Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the curriculum in South Africa post 1994. When the new curriculum was introduced, it was assumed that teachers would effortlessly adapt their teaching and assessment practices, and swiftly implement the curriculum. Fourteen years after the inception of the new curriculum, majority of teachers are still grappling with issues of assessment. Previously, there was an exclusive bias towards summative assessment, which is mainly learning product–orientated and less or no focus on the other assessment typologies such as diagnostic and formative assessment, which are learning process–orientated. Of these typologies, diagnostic assessment is not being used maximally to enhance mathematics learning and inform the nature of the interventions to attend to learners’ needs. The study focused on diagnostic assessment by investigating the impact of a particular model, GIST model, on the learning barriers and learner achievement in mathematics among the grade 9 learners. The investigation of the impact of the GIST model was done through the experimental design in four schools with class sizes of d > 40. Data were collected quantitatively through Study Orientation Questionnaire (SOM) and Mathematics Achievement Test (MAT) as well as qualitatively through interviews, observations and document analysis. The t–test and the analysis of covariance (ANCOVA) revealed that the GIST model improved the learner achievement practically significantly (d = 0.79). However, the GIST model could not mitigate the learning barriers and improve correlations between SOM and MAT. The study, however, does find grounds to conclude that the latter findings can be attributed to teachers’ lacking understanding and implementation of diagnostic assessment, in particular the GIST components. Hence, certain recommendations are posed with regard to the applicable training of teachers in order to empower them to effectively utilize diagnostic assessment and to guide learners in overcoming learning barriers in mathematics. / Thesis (Ph.D. (Mathematics Education))--North-West University, Potchefstroom Campus, 2011.

Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the curriculum in South Africa post 1994. When the new curriculum was introduced, it was assumed that teachers would effortlessly adapt their teaching and assessment practices, and swiftly implement the curriculum. Fourteen years after the inception of the new curriculum, majority of teachers are still grappling with issues of assessment. Previously, there was an exclusive bias towards summative assessment, which is mainly learning product–orientated and less or no focus on the other assessment typologies such as diagnostic and formative assessment, which are learning process–orientated. Of these typologies, diagnostic assessment is not being used maximally to enhance mathematics learning and inform the nature of the interventions to attend to learners’ needs. The study focused on diagnostic assessment by investigating the impact of a particular model, GIST model, on the learning barriers and learner achievement in mathematics among the grade 9 learners. The investigation of the impact of the GIST model was done through the experimental design in four schools with class sizes of d > 40. Data were collected quantitatively through Study Orientation Questionnaire (SOM) and Mathematics Achievement Test (MAT) as well as qualitatively through interviews, observations and document analysis. The t–test and the analysis of covariance (ANCOVA) revealed that the GIST model improved the learner achievement practically significantly (d = 0.79). However, the GIST model could not mitigate the learning barriers and improve correlations between SOM and MAT. The study, however, does find grounds to conclude that the latter findings can be attributed to teachers’ lacking understanding and implementation of diagnostic assessment, in particular the GIST components. Hence, certain recommendations are posed with regard to the applicable training of teachers in order to empower them to effectively utilize diagnostic assessment and to guide learners in overcoming learning barriers in mathematics. / Thesis (Ph.D. (Mathematics Education))--North-West University, Potchefstroom Campus, 2011.

Background: Challenges in thesis proposal writing have resulted in doctoral students dropping from research studies resulting in the shortage of doctoral prepared nurses. Impediments include lack of human and non-human resources. Benner’s theory of novice to expert formed the basis for the development of the strategic intervention and action plan to address the challenges and strengths experienced by master’s prepared doctoral students during thesis proposal writing Purpose: The purpose of this research was to develop a strategic intervention and action plan that can be used to assist doctoral students to succeed in thesis proposal writing. Methods: An exploratory mixed-methods approach combining qualitative and quantitative data collection and analysis in four phases was used. In Phase 1 qualitative data from two open-ended questions were used to gather data, combined with literature to develop a questionnaire for Phase 2. A questionnaire was developed from data obtained from Phase 2 as well as a thorough literature review to develop the strategic intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation. Framework: Benner’s novice to expert theoretical framework was adopted for the study because of the assumption that doctoral students need a change of perception and assistance in order to develop critical thinking skills that will enhance the development of research competencies. This framework was used because of its relevance to the study. Research Findings: Competence in doctoral thesis proposal writing is affected by human resources as well as non-human resources. The identified strategic interventions that were included in the action plan were: recruitment of competent supervisors, training and mentoring of new supervisors, achieving of a realistic student/supervisor ratio for supervision of students, timely allocation of supervisors, recruiting of subject librarians and employment of adequate library support, provision of peer support programmes, implementation of a student recruitment and selection plan, provision of student support programmes to enhance research skills and competencies, binding contracts to stipulate students responsibility, provision of adequate research resources, and implementation of a bursary system among others. Conclusion: The strategic intervention and action plan was developed using the input of doctoral nursing students who were in the process of completing their thesis proposal and a thorough literature review. The inclusion of the deans of nursing of universities and universities of technology of South Africa (FUNDISA) will enhance the possibility for the implementation of the strategic intervention and action plan which can contribute to assisting the master’s prepared doctoral students to successfully transition from novice students with little or no research knowledge to competent thesis proposal writers. / Health Studies / D. Litt. et Phil. (Health Studies)

