phase entailed an assessment of feasibility and usability of the in-service training programme using 6 midwives in a district Hospital. The procedure was guided by the I-Tech Technical Implementation guide (2010). The outcomes of the assessment was used to refine and revise the developed in-service training programme. Conclusion: This study sought to develop an intervention to increase client satisfaction with child-birth care service by engaging the following processes in phases: • Assessing the expectations and experiences of mothers about child-birth care services. • An integrative literature review for evidence-based best practice to tackle client dissatisfaction with health care. • Designing a patient-centred care in-service training programme together with experts in the field of maternal and child health. • As assessment of feasibility and usability of the in-service training programme by means of a pilot test to refine the programme. Recommendations: It was recommended among others that, the study is carried out on a national scale to cover all administrative regions of Ghana. It is further recommended that the study findings and the programme developed form part of the continuous professional assessment course requirement for nurses and midwives.

M.Ed. / Education is South Africa is characterized by ineffective teaching practices that prevent the pupils from learning in a meaningful and reasonably satisfying way.. Ostensive methods of teaching that prevent pupil participation are emphasized while heuristic methods are disregarded, and in the process, concept teaching is neglected. To solve this problem, the following aims have been generated: 1.3.1 Training senior primary school teachers in the teaching of concepts to increase pupil learning This could be a more effective and relevant strategy which could be applied to curb the ostensive methods of teaching used by most teachers as indicated already in par. 1.2 above, as well as poor classroom organization. As Bruner (1967) avers, concept teaching offers the following benefits: "The pupils are equiped with thinking skills which are helpful in the process of discriminating, classifying and categorizing. The ability to categorize data helps the learner in problem-solving and reduces the necessity to re-learn what was previously learned. This refers to all the situations, events and symbols which have the same set of general characteristics." 1.3.2 Provision of in-service training opportunities to limit incompetent teaching This would help to remedy the ills and frustrations brought about the fact that poorly qualified teachers have been given the opportunity to provide tuition to the pupils who defintely need only the best teachers to guide them towards what they ought to be. Because it is not possible to get rid of all the poorly qualified teachers, what could be done is what Bester (1988:5) suggests: "... hef die bestaande onderwysers se vlakke van vaardigheid en bevoegdheid op." An intensive in-service training programme is therefore, suggested as a collaborative effort to improve educational effectiveness. The most urgent of needs identified is the training of teachers in the concept approach to teaching, as indicated in par. 1.3.1. In the process of upgrading the teachers' classroom skills, the pupils' potential to learn effectively have a chance of increasing. Teaching is a multi-faceted process that also involves the pupil. For the pupil to be able to learn effectively, he must be actively involved in the teaching-learning process. As Astin, Green and Korn (1987:15) maintain: "The student has a role to play in the process, too: There must be a commitment and involvement on his or her part for effective learning to happen." The aim of this investigation is not only to provide the teachers with demonstrations and lectures that emphasize theories of how to teach but to focus on the teacher as a unique individual with needs that have to be addressed, someone with strengths as well as weaknesses (Main, 1985;15). In the process of developing classroom teaching techniques and promoting personal development, the ideal would be to encourage peer coaching so as to overcome teacher isolation. Peer coaching, according to Munro and Elliott (1987:25-28), is a method of improving teacher effectiveness, in which teachers work with one or more colleagues to achieve specific instructional goals and key skills, through a process of regular observation and feedback and by using specific materials to support them. Teachers would, therefore, be brought together as fellow participants in a context in which each of them needs to learn about teaching. They meet as teachers and at the same time as 'teachers-as-learners'. 1.3.3 The use of micro-teaching for training purposes In using "... specific materials to support them..." as indicated by Munro and Elliott (1987) the specific material applicable in this investigation is the micro-teaching technique used as a training modality in training the teachers in concept teaching. In so doing, an attempt is being made to come to terms with the root problem linked to teacher inadequacy.

The aim of this study is to determine a sound method of conducting a workable program of in-service training for teachers. This problem will apply to the medium size high schools of Texas, with an enrollment ranging from three hundred to five hundred pupils in high school.

Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019 / Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.

