The South African Department of Basic Education and Department of Higher Education and Training (2011a) made a call for the development of mathematics knowledge and practice standards in the foundation phase to serve as guidelines for the preparation of foundation phase teachers in the different higher education institutions. The purpose of the study in hand was to develop draft knowledge and practice standards in the number domain for the preparation of foundation phase teachers (referred to as mathematics knowledge and practice standards). These standards have to be refined and improved in further studies and should in the end serve as knowledge and practice standards for the preparation of foundation phase teachers in South Africa. Through a conceptual qualitative research methodology the researcher purposefully collected documents and analysed them through content analysis. The data-gathering process took place in three phases. During the first phase, policy documents with regard to general standards for teacher preparation, written school curriculum documents and mathematical standards for the preparation of foundation phase teachers in South Africa, the United States of America, Australia and the Netherlands were gathered. The second phase involved the purposeful gathering of articles, research reports and teacher preparation textbooks with regard to the preparation of foundation phase teachers to teach the number domain. During the first and second phases of data gathering, the documents were analysed according to mathematical knowledge for teaching as described by Ball, Thames and Phelps (2008) and the first draft of mathematical knowledge and practice standards was compiled. During the third data-gathering phase, critical evaluation reports were gathered from experts in the field of mathematics education (including researchers at universities and practising foundation phase teachers). The critical evaluation includes gaps/shortcomings in the draft mathematics knowledge and practice standards, as well as comments with regard to the clarity, applicability and functionality of the document. The draft mathematics knowledge and practice standards (MKPSs) for the preparation of foundation phase teachers include: Standard 1: Common content knowledge – The foundation phase teacher has a clear understanding of the common content knowledge of the number domain. Standard 2: Specialised content knowledge – The foundation phase teacher has a clear understanding of the specialised content of the number domain. Standard 3: Knowledge at the mathematical horizon – The foundation phase teacher understands how mathematical themes in the number domain relate to other themes in the different foundation phase year groups and in other phases. Standard 4: Knowledge of content and teaching – The foundation phase teacher is able to plan lessons and knows how to teach the number domain. Standard 5: Knowledge of content and learners – The foundation phase teacher knows the foundation phase learners and knows how they learn the number domain. Standard 6: Knowledge of content and the curriculum – The foundation phase teacher understands the South African school curriculum, as well as international trends in the school curriculum concerning the number domain. Those experts in the field of mathematics education in the foundation phase who participated in the study all indicated that the mathematics knowledge and practice standards in the number domain have the potential to boost the preparation of foundation phase teachers in South Africa. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

The South African Department of Basic Education and Department of Higher Education and Training (2011a) made a call for the development of mathematics knowledge and practice standards in the foundation phase to serve as guidelines for the preparation of foundation phase teachers in the different higher education institutions. The purpose of the study in hand was to develop draft knowledge and practice standards in the number domain for the preparation of foundation phase teachers (referred to as mathematics knowledge and practice standards). These standards have to be refined and improved in further studies and should in the end serve as knowledge and practice standards for the preparation of foundation phase teachers in South Africa. Through a conceptual qualitative research methodology the researcher purposefully collected documents and analysed them through content analysis. The data-gathering process took place in three phases. During the first phase, policy documents with regard to general standards for teacher preparation, written school curriculum documents and mathematical standards for the preparation of foundation phase teachers in South Africa, the United States of America, Australia and the Netherlands were gathered. The second phase involved the purposeful gathering of articles, research reports and teacher preparation textbooks with regard to the preparation of foundation phase teachers to teach the number domain. During the first and second phases of data gathering, the documents were analysed according to mathematical knowledge for teaching as described by Ball, Thames and Phelps (2008) and the first draft of mathematical knowledge and practice standards was compiled. During the third data-gathering phase, critical evaluation reports were gathered from experts in the field of mathematics education (including researchers at universities and practising foundation phase teachers). The critical evaluation includes gaps/shortcomings in the draft mathematics knowledge and practice standards, as well as comments with regard to the clarity, applicability and functionality of the document. The draft mathematics knowledge and practice standards (MKPSs) for the preparation of foundation phase teachers include: Standard 1: Common content knowledge – The foundation phase teacher has a clear understanding of the common content knowledge of the number domain. Standard 2: Specialised content knowledge – The foundation phase teacher has a clear understanding of the specialised content of the number domain. Standard 3: Knowledge at the mathematical horizon – The foundation phase teacher understands how mathematical themes in the number domain relate to other themes in the different foundation phase year groups and in other phases. Standard 4: Knowledge of content and teaching – The foundation phase teacher is able to plan lessons and knows how to teach the number domain. Standard 5: Knowledge of content and learners – The foundation phase teacher knows the foundation phase learners and knows how they learn the number domain. Standard 6: Knowledge of content and the curriculum – The foundation phase teacher understands the South African school curriculum, as well as international trends in the school curriculum concerning the number domain. Those experts in the field of mathematics education in the foundation phase who participated in the study all indicated that the mathematics knowledge and practice standards in the number domain have the potential to boost the preparation of foundation phase teachers in South Africa. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Presented as the author's Thesis--Umeå University, Sweden. / Includes bibliographical references ((p. 203-213)).

