Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels. The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued. A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements. Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy. Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling. In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

Ageing populations and the unique challenges they pose are characteristic of the accelerating demographic transition evident in both developed and developing countries. In South Africa the elderly population is also increasing dramatically. There is a disproportionate distribution of older persons per ethnic group, with white older people representing the largest group of older South Africans (21%, proportional to ethnic group). The influx of the baby boomer generation will inevitably lead to an exponential increase in the numbers of white older people within the next two decades. Regardless of integration policies in post-apartheid South Africa, 90% of all residential care facilities are still occupied solely by white older people. Such facilities are described as buildings or other structures used primarily for the purposes of providing accommodation and of providing a 24-hour service to older persons. The increasingly larger segment of white older people holds considerable implications for the future of these facilities since more individuals will turn to this living arrangement. The Older Persons Act of South Africa was inaugurated by the government in 2006 and its key objectives are aligned with the recommendations of the Madrid International Plan of Action on Ageing (2002). Amongst many other objectives, the Older Persons Act emphasises practices that enhance the wellbeing and quality of life (QoL) of all older persons. However, the reigning circumstances in most residential care facilities have been described as challenging. A national audit of residential care facilities in 2010 indicated a need for psychosocial interventions since the QoL of residents was found to be undefined and unspecific. The purpose of the study was to explore the construction of QoL, from the perspective of the older people living in residential care facilities. A purposive sample of 54 participants (male, n=10; female, n=44) with ages ranging between 62 and 95 years was drawn. The participants were able to communicate congruently and understood the research purpose. Participants resided in four similar facilities situated in urban areas in two South African provinces. A multiple-context inquiry was conducted to gather rich data and collateral information. The study made use of interviews, focus groups, journals, and the Mmogo-method® to collect qualitative data. Interpretative Phenomenological Analysis (IPA) and visual analysis methods were used to analyse the data. Interactive Qualitative Analysis (IQA) was conducted with 19 participants, resulting in a conceptual model of QoL. Member-checking was performed by the participants. Ethical approval was granted by the Ethics Committee of the North-West University (Potchefstroom Campus), as part of a larger project, namely “An exploration of enabling contexts (05K14)”. The findings revealed that the nature of QoL is informed by spiritual worldviews, interpersonal contexts and the maintained ability of older people to regulate aspects of their own lives. The nature of QoL was also revealed as transitional throughout the ageing process and that the dimensions of QoL may be found on a continuum. Six domains were elicited in the construction of QoL, namely spirituality, health, relationships, meaningfulness, autonomy and sense of place. Each domain presented with certain contributors and inhibitors influencing the older person’s ability to experience QoL. Findings revealed the strengths of older people to deal with adversities associated with later life. The inhibitors of QoL are emphasised for the attention of policy makers, the managers of residential care facilities, care givers and family members. The study provided insight into the causal influences between the domains of QoL. A conceptual model with systemic properties is proposed. The theoretical implications of this systems model are that QoL domains are mutually informing and exercise a particular influence on the relational states of older people. It is hoped that new knowledge in the area of QoL might direct future research efforts and put resources channeled to residential care facilities to better use. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Social and demographic changes have a tremendous effect on the care for older people to the effect that caring for older people might have become a rare commodity. Increased life expectancy during the past century has prolonged the period in which older people need care and has made family care giving an increasingly recurrent activity for adult children. After the demolition of the apartheid area in South Africa, most research focused on previously disadvantaged groups, namely Black and Brown people which resulted in a research gap regarding older White people. Little is known about older White people’s experiences of care in South Africa, as older White people are viewed as the minority group who were not previously disadvantaged. However, older White people’s vulnerability is increasing because poverty is currently escalating amongst older White South African people as a result of early retirement and retrenchment because of employment equity and the conversion goal of Black Economic Empowerment. The aim of this study was to explore older White people’s experiences of giving care to and receiving care from their children. A qualitative research approach with an explorative and descriptive nature was utilized for this study as the research question was aimed at understanding a subjective phenomenon. This research design allows the participants