En s'appuyant sur les développements conceptuels apportés à la théorie de l'activité par la psychologie du travail, cette recherche se propose d'explorer la genèse et les fonctions des instruments dans la conduite des activités des sujets malades. La recherche s'appuie sur l'analyse de quatorze entretiens conduits auprès de personnes affectées par une ou plusieurs maladies chroniques sévères. Elle explore comment le sujet malade chronique déploie des " agir sur soi " au travers de ses activités. Elle démontre comment le sujet s’approprie et utilise pour ce faire, des artefacts et des instruments, élabore des stratégies et met en place des dispositifs pour étayer son travail quotidien et sa présence au monde. En s'appuyant sur les concepts de la théorie instrumentale élargie (Rabardel), sur l'activité médiatisée (Vygotski) et sur l’activité au service du maintien de soi en vie en santé (Tourette-Turgis), l'analyse des matériaux identifie trois catégories d'instruments (matériels, non matériels et mixtes) utilisés par les participants de l'étude. Ces instruments semblent remplir des fonctions d'organisateurs d'activités et de transformations des activités et des sujets. / Based on the conceptual developments brought to the theory of the activity by occupational psychology, this research explores the genesis and the functions of the instruments used by the subjects living with a chronic disease in their daily life given that patient ‘s participation in their own care is conceived as a work. The research is based on analysis of fourteen interviews conducted with people affected by one or more severe chronic diseases. It explores and analyses different situations describing how the subject affected by a chronic disease creates, invents different means to « act on oneself » in order to stay alive . This research describes how participants living with one or several chronic diseases use artefacts, tools, instruments , strategies to maintain active the multiple dimensions of their involvement with the world. Using different conceptual frameworks of research on work such as extended instrumental theory ( Rabardel), mediated activity ( Vygotski), the patient’s work ( Tourette-Turgis), content analysis of interviews shows three different categories of instruments ( material, intangible, mixted ) used by the participants of the study. These instruments seem to fulfill the functions of organizers of activities and transformations of the activities and the subjects.

Full-Service Schools are new institutions in South Africa which have been established in terms of the Education White Paper 6, Special Needs Education and Training System (Department of Education, 2001: 22-23; 2014: 9) as pilot schools for the rolling out of the Inclusion Policy in South Africa. A full-service school is a school that encourages learners who experience barriers to learning and learners without barriers to learning to learn and live together (Department of Education, 2001, 2014). For this reason, all learners must have opportunities to learn and play together and participate in educational activities in full-service schools. These inclusion practices, which promote acceptance, equity and collaboration, are responsive to individual needs, and embrace diversity (The Constitution of the Republic of South Africa, Act No. 108 of 1996). The purpose of this study was to explore the experiences of educators in management of inclusive classrooms. This study focused on how the educators perform the three of the seven educators roles as expected in the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Department of Education, 2011).The educators, over and above these roles, are expected also to participate in extra-curricular programmes, such as sports, cultural and artistic activities, and thus taking more of their time, most probably to the detriment of not fulfilling their Minimum Requirements for Teacher Education Qualifications as expected. The three selected educators roles are ‘the educator as a learning mediator’, ‘the educator as assessor’ and ‘the educator as support provider’, viz. the community, citizenship and pastoral roles of educators for the learners who experience barriers to learning in English First Additional Language (FAL) in the Grade Six inclusive classrooms. A qualitative research method was employed in this study, to explore the way in which individuals make sense of their world in the naturalistic setting of the classroom, without predetermining the research outcomes (Patton 2002, MacMillan & Schumacher 2010, Denzin & Lincoln 2011, Creswell, 2013). Data analysed was gathered through in-depth interviews, non-participatory observation, and document analysis. Data was analysed through content analysis. / Inclusive Education / D. Ed. (Inclusive Education)

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs Education)

Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)

This master thesis on the theme Educational activities of a chosen company deal with the program for graduates called ČP Naděje which is organized by Česká pojišťovna. The thesis is divided into five chapters. The first one explains the terms of human resources and human capital and characterize the concept of personnel work. There is also derived from knowledge of organizational structures how important human resources are for organizations. The second chapter is about adult education. This chapter consists of learning process characterization and determination of position of corporate learning and development in the educational system. The third chapter deals with the corporate training and development. There are mentioned personnel planning, recruitment and selection of new workers because these come before training and development of human resources. The fourth chapter focuses on the company Česká pojišťovna and its human resources department. The fifth chapter discusses the program for university graduates ČP Naděje. This chapter describes the form and development of the program. There are discussed the results of questionnaire survey performed among the program participants. The final chapter includes also comparison of the program ČP Naděje with program for graduates organized by competing company.