This study investigated the acquisition and retention of information presented in the Secondary Instructional/Special Education Project conducted in Chesterfield County, Virginia, Public Schools. A two-group pretest posttest posttest design was used. Retention of information was measured after teachers completed the Inservice Project and returned to the classroom. In addition to the acquisition and retention of information, the relationship of practicability and needs satisfaction to the acquisition and retention of information was investigated. Theoretical practices associated with inservice education were reviewed and presented. Analysis of variance using treatments-by-subjects design was employed to compare the scores on the pretest, posttest I and posttest II for each group. When the F was found to be significant in the analysis of variance, the Duncan's Multiple Range Test was used for making multiple comparisons. The Pearson Product-Moment Correlation was used to determine if there was a significant statistical relationship between information acquired, practicability and needs satisfaction. The Pearson Product-Moment Correlation was also used to examine the statistical relationship between retention and the factors of practicability and needs satisfaction. On-going class assessments and teacher interview data were collected and used in the assessment of practicability and needs satisfaction. The analysis of the data revealed a significant increase in the participants' information about special education as measured by the difference between the scores on the pretest and on posttest I immediately following the completion of the course. Information was retained over time by participants in the follow-up study. For participants, ten months after their training, the data revealed that most of the information was retained as represented by the significant difference between the mean pretest score of 21.60 and the mean posttest II score of 43.07. For participants six months following training there was no significant decrease in information as measured by the difference in scores on posttest I and posttest II. Although no significant statistical relationship was demonstrated between acquisition or retention of information to practicability and needs satisfaction through an analysis of data using the Pearson Product-Moment Correlation, participants interviewed indicated that they had used the information presented in their teaching. They also indicated that the training had affected their teaching and made a difference in their understanding of and work with handicapped children. The interview results were consistent with findings collected throughout the Inservice Project indicating a high level of practicability and usefulness of information. / Ed. D.

The purpose of this study was to develop a systematic method to determine the in-service needs of agricultural education teachers and cooperative extension agricultural agents. The sample of this study consisted of 152 randomly selected program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers from throughout the state. An 85.4 percent usable response was realized from the randomly selected group. The data collection instrument included a two part questionnaire developed by the researcher; one part to obtain biographic information and one part (a Likert type scale) to determine the projections of in-service needs. The data collection procedure consisted of mailing the questionnaires to program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers using a three round Delphi technique. Included with the questionnaire was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of data was accomplished by using frequency counts, percentages, and measures of central tendency to calculate the biographic data from the group. The t-test was used to test the research questions for statistical significance. All three research questions tested at the .05 alpha level were statistically significant. The three research questions were: Was there a difference in the perceived needs for in-service education between agricultural education teachers and cooperative extension agricultural agents in Virginia; Was there a difference in the level of participation in in-service activities between agricultural education teachers and cooperative extension agricultural agents in Virginia, and; Was there a difference in the professional opinions of agricultural education teachers and cooperative extension agricultural agents toward in-service education in Virginia. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia coordinate in-service education opportunities off-campus; (2) that the Virginia Cooperative Extension Service provide in-service opportunities for cooperative extension agricultural agents in the area of agricultural production and horticulture; (3) that the Joint Agricultural Education Staff in Virginia coordinate in-service opportunities for agricultural teachers in the area of agricultural production and agricultural mechanics; (4) that in-service educational programs for agricultural education teachers should include provisions for release time for the in-service activities, visits to employers of prospective students, and credit for attendance at workshops; (5) that in-service educational programs for cooperative extension agricultural agents should be scheduled during the work day, should receive support from administration, and should give participants an opportunity to select the kind of educational activities; (6) that the Virginia Cooperative Extension Service work closely with beginning cooperative extension agricultural agents to aid them in developing a more favorable attitude toward in-service activities; and, (7) that a joint venture between the Virginia Cooperative Extension Service and the Agricultural Education Staff be explored for providing in-service opportunities. / Ed. D.

M.Cur. (Nursing Education) / Nursing education is a process requlrlng the cooperation of all the parties involved. The student nurse receives lectures on the theoretical aspects, at the college while the substance of the theory must be based on and interpreted in the clinical field. With the passage of time the student nurse finds expression, gains the necessary experience and thus becomes a member of the nursing profession. Internalization of the norms and values of the professional group takes place within the framework of the student nurse's behavioral patterns and self image. The student nurse enters the profession with fixed expectations regarding her participation and training. In general terms she is still regarded as young and immature and yet she is expected to assume responsibilities which few in the general public are ever required to take. The prerequisites for the successful! professional socialization and the acquisition of proficiency in the functions and tasks of nursing, are based on continuous and optimal accompaniment of the student nurse by her registered counterpart, who operates as an independent professional practitioner. Clinical accompaniment implies that the registered nurse shall be at the side of the student nurse to guide her every step of the way in order to support her in the learning process, or to refine skills she previously acquired.: A descriptive exploratory survey was undertaken by means of a questionnaire submitted to student nurses and registered nurses of hospitals affiliated with one college in the Transvaal. The aim of the study was "to establish whether, and to what extent, the training function of the ward sister is realized in practice. Analysis of the data showed the ward sister to be aware of her training function and her responsibility towards the student nurse as learner. It appears that the ward sister believes herself to be adequately involved with the basic care of patients and making a significant contribution to the training of student· nurses. However, the observations and the experience of the student nurse differ from this point of view. She is of the opinion that more can be done in the ward to help her achieve her training needs. The fact that in many cases she is primarily considered as a worker, comes as a great disappointment.

M.Phil. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless of the design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a description of the physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.