The primary objective of this research is to review the value of business events in the performance of an organisation. Business events are categorised as part of the business tourism sector of the tourism industry. This sector is a strong financial contributor to many nations’ economies. The sector, sometimes also known as the M.I.C.E industry or meetings industry, focuses on creating business events to fit the knowledge needs of organisations across a wide range of industries. The business events are of several genre including exhibitions, training seminars, conferences, congresses and trade shows and all have been created for the purpose of helping organisations improve individual competitive advantages by learning from peers, competitors, suppliers and customers. The financial outcome of holding business tourism events is typically measured by such indicators as the number of business event venues booked, the number of business tourism visitors to a country attending business events, the number of hotel bed-nights sold that relate to business events, the number of add-on packages in the way of transport, entertainment and leisure tours used by business event attendees. Countries including South Africa have specific national policies to attract globally rotating business events to their own country. While hotels, transport and other tourism activities glean substantial financial benefit from the hosting of business events, the outcome of these events in terms of the new knowledge created for organisations is the primary objective of this research. As knowledge is intangible the value of knowledge is hard to understand in terms of past performance such as financial statements but it is seen in the literature review that there are many beneficial implications of seeking knowledge not limited to risk management through informed decision making. New knowledge has the ability to change the future work-place behaviour of employees in turn affecting the performance of an organisation. Lewin (1951) summarised that the level of   behavioural change from the influence of new knowledge attained at an event is a function of the people at the event and the environment of the event. Understanding these variables speaks directly to managing the intangible value created from business events. Thus Lewin’s formula as applied to business events is considered a link in the value chain of intangible asset creation in this research. Knowledge is an intangible asset of every organisation often documented in formal normative managerial actions such as policies, processes and databases and also held informally by individual employees who have personal skills and abilities. Measuring the change in knowledge value through an intervention such as a business event has relevance in terms of valuing the contribution of business events to improving organisational performance. A secondary objective of this research was then to review the current use of the Kirkpatrick-Phillips return-on-investment model in relation to its effectiveness in defining knowledge objectives and measuring their effect on intangible asset creation. The model is the business events sector recommended methodology to set the objectives and key performance indicators that define the degree of success of the business event for an organisation. The utility of this model in helping to manage organisational knowledge value derived from business events is reviewed. The relevance of business events to future organisational performance improvement is understood by analysing firstly an organisation’s perspective of the value of business events and then the perspective of an employee of the organisation attending business events. The findings of the literature review guided the design of both the qualitative and quantitative surveys that were used to explore the way knowledge flows from events into organisations. These surveys fulfil the third and fourth objectives of the research. To understand the flow of new knowledge through an organisation many functions and hierarchies of command, a systems thinking methodology was applied in that it is assumed that all units of the organisation add value at their own level and this value accumulates upwards towards the overall value of knowledge for the organisation in creating competitive advantages. The literature review firstly highlighted the role of creating opportunity for socialisation at events as pivotal in improving an organisation’s knowledge. Then systems methodology tool of viable systems diagnosis suggested a theoretical viable systems model of what a healthy, successful organisational knowledge system would look like. The methodology was then applied to distil the secondary data reviewed to 12 variables each composed of many other variables that act within this theoretical model. The 12 variables were included in semi-open ended questions of a qualitative research instrument that interviewed 18 managers who either design or attend business events. The qualitative responses and the system of the 12 variables were then used to guide the creation of the quantitative instrument. The quantitative research produced 354 useable questionnaires that were statistically analysed by exploratory factor analysis. The latent factors identified were used in the design of a structured equation model (SEM). The SEM indicated that organisations rely on socialisation activities such as business events to create new knowledge. The SEM also indicates that employees of an organisation may well consider business event activities from a personalised perspective of their own continued professional development needs which may not always align to those of the organisation suggesting the alignment between organisational and personal