to give meaning to their own experiences. A case study design was followed during this research study in order to provide an in-depth description of older White people’s experience of care. The specific population for this study consisted of all White people older than 60 years, co-residing with their adult children and living in the Midvaal area of the Vaal Triangle, Gauteng. Data were collected through journaling and semi-structured interviews, with 10 older White people. Interviews were conducted on a one-on-one basis at the office of the researcher or at the houses of the participants. This ensured the preservation of the participants’ relationship with their children. The interviews were audio recorded and transcribed. Data were reduced through thematic data analysis and emerging themes and categories were identified. The principles and strategies for enhancing the trustworthiness of the data were done through crystallization and neutrality. The results indicated that older White people’s experience of care can be summarized by means of physical, emotional and financial care. Most of the participants in this study were still physically independent from their children and they could attend to their own physical care. Emotional care was identified by the participants as the ultimate indicator of caring and this component contributed profoundly to their psychological well-being. The financial care component highlighted that older White people’s vulnerability is increasing and that poverty is more prevalent in older White people than what is reflected in current research. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels. The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued. A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements. Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy. Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling. In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

Ageing populations and the unique challenges they pose are characteristic of the accelerating demographic transition evident in both developed and developing countries. In South Africa the elderly population is also increasing dramatically. There is a disproportionate distribution of older persons per ethnic group, with white older people representing the largest group of older South Africans (21%, proportional to ethnic group). The influx of the baby boomer generation will inevitably lead to an exponential increase in the numbers of white older people within the next two decades. Regardless of integration policies in post-apartheid South Africa, 90% of all residential care facilities are still occupied solely by white older people. Such facilities are described as buildings or other structures used primarily for the purposes of providing accommodation and of providing a 24-hour service to older persons. The increasingly larger segment of white older people holds considerable implications for the future of these facilities since more individuals will turn to this living arrangement. The Older Persons Act of South Africa was inaugurated by the government in 2006 and its key objectives are aligned with the recommendations of the Madrid International Plan of Action on Ageing (2002). Amongst many other objectives, the Older Persons Act emphasises practices that enhance the wellbeing and quality of life (QoL) of all older persons. However, the reigning circumstances in most residential care facilities have been described as challenging. A national audit of residential care facilities in 2010 indicated a need for psychosocial interventions since the QoL of residents was found to be undefined and unspecific. The purpose of the study was to explore the construction of QoL, from the perspective of the older people living in residential care facilities. A purposive sample of 54 participants (male, n=10; female, n=44) with ages ranging between 62 and 95 years was drawn. The participants were able to communicate congruently and understood the research purpose. Participants resided in four similar facilities situated in urban areas in two South African provinces. A multiple-context inquiry was conducted to gather rich data and collateral information. The study made use of interviews, focus groups, journals, and the Mmogo-method® to collect qualitative data. Interpretative Phenomenological Analysis (IPA) and visual analysis methods were used to analyse the data. Interactive Qualitative Analysis (IQA) was conducted with 19 participants, resulting in a conceptual model of QoL. Member-checking was performed by the participants. Ethical approval was granted by the Ethics Committee of the North-West University (Potchefstroom Campus), as part of a larger project, namely “An exploration of enabling contexts (05K14)”. The findings revealed that the nature of QoL is informed by spiritual worldviews, interpersonal contexts and the maintained ability of older people to regulate aspects of their own lives. The nature of QoL was also revealed as transitional throughout the ageing process and that the dimensions of QoL may be found on a continuum. Six domains were elicited in the construction of QoL, namely spirituality, health, relationships, meaningfulness, autonomy and sense of place. Each domain presented with certain contributors and inhibitors influencing the older person’s ability to experience QoL. Findings revealed the strengths of older people to deal with adversities associated with later life. The inhibitors of QoL are emphasised for the attention of policy makers, the managers of residential care facilities, care givers and family members. The study provided insight into the causal influences between the domains of QoL. A conceptual model with systemic properties is proposed. The theoretical implications of this systems model are that QoL domains are mutually informing and exercise a particular influence on the relational states of older people. It is hoped that new knowledge in the area of QoL might direct future research efforts and put resources channeled to residential care facilities to better use. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

