The Recognition of Prior Learning (RPL), a mechanism grounded in the educational transformational policies of the African National Congress to redress the historical legacy of Apartheid, is a relatively new (and often contested) concept in South Africa. This research endeavors to investigate the effect of a module, which forms part of a B.Ed (upgrade) programme and is based on the processes and principles of RPL, on students’ (in-service teachers’) self-efficacy and their skills in terms of the development and execution of work schedules and lesson plans (the RPL-focus of the module). The methodology includes the gathering of quantitative and qualitative data through the administering of pre- and post- self-efficacy questionnaires, assessment of the portfolios of evidence produced by the students, and the feedback obtained from the focus-group interviews. The data indicate a statistically significant improvement in the participating students’ self-efficacy and draw attention to the negative issue of context in previously disadvantaged South African schools. The significance of this research lies not only in the interrogation of an innovative approach to dealing with RPL issues in an academic programme, and its possible influence on teacher self-efficacy, but also in its contribution to the academic debate about the RPL process which is currently taking place both locally and internationally.

Since the of the Outcomes-based-Education system in South Africa, great emphasis has been placed on assessment of learners' performance, as a strategy to ascertain that learners achieved the desired learning outcomes. However, OBE assessment strategies appear to be contrary to traditional evaluation methods, which are characterized as teacher-centred and authoritarian, which promote rote-learning and are obsessed with content, show a lack of integration between education and training, rigid divisions, and involve punitive formal examinations designed to yield high levels of failure. Given the rhetorical framework, OBE, as a paradigm shift, must represent the opposite of negative aspects often found in the education system. The review of literature on which this research is based emphasized the importance of assessment in not only focusing on what learners can do, but also on developing learners holistically. In other words, assessment in this study required both teachers and learners to regard assessment as an integral part of teaching and learning activities. In this way learners could demonstrate learned values, skills and knowledge for the promotion of the culture of learning. If assessment is viewed in this light it will not only enhance learning amongst learners, but it will also ensure that learners gain access to further learning. The following hypotheses were tested in the study: Hypothesis 1. An assessment system built upon the traditional evaluation methods has a detrimental effect on the development of the culture of learning in schools. Hypothesis 2. Assessment strategies built upon an Outcomes-based assessment policy are more effective in contributing toward the development of a culture of learning in schools. The empirical investigation also tested the following Null hypothesis: Hypothesis 3. No distinction can be drawn between teachers' perceptions regarding the impact or influence of traditional evaluation methods and teachers' perceptions regarding the impact or influence of Outcomes-based assessment strategies on the culture of learning in schools. The literature survey contributed to the drafting of 84 objective statements. These statements were based on the premise that assessment strategies built upon an Outcomes-based Education policy are more effective in contributing towards the development of a culture of learning than an assessment system built upon the traditional product-driven teaching strategies. Teachers' opinions or perceptions were then assessed on these item statements by means of a structured questionnaire. The teachers' opinions or perceptions were then subjected to investigative factor analysis, and three' prominent factors were revealed by the factor analysis. The first factor related to "Outcomes-based-Assessment strategies", and loaded an eigenvalue of 54.34000251. The second factor was related to "traditional evaluation" and loaded an eigenvalue of 10.8298612. The third factor was linked to "assessment and its influence on the culture of learning” and loaded an eigenvalue of 7.5540027 from the results of the factor analysis. The high Cronbach Alpha Reliability correlation coefficient of 0.97 implies that the questionnaire and items were reliable in terms of what they were supposed to measure. The results of the empirical analysis supported Hypothesis 1 and Hypothesis 2, and rejected the null hypothesis, Hypothesis 3. The limitations of the study are discussed, and a number of recommendations are made for further research. These concern aspects relating to teacher education, how practicing teachers can improve their understanding of assessment, the relationship between formative and summative assessment, and finally, how different assessment strategies should be applied to different learning areas. / Thesis (DPhil)--University of Pretoria, 2006. / Curriculum Studies / DPhil / Unrestricted

Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2017. / This study drew attention to the strategic necessity of the Adult Basic Education and Training (ABET) programme in equipping historically disadvantaged communities with basic numeracy, reading and writing skills. The Department of Basic Education regards the ABET programme as the vehicle on which individuals historically excluded from formal schooling life access basic education and skills that help them to be active agents of socio-economic change in their communities. Whilst the ABET programme’s broad objectives have been properly conceptualised and institutionalised, the central concern of this study is that little effort may have been invested by the Department of Basic Education to qualitatively assess the state of ABET programmes in rural-based Public Adult Learning Centres (PALCs) like Laaste Hoop. In order to ensure the Department of Basic Education recoup best returns from every effort invested in the ABET programme at Laaste Hoop PALC such an assessment is imperative. This study employed the qualitative method and a case study design to examine the state of the ABET programme offered at Laaste Hoop PALC. Using the purposive sampling method, ten participants comprising one member of the centre’s Governing Body, six learners, the centre manager and two facilitators were selected to participate in the study. The main finding of this study is that the Laaste Hoop PALC is struggling to effectively fulfil its broad mandate due to poor budgetary support from the v Department of Basic Education. The study found that the Laaste Hoop PALC is generally in a state of neglect as the infrastructure is in an advanced state of dilapidation. The main recommendation of the study is that the Department of Basic Education needs to launch a targeted fundraising campaign in order to improve the operating and financial leverage of the centre. Key words: ABET programme; adult literacy; numeracy; functional literacy.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, 2017 / Modern-day open and distance learning (ODL) educators are increasingly being called upon to apply different forms of knowledge to integrate web-based learning management systems (LMSs) effectively for teaching and learning. To test this assumption, this study set out to develop and validate a new reliable instrument for assessing ODL educators’ perceived learning management system technological pedagogical content knowledge (LMS-TPACK). Past empirical studies grounded in Mishra and Koehler’s TPACK framework (2006) were examined to construct the self-report survey. Quantitative data were collected from 332 educators. Descriptive analysis, exploratory factor analysis and internal consistency reliability using Cronbach’s alpha coefficients were computed. The findings reveal key LMS-TPACK constructs that have proven to be both valid and reliable. Six out of the seven subscales used to assess LMS-TPACK were found to be significant, i.e. LMS knowledge (LMS-K), pedagogical knowledge (PK), content knowledge (CK), pedagogical content knowledge (PCK), LMS pedagogical knowledge (LMS-PK) and LMS-TPACK, while LMS-CK failed to emerge in the factor structure. Several possible reasons are proposed for the lack or absence of LMS-CK. The resulting Cronbach’s alpha coefficients for the different constructs as well as the overall instrument scale provide compelling evidence for stable internal consistency reliability. Alpha for the entire LMS-TPACK survey was found to be excellent (α = .931). Recommendations are made for improvements to the instrument and directions for future research are highlighted. / MT2018

This study focuses on the methods of teaching history to grade 12 adult learners at a major rural adult education centre (run by the Sisters of Mercy of the Roman Catholic Church), called D.W .T. Nthate Adult Education Centre, in the Winterveld. The grade 12 history class consists of adult learners of different ages, abilities, maturities and levels of knowledge. This research explored the possibility of making history teaching in a complex situation more interesting and more participatory. The case-study method of investigation was used to explore history teaching methods using the perspective of both the learners and the tutors. Learners wrote and spoke about the teaching methods they liked and with which they could identify and expressed their dissatisfaction with some of the other teaching methods used; tutors described their favourite teaching methods and how they employed them in the classroom situation. Some teaching methods were observed. This information and the insights obtained from these techniques of gathering data were related to the literature studied in the literature survey. This information presented a great challenge in making teaching of history more interesting and more participatory. Literature was reviewed in terms of the themes that relate to the topic of this research, namely: the historical context of adult education In South Africa; the place and importance of history in educatiu-:; princlplss of teaching adults; approaches and methods of teaching history; particip. to y methods of teaching adult learners, and an overview of curriculum change in South Africa (Curriculum 2005). The literature provided insight into the methods or teaching history in this specific situation. The literature was reviewed in order to uavelop minimum guidelines consisting of important elements In teaching hi?to: .' b grade 12 adult learners in the specific context of the study. A qualitative, fesoarch design was used to gather information. The history tutor and the vlce-pritid^ai from the chosen centre; the methodologist from the University of the No.