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

<p dir="ltr">Vocabulary is a crucial element in second language learning. However, researchers in vocabulary acquisition express concerns about students’ successful acquisition of vocabulary (e.g., no significant gain after one semester of instruction (Clark & Ishida, 2005)) and the limited classroom instruction dedicated to vocabulary. In an effort to address these issues, the present study developed an online vocabulary learning system intended for use as homework, incorporating relevant theories, hypotheses, and empirical findings from existing literature and investigated its effectiveness employing a mixed-methods design.</p><p dir="ltr">For the quantitative component, students’ vocabulary gains were measured across three aspects of vocabulary knowledge (breadth/size, depth, and speed of access). A three-week experiment was conducted with students enrolled in the third-semester Japanese language course at a US Midwest institution. The final dataset included 54 students’ data. The experimental group (<i>n</i> = 28) utilized the new system to learn target words, while the control group (<i>n</i> = 26) used the current system employed in the course. The current system is also operated online and includes two types of exercises (i.e., listen-and-repeat and flashcards). ANCOVAs were employed to identify any significant differences between the groups, controlling for their pretest scores. Additionally, regression analyses were conducted to explore the relationship between the time the experimental group students spent learning new words using the new system and their outcomes, while also controlling for their pretest scores.</p><p dir="ltr">For the qualitative component, eight students from the same participant pool as the quantitative component participated in one-hour focus group discussions, conducted separately for the experimental and control groups.</p><p dir="ltr">The quantitative analysis revealed no significant differences between the groups; however, it was found that the time spent by the experimental group learning new words using the system significantly predicted two aspects of vocabulary knowledge. The qualitative data offered insights into potential explanations for the lack of significant differences between the groups, including the influence of students’ motivation on the experiment and the perceived difficulty level of the vocabulary exercises implemented in the new system. Based on the results of the present study, numerous suggestions are made for future development projects of similar systems and research.</p>

The purpose of this study was to identify the training needs of different generations of adult learners within a corporate company within SA. Training needs were identified through interviews. Qualitative interviews were conducted with learners from each of the generations. This was a case study and the population was taken from a company within SA. Data was collected through interviews with different generations of adult learners, as well as the field notes of the researcher before, during, and after the interviews. The interviews were transcribed. The data was coded and categories were identified. This was done through inductive and abductive reasoning. From the categories, data were placed into themes. From these themes, findings were made regarding the training needs of different generations. Recommendations were made that can significantly impact the approach companies take towards training different generations of adult learners. Research limitations were described, and recommendations for future study. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

This qualitative study investigated the influences of psychosocial meta-capacities on learning capacity development in a foreign government agency that is undergoing extensive organisational change. The data was obtained through semi-structured interviews with seven participants, who are employees of a foreign visa-processing unit based in South Africa. The participants shared their experiences during the organisational change process, and how different aspects impacted on their learning capacity development. The study highlighted self-efficacy and emotional intelligence as key meta-capacities that can be enhanced to aid learning capacity development. Furthermore, the study recommended that organisations intending to introduce significant changes should be aware of the psychosocial meta-capacities that can be exploited to enhance employee learning capacity development, thereby ultimately ensuring organisational success. This study seems to suggest that the positive influences on learning capacity development are: self-efficacy in the form of self- beliefs about one’s performance ability; the ability to take initiative; and learning orientation - for example, a sense of exploration; emotional intelligence in the form of self-awareness in relation to what needs to happen, and the positive impact of social support systems, for example, supervisors, role models and fellow colleagues. Negative influences on learning capacity development seem to include the following: the inability to manage performance anxiety; high levels of self-doubt, the lack of technical expertise, and learning paralysis in the form of procrastination and the lack of self-motivation. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The purpose of this study was to identify the training needs of different generations of adult learners within a corporate company within SA. Training needs were identified through interviews. Qualitative interviews were conducted with learners from each of the generations. This was a case study and the population was taken from a company within SA. Data was collected through interviews with different generations of adult learners, as well as the field notes of the researcher before, during, and after the interviews. The interviews were transcribed. The data was coded and categories were identified. This was done through inductive and abductive reasoning. From the categories, data were placed into themes. From these themes, findings were made regarding the training needs of different generations. Recommendations were made that can significantly impact the approach companies take towards training different generations of adult learners. Research limitations were described, and recommendations for future study. / Adult Basic Education (ABET) / M. Ed. (Adult Education)