goals as critical in maximising the value attained from a business event. This research therefore made a valuable contribution in that it explored the value chain between the business events and their role in improving an individual organisation’s performance. This in turn implies from a systems thinking point of view to the overall performance of a country’s economy. A further contribution of this study is recommendations made to improve the ease of application of the Kirkpatrick-Phillips model and thus manage the process of socialisation and ultimately knowledge creation better. A pre- and post event extension to the model is recommended defined in a template to be used in an iterative manner to improve the management and capturing of the value of knowledge arising from the event and this fulfils the final objective of the research. / Thesis (PhD (Tourism Management))--North-West University, Potchefstroom Campus, 2013

The primary objective of this research is to review the value of business events in the performance of an organisation. Business events are categorised as part of the business tourism sector of the tourism industry. This sector is a strong financial contributor to many nations’ economies. The sector, sometimes also known as the M.I.C.E industry or meetings industry, focuses on creating business events to fit the knowledge needs of organisations across a wide range of industries. The business events are of several genre including exhibitions, training seminars, conferences, congresses and trade shows and all have been created for the purpose of helping organisations improve individual competitive advantages by learning from peers, competitors, suppliers and customers. The financial outcome of holding business tourism events is typically measured by such indicators as the number of business event venues booked, the number of business tourism visitors to a country attending business events, the number of hotel bed-nights sold that relate to business events, the number of add-on packages in the way of transport, entertainment and leisure tours used by business event attendees. Countries including South Africa have specific national policies to attract globally rotating business events to their own country. While hotels, transport and other tourism activities glean substantial financial benefit from the hosting of business events, the outcome of these events in terms of the new knowledge created for organisations is the primary objective of this research. As knowledge is intangible the value of knowledge is hard to understand in terms of past performance such as financial statements but it is seen in the literature review that there are many beneficial implications of seeking knowledge not limited to risk management through informed decision making. New knowledge has the ability to change the future work-place behaviour of employees in turn affecting the performance of an organisation. Lewin (1951) summarised that the level of   behavioural change from the influence of new knowledge attained at an event is a function of the people at the event and the environment of the event. Understanding these variables speaks directly to managing the intangible value created from business events. Thus Lewin’s formula as applied to business events is considered a link in the value chain of intangible asset creation in this research. Knowledge is an intangible asset of every organisation often documented in formal normative managerial actions such as policies, processes and databases and also held informally by individual employees who have personal skills and abilities. Measuring the change in knowledge value through an intervention such as a business event has relevance in terms of valuing the contribution of business events to improving organisational performance. A secondary objective of this research was then to review the current use of the Kirkpatrick-Phillips return-on-investment model in relation to its effectiveness in defining knowledge objectives and measuring their effect on intangible asset creation. The model is the business events sector recommended methodology to set the objectives and key performance indicators that define the degree of success of the business event for an organisation. The utility of this model in helping to manage organisational knowledge value derived from business events is reviewed. The relevance of business events to future organisational performance improvement is understood by analysing firstly an organisation’s perspective of the value of business events and then the perspective of an employee of the organisation attending business events. The findings of the literature review guided the design of both the qualitative and quantitative surveys that were used to explore the way knowledge flows from events into organisations. These surveys fulfil the third and fourth objectives of the research. To understand the flow of new knowledge through an organisation many functions and hierarchies of command, a systems thinking methodology was applied in that it is assumed that all units of the organisation add value at their own level and this value accumulates upwards towards the overall value of knowledge for the organisation in creating competitive advantages. The literature review firstly highlighted the role of creating opportunity for socialisation at events as pivotal in improving an organisation’s knowledge. Then systems methodology tool of viable systems diagnosis suggested a theoretical viable systems model of what a healthy, successful organisational knowledge system would look like. The methodology was then applied to distil the secondary data reviewed to 12 variables each composed of many other variables that act within this theoretical model. The 12 