The objective of this study was, firstly, to investigate the reliability of a measure of qualitative and quantitative job insecurity and, secondly, to determine the relationship between qualitative and quantitative job insecurity, job satisfaction, affective organisational commitment, turnover intention and locus of control. A cross–sectional survey design was used which included participants randomly selected from a retail banking group across junior, supervisory and middle management levels (n=178). The job insecurity scales of Hellgren, Sverke and Isaksson (1999); job satisfaction scale of Hellgren, Sjöberg and Sverke (1997); affective organisational commitment scale of Allen and Meyer (1990); turnover intention scale of Sjöberg and Sverke (2001) and the locus of control scale of Levenson (1981) were administered. Descriptive statistics were used in order to analyse the data. Structural equivalence was used for the comparison of the factor structures of the job insecurity scale for the three language groups. Furthermore, in order to determine the relationships between the variables, the Pearson product–moment correlation coefficients were used, while the dependent variable turnover intention was predicted by means of a regression analysis. As indicated at the outset, two research articles form the basis of this mini–dissertation: Based on the first article, results indicate that both the qualitative and quantitative scale presented satisfactory levels of reliability across different language groups, and a relationship between these dimensions (quantitative and qualitative) was noticeable. However, the item “I think my future prospects and opportunities within the organisation are good” included in the qualitative job insecurity scale could well be problematic, the deduction being that language barriers probably played a role in participants’ interpretation of the question. According to the second article, both qualitative and quantitative job insecurity positively related to turnover intentions. Furthermore, job satisfaction reported a negative relationship with turnover intention, and a negative relationship between qualitative job insecurity and job satisfaction came to the fore. Locus of control, on the other hand, had a direct bearing on qualitative job insecurity, while only job satisfaction and quantitative job insecurity directly predicted employees’ turnover intention in the banking sector. Finally, locus of control seemingly had no mediating effect when predicting turnover intention. Based on the afore–going, this mini–dissertation will conclude by offering deductions and making recommendations for further research as well as offering possible solutions to the commercial banking sector as far as the retention of staff is concerned. / Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2012.

The objective of this study was, firstly, to investigate the reliability of a measure of qualitative and quantitative job insecurity and, secondly, to determine the relationship between qualitative and quantitative job insecurity, job satisfaction, affective organisational commitment, turnover intention and locus of control. A cross–sectional survey design was used which included participants randomly selected from a retail banking group across junior, supervisory and middle management levels (n=178). The job insecurity scales of Hellgren, Sverke and Isaksson (1999); job satisfaction scale of Hellgren, Sjöberg and Sverke (1997); affective organisational commitment scale of Allen and Meyer (1990); turnover intention scale of Sjöberg and Sverke (2001) and the locus of control scale of Levenson (1981) were administered. Descriptive statistics were used in order to analyse the data. Structural equivalence was used for the comparison of the factor structures of the job insecurity scale for the three language groups. Furthermore, in order to determine the relationships between the variables, the Pearson product–moment correlation coefficients were used, while the dependent variable turnover intention was predicted by means of a regression analysis. As indicated at the outset, two research articles form the basis of this mini–dissertation: Based on the first article, results indicate that both the qualitative and quantitative scale presented satisfactory levels of reliability across different language groups, and a relationship between these dimensions (quantitative and qualitative) was noticeable. However, the item “I think my future prospects and opportunities within the organisation are good” included in the qualitative job insecurity scale could well be problematic, the deduction being that language barriers probably played a role in participants’ interpretation of the question. According to the second article, both qualitative and quantitative job insecurity positively related to turnover intentions. Furthermore, job satisfaction reported a negative relationship with turnover intention, and a negative relationship between qualitative job insecurity and job satisfaction came to the fore. Locus of control, on the other hand, had a direct bearing on qualitative job insecurity, while only job satisfaction and quantitative job insecurity directly predicted employees’ turnover intention in the banking sector. Finally, locus of control seemingly had no mediating effect when predicting turnover intention. Based on the afore–going, this mini–dissertation will conclude by offering deductions and making recommendations for further research as well as offering possible solutions to the commercial banking sector as far as the retention of staff is concerned. / Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2012.