<i; W est, and three tutors from two other adult education centres were interview in '"lie interviews were very useful In identifying the causes of the problem and in helping to produce history teaching minimum guidelines. Two observations were carried out to gather information about what happens during the history teaching-learning process. The observations were effective because it was easy to identify contradictions between the information gathered through this method and the other methods of gathering data. A structured, open-ended questionnaire was given to twenty-two (22) grade 12 adult learners to obtain their views on the current methods of teaching history to adult learners. The responses to the questionnaire were veiy useful because they gave the learners an opportunity to air their views. A class discussion was conducted to discuss issues not appearing on the questionnaire and to discuss problems that they, as adult learners, were encountering. The research results have been presented in the form of tables. Summaries of the participants' responses follow each table to give meaning to the summarised information contained in the tables. The discussion of the results is presented in narrative form. In the discussion, the researcher interprets the participants’ words and actions. From the researcher's observations, it is dangerous to say that the problem lies solely with the teaching methods the tutor at the adult education centre is using, or with the learners' ages, abilities, maturities, and levels of knowledge. Perhaos the problem stems from the tutor’s lack of content knowledge; the lack o'- .yiequate teaching and learning aids; the lack of exposure to a wide range of teaching r.^ -iods; the medium of instruction; the lack of involvement of adult learners in planrnox-: --id designing learning programmes and activities, and the personalities of the learners and tutor. However, the information gathered from the participants and literature showed that it is possible to making the teaching of history more participatory and wore interesting within the context of this study. From these findings the researcher developed suggested minimum guidelines for teaching history to grade 12 adult learners whicn are based on this specific situation of a rural adult education centre with inadequate re s o u n d and lack of exposure to a wide range of teaching methods.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (Business Executive Coaching). / The business environment faces constant change due to the dynamic socio-economic, political and technological landscape. With these changes, there is a demand for organisations to adapt and have the right skills to remain competitive. Organisations have not developed their learning capabilities to adequately cope with change (Senge, 2014). Creating an organization that learns and adapts speedily and continuously is a challenge that faces business. While learning takes place both informally and formally in the workplace, formal learning is seen as less effective in transferring training (Saks, 2002). This study explored the role of peer coaching on the learning process. Fifteen participants‘ experiences were explored using a qualitative approach by means of in-depth unstructured interviews. The qualitative approach enabled the researcher to gain full appreciation of the participants‘ experience by allowing them to share freely and openly. The fifteen participants attended a self-leadership course that included a peer coaching component that involved seven of the fifteen participants. The research revealed minimal differences between the learning experiences of those who were in a peer coach relationship and those that were not. The themes of self-reflection, learning from others and support from others emerged the strongest in terms of its impact on the learning process. While the extensive learning theories were developed to understand how people learn, it was evident in this study that while adult learning is self-directed to a large extent, the structural characteristics of organizations provide the framework of the situations in which experience dictates the expediency of change and learning. The value of the peer coach relationship in facilitating the process of learning was also evident as one of the enablers of learning. This study provides insights on the value of peer coaching as an additional enabler of learning and adds to the body of limited literature on the role of peer coaching within business environments. / MT2016

