This research is predicated in the firm conviction that the quality of education is dependent upon the quality of teachers. Teachers as the bedrock of education must participate actively and conscientiously in their intellectual growth through various forms of INSET discussed in the research. From an international comparative perspective DE as a strategy of INSET is deemed as the most functional, if not prudent and efficacious educational experience for the upgrading and improvement of the qualifications of teachers. In this research the origin of DE in terms of its antecedents and evolution, the raison d'etre and the advantages and limitations of DE are adumbrated in order to focus on the complexity and diversity of DE. As part of the conceptual and theoretical framework various terms used synonymously with DE are considered. A syntagma of principles providing a utilitarian and pragmatic connotation for DE is then postulated. Selected theories relevant to DE provide the synthesis for theoretical perspectives. The typology of DE institutions comprising autonomous, dedicated providers of DE and those that are mixed or hybrid or dual mode systems is analyzed. In koeping with the theme of educational borrowing fundamental to comparative education studies provision of DE by the UKOU and AU for developed countries, IGNOU and the ZINTEC model for developing countries is discussed. National examples are UNISA, Vista University and SACTE. The provincial institutions discussed are the former SCE, NCE, UCFE and the newly formed SACOL. General and specific recommendations for the provision of DE programmes for the upgrading and improvement of the qualifications of teachers in the Province of KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision of DE for the upgrading and improvement of the qualifications of teachers is irrefragably xxvii the quintessential factor in the new generation of teacher education and a pivotal element for INSET. / Educational Studies / D. Ed. (Comparative Education)

Dans cette thèse, nous nous sommes intéressé aux très bons élèves et à leur façon d'étudier les mathématiques, en tenant compte du fait que tout ce qu'il y a à étudier mathématiquement n'est pas désigné par les professeurs. Partant de l'hypothèse que leur façon d'étudier leur permet de mieux réussir, nous avons suivi pendant deux années scolaires de très bons élèves de cinq établissements différents. Par une enquête anthropologique et ethnologique de terrain, nous les avons observés après les séances de cours en classe, sur leur lieu de travail (le bureau, la chambre ou un coin spécialement aménagé); en train de faire des exercices, des enquêtes, des recherches mathématiques sur les objets d'études des grands chapitres de la classe terminale scientifique (l'analyse, lois de probabilités continues, la géométrie, les similitudes...) ; chacun à sa manière, avec des supports didactiques de son choix. Cette forme d'observation particulière que nous appelons avec Mercier la méthode des épisodes biographiques, nous a permis de constituer des épisodes de leur biographie en mathématique, c'est-à-dire des moments où l'on peut attester qu'une question nouvelle se pose à eux, qu'ils apprennent quelque chose de nouveau en cherchant la réponse à la question donnée, et qu'ils identifient ce qu'ils ont appris en l'interrogeant depuis ce qu'ils savaient déjà. Nous montrons ainsi, comment les très bons élèves de terminales scientifiques fabriquent un répertoire de savoirs efficaces: leur répertoire épistémologique et heuristique. Pour construire ce répertoire, ils ont besoin d'aller enquêter loin de la classe, dans l'espace ou dans le temps (dans de nombreux manuels, scolaires ou non, dans des anciens livres, sur internet, quelques fois avec l'aide d'un membre de la famille ou d'un copain). C'est cette manière d'enquêter que nous appelons la transhumance didactique. / In this thesis, we were interested in the very good students and their way studying mathematics taking account of the fact that what there is to study mathematically is not always indicated by the professor in the courses of the various school grades. Based on the hypothesis that their way of studying enables them to succeed better in mathematics, we followed very good students from five different schools for two school years. Thus, using anthropological and ethnological field study methods, we observed the students after classroom hour, in their individual workplace settings (office, room or an especially arranged corner) doing exercises, investigations, mathematical research studies, each one in different way, with different didactic supports. This particular kind of observation, that we are calling the biographic episode method, enabled us to constitute episodes of their cognitive biography in mathematics, in other words moments of independent study where one can observe that they are faced with a news question, they learn something new by seeking the answer to a given problem, and they identify what they learned by questioning it in what they knew already. Thus we show how last year secondary school science students manufacture or build a directory of effective knowledge: the epistemological and heuristic directory. To build this directory, they need to seek learning away from the classroom, physically or temporally (using many textbooks or not, old textbooks, the Internet, or with the help of a family member or friend). It is this need for investigation which we call didactic transhumance.