Text in Afrikaans / Rituals are part of our everyday life and are usually performed unconsciously. In this dissertation rituals are used consciously, within a therapeutic context, with the purpose to facilitate healing and growth. The aim of the research is to focus the readers' attention on the therapeutic potential of rituals and its value as an intervention strategy. The study concentrates on the grieving process. The researcher therefore specifically wants to show how rituals are used during grief counselling. The following research problem was investigated in the study: "What is the attitude, opinion and knowledge of professional caregivers concerning the use of rituals as a therapeutic tool during grief counselling?" Out of the research data the following hypothesis was formulated: - To grief over a loss is essential. Because of the basic properties and remedial functions of rituals, rituals can be a valuable therapeutic tool in the facilitation of this process. - There is an inherent connection between professional caregivers' attitudes, opinions and knowledge of therapeutic rituals and the regular and effective use of them during grief counselling. - The use of rituals during grief counselling is only one component in the comprehensive pastoral care of the bereaved. / Practical theology / M.Th.

Text in Afrikaans / Rituals are part of our everyday life and are usually performed unconsciously. In this dissertation rituals are used consciously, within a therapeutic context, with the purpose to facilitate healing and growth. The aim of the research is to focus the readers' attention on the therapeutic potential of rituals and its value as an intervention strategy. The study concentrates on the grieving process. The researcher therefore specifically wants to show how rituals are used during grief counselling. The following research problem was investigated in the study: "What is the attitude, opinion and knowledge of professional caregivers concerning the use of rituals as a therapeutic tool during grief counselling?" Out of the research data the following hypothesis was formulated: - To grief over a loss is essential. Because of the basic properties and remedial functions of rituals, rituals can be a valuable therapeutic tool in the facilitation of this process. - There is an inherent connection between professional caregivers' attitudes, opinions and knowledge of therapeutic rituals and the regular and effective use of them during grief counselling. - The use of rituals during grief counselling is only one component in the comprehensive pastoral care of the bereaved. / Practical theology / M.Th.

PhDRDV / Institute for Rural Development / Land reform programmes have been implemented to address challenges of inequality in land ownership and poverty in many countries worldwide. They provide the poor people with important livelihood opportunities, such as livestock rearing, crop production and game farming in many rural areas. The government of South Africa, through the Department of Rural Development and Land Reform (DRDLR) allocated various farms through the restitution programme to deal with unemployment, poverty, unsustainable livelihoods, shortage of skills and inequality challenges. This study focused on the restituted farm beneficiaries in Waterberg District. This was informed by the fact that since these farms were restituted, the majority of the farm beneficiary’s livelihoods have not significantly changed. A transformative sequential mixed method design was applied in this study in order to enable beneficiaries define their own issues and seek solutions. This involved concurrent collection of both quantitative and qualitative data; a stratified random sampling method was used to select 474 respondents. Qualitative data was collected using Interview guides, photo-voice and focus group discussions mainly from key informants- traditional leaders and the Ward Councillors. Two focus group discussion were held with the key informants and an observation was also used to collect qualitative data from the farmers. The data were analysed using ATLAS. ti version 7.5.7 and Thematic Content Analysis. The quantitative data was collected using a survey questionnaire and the Geographical Information System (GIS) approach to provide trends of the farm production. Remote sensing analysis was used to determine farm production performance of these restituted farms while the Statistical Package for the Social Science (SPSS version 25) was used for computing descriptive statistics and cross-tabulation. The data indicated that farm production has declined since occupation of farms by the farm beneficiaries from 1995 to 2015. The decline has negatively affected the livelihoods of farm beneficiaries since more than half (61.6 %) indicated difficulties in effective operation of the farm due to lack of markets. About 64% of the farm beneficiaries have not been trained in farming. From 1995 to 2015, most of the restituted farms have lacked markets for their produce due to poor production arising from lack of funds to manage the farms. This has impeded beneficiaries from receiving any benefits, in terms of income or employment. Generally, the study concluded that there were no changes in the socio-economic status of the farm beneficiaries in the Waterberg District because most of the farms are not being utilised. The study recommends that the sector Department and private organizations should work together in ways, such as assisting the farm beneficiaries with capacity building, developing marketing strategy for the farm produce, with funds and infrastructure to improve production. With respect to farm performance satisfaction, the majority (77.2 %) of the farm beneficiaries were not satisfied with the restituted farms. Their benefits in terms of human development, financial, social and physical capitals had not changed as the majority (83.3 %) said there are no improvements in terms of salaries or wages. They claim that their livelihoods have remained the same because the farms are not operational due to lack of basic farming skills and conflicts. Agricultural Extension Advisors, Councillors, Traditional leaders and officials from DRDLR confirmed that production levels have declined because the land was transferred to people with no basic training in farming; most (54 %) of the respondents confirmed that the beneficiaries, therefore utilise only a portion of the farms. It is imperative, thus, to ensure that production on the restituted farms is enhanced to improve the areas, such as social, financial, human and physical capital. A three-pronged intervention strategy was, therefore, developed to help restituted farm beneficiaries in Waterberg District to improve their livelihoods, emancipate themselves from poverty and ultimately contribute to the National Development Plan of South Africa. The developed strategy is anchored on three key factors: the need for thorough assessment by the government on the farm beneficiary’s level of commitment to the farm prior to farm allocation and funding, need to incorporate new experts in agricultural economics and agricultural engineers into the restituted farms personnel and the need to decentralize the services of mentors and agricultural extension advisors at District and local Municipalities. / NRF