variables were included in semi-open ended questions of a qualitative research instrument that interviewed 18 managers who either design or attend business events. The qualitative responses and the system of the 12 variables were then used to guide the creation of the quantitative instrument. The quantitative research produced 354 useable questionnaires that were statistically analysed by exploratory factor analysis. The latent factors identified were used in the design of a structured equation model (SEM). The SEM indicated that organisations rely on socialisation activities such as business events to create new knowledge. The SEM also indicates that employees of an organisation may well consider business event activities from a personalised perspective of their own continued professional development needs which may not always align to those of the organisation suggesting the alignment between organisational and personal goals as critical in maximising the value attained from a business event. This research therefore made a valuable contribution in that it explored the value chain between the business events and their role in improving an individual organisation’s performance. This in turn implies from a systems thinking point of view to the overall performance of a country’s economy. A further contribution of this study is recommendations made to improve the ease of application of the Kirkpatrick-Phillips model and thus manage the process of socialisation and ultimately knowledge creation better. A pre- and post event extension to the model is recommended defined in a template to be used in an iterative manner to improve the management and capturing of the value of knowledge arising from the event and this fulfils the final objective of the research. / Thesis (PhD (Tourism Management))--North-West University, Potchefstroom Campus, 2013

Background and motivation Clothing labels concern the permanently attached labels as well as the temporarily attached labels known as hangtags that are found on clothing products. Clothing labels assist consumers when they are deciding whether or not to purchase clothing products, by providing product information and potential care instructions. Clothing labels are made up of two attributes, namely the physical nature of clothing labels in addition to the information on clothing labels. Adequate knowledge, positive perceptions and optimal use of clothing labels may result in satisfied consumers who make responsible and informed purchases. The aim of this study was subsequently, to determine male and female consumers’ knowledge, perceptions and use of clothing labels. The provision of clothing labels does not guarantee that consumers will read, understand or apply the information on clothing labels. Therefore this research is based on retailers’ assumption that the provision of informative clothing labels is sufficient to encourage the usage thereof and that all consumers understand and perceive the clothing labels as intended. Due to the lack of research that exists in South Africa in the field of clothing labels, it is not known whether consumers have adequate knowledge and positive perceptions of clothing labels and the information on them, and whether they use the labels optimally. Methodology The research design of this study was non–experimental, quantitative, exploratory, and descriptive. Questionnaires were used as the measuring instrument to collect the data. The study population included all the consumers in three municipalities in the North–West Province above the age of 18 years, male as well as female, who can read and who had purchased a clothing product some time from one of the selected stores. Data collection was undertaken in the Bonjana, Platinum and Southern district municipalities, which included, Rustenburg, Klerksdorp and Potchefstroom. A total of 304 usable questionnaires were obtained. Results and discussion On average 71% of the respondents had adequate knowledge of the information presented on clothing labels (excluding the care instructions) and 65.6% had adequate knowledge regarding the care instructions. Respondents perceived colours in general (79.9%), letter size (83%) and readability (77.7%) of information on clothing labels as positive. They found it very important that the information on clothing labels will not fade (68.8%), and that the positioning remains constant (78.8%), in addition to not showing (84.9%). Respondents perceived the indication of information on clothing as positive, regarding the fibre content (84.2%), country of origin (61.2%), size indication (89.5%) as well as additional information, such as applied special finishes (76.4%) and indication of eco friendly clothing (69.5%) and licensed trade marks (78%). Respondents sufficiently made use of the care instructions in words (68.1%) and symbols (63.2%) when purchasing similar items. More than half (56.9%) of the respondents used the indication of special finishes applied to clothing during the pre– and post purchasing phase. The indication of eco friendly clothing was used by the respondents (51%) for future reference and 63.5% made use of the licensed trademarks when purchasing similar products. In conclusion the results generally indicated that the respondents had adequate knowledge and positive perceptions of clothing labels, and made use of clothing labels before, during and after purchasing clothing products. Furthermore only small significant differences were found between male and female respondents’ knowledge, perceptions and use of clothing labels. It was established that relationships do exist between respondents’ knowledge, perceptions and use of clothing labels. / Thesis (M. Consumer Science)--North-West University, Potchefstroom Campus, 2011.