This study explored the effects of the Skills Development Act 97 of 1998 on transforming municipal management training and development. The pre-1994 education and training was premised on the policy of separate development. This policy prevented the majority of the people, mainly blacks, from receiving adequate training and development. Resultantly, training and development in South Africa have assumed significance since the adoption of a constitutional democracy, especially at the local government sphere which constitutes the coalface of service delivery. Investment in human resources training and development at management level is imperative for institutions to gain strategic and operational advantage.Analysis and interpretation of data in this study were undertaken through official document analysis, interviews and structured questionnaires. The major findings of the study indicate that according to the first objective the majority of respondents are qualified as they possess higher education qualifications due to the assistance of the municipality, with nearly half currently involved in furthering their studies. As far as the second objective is concerned, the researcher found out that the majority disagree with the statement that opportunities are created to motivate employees to use the workplace as an active learning environment to acquire new skills. Further analysis and interpretation of data show that according to the third objective the majority of respondents do not undertake crucial management courses relevant to the workplace. Final data analysis and interpretation of the fourth objective reveal that the majority of respondents are not aware of the support and financial investment in education, training and development of municipal officials, due to aspects such as lack of consultation and transparency. / Public Administration / M.Tech. (Public Management)

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore attracted much attention from within the academic community and from outside. The present higher education scene is characterised by demands for transformation and change, not only in South Africa but in Africa and the developed countries as well. The pressures and demands for change come from outside the field of higher education as well as from within. Some countries have been involved in the process of change and transformation for a period of over thirty years, while others have just embarked on the route or still have to start the change process. The post-apartheid era has marked an era of profound change for South African higher education institutions with concomitant legislation to ensure the change process. If effective and successful transformation of higher education institutions and systems can take place in South Africa with new models of transformation and the effective integration of cultures and openness to change at all institutional levels, these models could be instructive not only to Africa but also to the rest of the world and to academic life universally. However, the demands for change worldwide indicates not only towards new legislation but also towards flexible approaches and new forms of institutional structures and leadership to accommodate the significant, rapid and fundamental changes taking place in higher education and the realisation that institutions of the future will be different from those of the past and the present. In this study the influence of organisational models are used to establish a conceptual framework towards the development of learning organisations. The study reflects on how these new types of organisations will influence higher education institutions as organisations. It also considers what will be expected of higher education institutions to become learning organisations. Learning organisations have special qualities and higher education institutions or teaching institutions do not automatically qualify as learning organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they possess the necessary skills and have the enabling structures to accommodate a new world. Becoming a learning organisation involves more than a paradigm shift for higher education institutions. It requires a revolution, a quantum leap towards individual recognition and growth, leadership development and empowerment and institutional learning. The Academic 'Process Leadership' Super structure provides the space, structure and process for higher education organisations to re-organise and re-create itself to fit the demands of a new world. An analysis of leadership, leadership development and institutional change in higher education institutions brought to the fore that these institutions have not been effective in providing programmes that develop leaders because they simply do not know what is necessary for effective leadership development. Institutions do not have an in-depth understanding of leadership and they have not enculturated leadership development as a core aspect and activity in higher education institutions. There is grave concern regarding the development of 'soft' people skills. The qualitative research investigation into the process of change towards learning organisations in higher education institutions indicate that there are profound problems in the areas of leadership, leadership development, people management and satisfaction, knowledge management and learning dynamics. These areas form the core aspects within the new structures, that of learning organisations. The insights gained from the process analysis of five higher education institutions indicate that the implementation of the academic leadership model as described in the study will provide individual leaders with the necessary leadership skills to fulfill their roles in the recreated empowered institutions. This process of leadership development, as indicated in the study, could enable institutions to become learning organisations. / AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk van beide binne en buite die akademiese gemeenskap om te verander. 'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie, maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie begin het nie 6f pas begin het met die proses van verandering en transformasie. Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid- Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale hoeronderwysgemeenskap. Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie. Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap, leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van die verlede. Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte. Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag word om sodoende te kan verander na lerende organisasies. Dit is belangrik om kennis te neem dat lerende organisasies spesifieke eienskappe het en dat hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele invloed he op institusionele prosesse asook op die manier waarop instellings in die toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe organlsaSles. Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid. Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap, leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling maak tans nie deel uit van die huidige institusionele kultuur nie.

This study explored the effects of the Skills Development Act 97 of 1998 on transforming municipal management training and development. The pre-1994 education and training was premised on the policy of separate development. This policy prevented the majority of the people, mainly blacks, from receiving adequate training and development. Resultantly, training and development in South Africa have assumed significance since the adoption of a constitutional democracy, especially at the local government sphere which constitutes the coalface of service delivery. Investment in human resources training and development at management level is imperative for institutions to gain strategic and operational advantage.Analysis and interpretation of data in this study were undertaken through official document analysis, interviews and structured questionnaires. The major findings of the study indicate that according to the first objective the majority of respondents are qualified as they possess higher education qualifications due to the assistance of the municipality, with nearly half currently involved in furthering their studies. As far as the second objective is concerned, the researcher found out that the majority disagree with the statement that opportunities are created to motivate employees to use the workplace as an active learning environment to acquire new skills. Further analysis and interpretation of data show that according to the third objective the majority of respondents do not undertake crucial management courses relevant to the workplace. Final data analysis and interpretation of the fourth objective reveal that the majority of respondents are not aware of the support and financial investment in education, training and development of municipal officials, due to aspects such as lack of consultation and transparency. / Public Administration and Management / M.Tech. (Public Management)

Submitted In Fulfillment Of The Requirements For The Degree Of Master Of Technology (Quality), Durban University of Technology, Durban, South Africa, 2012. / Reading is fundamental to functioning effectively in today's society. Learners with poor reading abilities have low opinions of themselves and their abilities (Patil, Saraswathi and Padakannaya, 2009:93). Behavioural problems may arise as these learners feel isolated and frustrated. The development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The focus of this study is on preparing current intermediate phase educators in the development of learner literacy by contributing possible strategies that will enable the improvement of the quality of intermediate phase reading. The study was conducted at primary schools to the north of Durban. A questionnaire was distributed to intermediate phase educators, including members of school management. Of the selected sample of 450, 366 of the respondents returned the questionnaire with no inaccuracies, declaring an 85% response rate. The Predictive Analytic Software (PASW) Version 18.0 was used to analyse the data collected from the responses. The results are presented in the form of graphs, cross tabulations and other figures. An analysis of the data revealed significant statistics from the different aspects explored (biographical data; factors impacting on reading literacy; language and reading instruction; strategies for teaching reading; library and computer resources; systems for improving reading quality; and homework). The study contributes to several academic disciplines and the development of society in general, as it proposes strategies and recommendations that may be implemented to improve the quality of intermediate phase reading, and thereby contribute to schooling experience in general. The study recommends that all stakeholders (home; school management; educators; and the department of education) be held accountable for the improvement of literacy in our country. Educators need to be trained in the teaching of reading and parents need to play a more active role in the learners’ lives. It is imperative that remedial educators and special personnel be employed by the department of education to assist learners with reading difficulties. The study further recommends that the time allocated for intermediate phase literacy education be reviewed. The reinstating of collapsed libraries is vital to improving the quality of reading. In addition, the administrative workload of educators requires re-examination in light of the poor results achieved in the national (ANA) and international (PIRLS) literacy programmes. / M