The main purpose of this study was to explore what the true worth or value of formative assessment was in the context of self-regulated learning. It sought to find out how the quality of formative assessment practices is characterised by the lecturers and students at Solusi University, Zimbabwe. The evidence from this was to be compared with what the course outlines and related documents suggested regarding the quality of formative assessment practices at Solusi University. The study also intended to find out how the self-regulated learning approach could add value to formative assessment practices in this university. This became important on account of the major functions of assessment in general and continuous assessment in particular to act as a barometer of the quality of learning going on in an institution. The qualitative research approach was adopted using interviews and analysis of formative assessment documents such as the course outlines as well as quizzes and tests. It emerged from the findings that formative assessment practices at Solusi University are characterised by performance as the major issue. Performance is the overemphasis of marks and scores whilst ignoring the other major learning aspects of formative assessment. This is so because there is no assessment guide to inform on the criteria and standards to follow. The course objectives were based on the lower-order levels of learning which dwell more on rote learning for the sake of grading or performance. Even though assignments were preferred, more quizzes were being used so as to garner enough marks. This picture could be altered if the theories that underpin this study namely, Self-Regulated Learning, the BEAR Assessment System and Bloom’s Taxonomy of Learning Objectives respectively were applied in the formative assessment practices in the university. This would allow for transparency and collaboration in the formative assessment process with students being active participants. In this case the self-regulated learning approach would have been used to enhance the quality of formative assessment practices. / Educational Leadership and Management / D. Ed. (Education Management)

This research project reports on an empirical study on the suitability and feasibility of audio cassette lectures in solving the study problems of adult distance education students. Having reviewed relevant literature on the subject the researcher collected data through: (a) Empirical investigation by contituting a two-group (experimental/control) design. (b) Questionnaires to find out opinions of students on audio cassettes. The study reveals that there is a significnt difference between the academic achievement of students who study via audio cassette lectures in addition to textbooks and face-to-face lectures and those who study through textbooks and face-to-face lectures only. The study therefore validates audio cassette lectures in an integrated study package. Other outcomes of the study are: (a) Suggestions to l.E.M.S. authorities to introduce audio cassette lectures on l.E.M.S. part-time courses. (b) Suggestions to course organisers at 1.E.M.S. to liaise with distance education institutions to adopt their instructional strategies. / Teacher Education / M. Ed. (Didactics)

This research is predicated in the firm conviction that the quality of education is dependent upon the quality of teachers. Teachers as the bedrock of education must participate actively and conscientiously in their intellectual growth through various forms of INSET discussed in the research. From an international comparative perspective DE as a strategy of INSET is deemed as the most functional, if not prudent and efficacious educational experience for the upgrading and improvement of the qualifications of teachers. In this research the origin of DE in terms of its antecedents and evolution, the raison d'etre and the advantages and limitations of DE are adumbrated in order to focus on the complexity and diversity of DE. As part of the conceptual and theoretical framework various terms used synonymously with DE are considered. A syntagma of principles providing a utilitarian and pragmatic connotation for DE is then postulated. Selected theories relevant to DE provide the synthesis for theoretical perspectives. The typology of DE institutions comprising autonomous, dedicated providers of DE and those that are mixed or hybrid or dual mode systems is analyzed. In koeping with the theme of educational borrowing fundamental to comparative education studies provision of DE by the UKOU and AU for developed countries, IGNOU and the ZINTEC model for developing countries is discussed. National examples are UNISA, Vista University and SACTE. The provincial institutions discussed are the former SCE, NCE, UCFE and the newly formed SACOL. General and specific recommendations for the provision of DE programmes for the upgrading and improvement of the qualifications of teachers in the Province of KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision of DE for the upgrading and improvement of the qualifications of teachers is irrefragably xxvii the quintessential factor in the new generation of teacher education and a pivotal element for INSET. / Educational Studies / D. Ed. (Comparative Education)

High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based. An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test. The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised. / Psychology of Education / D. Ed. (Psychology of Education)