Background and motivation Clothing labels concern the permanently attached labels as well as the temporarily attached labels known as hangtags that are found on clothing products. Clothing labels assist consumers when they are deciding whether or not to purchase clothing products, by providing product information and potential care instructions. Clothing labels are made up of two attributes, namely the physical nature of clothing labels in addition to the information on clothing labels. Adequate knowledge, positive perceptions and optimal use of clothing labels may result in satisfied consumers who make responsible and informed purchases. The aim of this study was subsequently, to determine male and female consumers’ knowledge, perceptions and use of clothing labels. The provision of clothing labels does not guarantee that consumers will read, understand or apply the information on clothing labels. Therefore this research is based on retailers’ assumption that the provision of informative clothing labels is sufficient to encourage the usage thereof and that all consumers understand and perceive the clothing labels as intended. Due to the lack of research that exists in South Africa in the field of clothing labels, it is not known whether consumers have adequate knowledge and positive perceptions of clothing labels and the information on them, and whether they use the labels optimally. Methodology The research design of this study was non–experimental, quantitative, exploratory, and descriptive. Questionnaires were used as the measuring instrument to collect the data. The study population included all the consumers in three municipalities in the North–West Province above the age of 18 years, male as well as female, who can read and who had purchased a clothing product some time from one of the selected stores. Data collection was undertaken in the Bonjana, Platinum and Southern district municipalities, which included, Rustenburg, Klerksdorp and Potchefstroom. A total of 304 usable questionnaires were obtained. Results and discussion On average 71% of the respondents had adequate knowledge of the information presented on clothing labels (excluding the care instructions) and 65.6% had adequate knowledge regarding the care instructions. Respondents perceived colours in general (79.9%), letter size (83%) and readability (77.7%) of information on clothing labels as positive. They found it very important that the information on clothing labels will not fade (68.8%), and that the positioning remains constant (78.8%), in addition to not showing (84.9%). Respondents perceived the indication of information on clothing as positive, regarding the fibre content (84.2%), country of origin (61.2%), size indication (89.5%) as well as additional information, such as applied special finishes (76.4%) and indication of eco friendly clothing (69.5%) and licensed trade marks (78%). Respondents sufficiently made use of the care instructions in words (68.1%) and symbols (63.2%) when purchasing similar items. More than half (56.9%) of the respondents used the indication of special finishes applied to clothing during the pre– and post purchasing phase. The indication of eco friendly clothing was used by the respondents (51%) for future reference and 63.5% made use of the licensed trademarks when purchasing similar products. In conclusion the results generally indicated that the respondents had adequate knowledge and positive perceptions of clothing labels, and made use of clothing labels before, during and after purchasing clothing products. Furthermore only small significant differences were found between male and female respondents’ knowledge, perceptions and use of clothing labels. It was established that relationships do exist between respondents’ knowledge, perceptions and use of clothing labels. / Thesis (M. Consumer Science)--North-West University, Potchefstroom Campus, 2011.

This study examined the level of awareness, knowledge and practices of primary and secondary schools students with regard to waste management. Only a limited number of studies were found to evaluate school student’s awareness, knowledge and practice of waste management in South Africa. Literature was reviewed dealing with waste management awareness, knowledge and practices of school students and discussed at the hand of the principles, objectives and targets of the South African Government towards waste and waste management. Using a structured, self-administered questionnaire, a total of 815 students were surveyed from four primary schools and three secondary schools from the Embalenhle and Secunda area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the use of descriptive statistics including frequency count, percentage, mean and standard deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare test, Phi coefficient, in order to determine the significant relationship between students’ socio-demographic variables. The study showed that the students were obviously aware of concerns with waste and waste management practices in their schools and local environment. It was also apparent the school students had an acute awareness that poor waste management would have a negative impact on the country as well as on them as the individual. This prominent awareness was however not evident in the students’ waste management practices. Good waste management practices activities were minimal at both the school and home environment. Since school students are seen as one of the key agent of change to work towards a more sustainable future, they should be engaged as young as possible and given a quality array of continuous learning to improve their knowledge on environmental problems such as poor waste management. Improved knowledge would contribute to improved environmental awareness and a pro-environmental attitude. The critical recommendations of the study are that the South African Government will have to intensify the research to better understand the needs of children to environmental matters such as waste management. / M. Environmental Management, North-West University, Potchefstroom Campus, 2014

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

This study examined the level of awareness, knowledge and practices of primary and secondary schools students with regard to waste management. Only a limited number of studies were found to evaluate school student’s awareness, knowledge and practice of waste management in South Africa. Literature was reviewed dealing with waste management awareness, knowledge and practices of school students and discussed at the hand of the principles, objectives and targets of the South African Government towards waste and waste management. Using a structured, self-administered questionnaire, a total of 815 students were surveyed from four primary schools and three secondary schools from the Embalenhle and Secunda area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the use of descriptive statistics including frequency count, percentage, mean and standard deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare test, Phi coefficient, in order to determine the significant relationship between students’ socio-demographic variables. The study showed that the students were obviously aware of concerns with waste and waste management practices in their schools and local environment. It was also apparent the school students had an acute awareness that poor waste management would have a negative impact on the country as well as on them as the individual. This prominent awareness was however not evident in the students’ waste management practices. Good waste management practices activities were minimal at both the school and home environment. Since school students are seen as one of the key agent of change to work towards a more sustainable future, they should be engaged as young as possible and given a quality array of continuous learning to improve their knowledge on environmental problems such as poor waste management. Improved knowledge would contribute to improved environmental awareness and a pro-environmental attitude. The critical recommendations of the study are that the South African Government will have to intensify the research to better understand the needs of children to environmental matters such as waste management. / M. Environmental Management, North-West University, Potchefstroom Campus, 2014