M.Cur. (Nursing Management) / Information technology is the management of a computer-based information system, particularly software applications and computer hardware, which are used to handle all aspects of information storage, retrieval, transmittal, protection, and processing information securely. The lack of reliable health information is one of the major obstacles to the effective planning of the health services in South Africa. The existing information systems are fragmented and incompatible; most systems are manually driven with minimal computerisation which results in inadequate analysis, interpretation and the use of data at PHC level. The use of computer information technology in the health facilities will improve service delivery; reduce the cost of providing health care; and enhance the management and control of service. Yet, it seems that nurses are insufficiently using computer information technology at the PHC clinics in the eastern part of Ekurhuleni. It has been observed that nurses do not use Computer Information Technology (CIT) to the benefit of the clients. It was unclear what the perceptions of PHC professional nurses about CIT were. The purpose of this study was to explore and describe the perceptions of primary health care nurses with regard to the use of Computer Information Technology (CIT) with the purpose of recommending the actions to be taken by the nurse manager about computer information technology. In this study a quantitative, exploratory and descriptive design was used in order to obtain factual reasoning and information from professional nurses working at five (5) primary health clinics in the eastern part of Ekurhuleni. The total sample of professional nurses was n = 150. The method of data collection was a self-administered and structured survey- questionnaire that took 30 minutes to complete. Descriptive statistics were compiled by using the Statistical Package of the Social Sciences (SPSS) Version 20 software program. Validity and reliability were ensured by the judgments of the researcher and experts about whether the research instrument had covered the comprehensive set of facets that encompassed the concepts (the use of information technology at primary health care clinics). It also included pre-testing of the instrument to establish the consistency with which participants understood, interpreted and responded to all the carefully formulated questions in the survey-questionnaire. Ethical principles and standards for nurse researchers were adhere to. The findings indicated that there were aspects that need to be addressed in respect of the use of information technology in primary health care clinics. Limitations of study and the recommendations for nursing practice, management and research were discussed. This study determined the perceptions of nurses with regard to the use of computer information technology at the PHC clinics that lead to recommendations on the actions to be taken by the nurse managers about the use of computer information technology at PHC clinics.

Philosophiae Doctor - PhD / Summary: Although South Africa has been a democracy since 1994, one of the key issues still facing the country is the development of skills in its people. There are still underlying problems that are quite prevalent in terms of the development of important skills, particularly information literacy skills of especially black South African students at tertiary institutions. It is not easy to understand the significance of information literacy if one does not take into account the student’s awareness level and his/her understanding of the concept of information. Unfortunately academics and librarians alike at times base many of their judgements on assumptions that need to be addressed. One of these assumptions is the computer literacy level of students, often viewed synonymously with information literacy. Although computer literacy is an important skill for searching electronic information sources, including online databases and the Internet, the researcher’s argument is that this is not enough to overcome conceptual and cognitive problems relating to information – seeking. Computer literacy is a component of information literacy. Students need to know when information is needed; identify the information needed to address a problem; evaluate the needed information; organize the information meaningfully and use the information to address the problem identified. Almost all of the students in this study encountered the library and computers for the first time when they came to the University of the Western Cape and the former Peninsula Technikon. Their search behaviour bears testimony to their lack of information searching skills. The study was conducted within the framework of Belkin’s anomalous state of knowledge (ASK) theory. Belkin’s premise is that searchers for information approach Information retrieval systems with some anomaly. According to Belkin this anomaly and user’s perception of the problem changes with each interaction between user and information retrieval mechanism. For this reason, he argues, information retrieval (IR) systems need to be designed to be iterative and interactive. The significance of this interaction is later identified as an integrated, dynamic whole aimed at retrieving information for helping the user manage a problem. It was found in this study that students experienced various states or manifested certain behavioural patterns. Searches were also found to be more cyclical than linear. So, although Belkin’s theory had some significance in this study, student search patterns were more complex. The researcher puts forward certain recommendations to address the problem. The end of apartheid brought about new challenges especially for institutions of higher learning. Both the University of the Western Cape (UWC) and former Peninsula Technikon (PENTECH) as institutions catering for especially the historically disadvantaged student need to adapt but at the same time maintain high standards in terms of student development. The merger between the former PENTECH and the Cape Technikon (CAPETECH) to form the Cape Peninsula University of Technology (CPUT) puts further challenges on the academics and librarians at CPUT. This also calls for a stronger sense of commitment from librarians, academics and information communication technology (ICT) specialists before appropriate information technology systems can be designed or subscribed to. / South Africa

Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.

The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner

MRDV / Institute for Rural Development

Includes bibliographical references (leaves 238- 250) / People who are Not in Employment, Education or Training (NEET) in the Gauteng province are faced with a number of challenges that have many detrimental effects. One major issue is the large number of NEET people who are information illiterate to operate information services that are largely web based. Previously, information services used to be more static in nature, but ICT advancement have enabled flexibility in terms of how people actively search for developmental and work opportunities information. Scholars and research institutions have conducted extensive studies on developing the capacity of NEET people. However, there was little evidence of studies that focus on services that serve information to this community of NEET people. Therefore, this thesis aims to propose an information services framework and provide an insightful discussion about information services and NEET people. Data were collected primarily through semi-structured interviews with NEET people and, in the process, observations transpired along, with document analysis. The study adopted qualitative research and the findings were analysed thematically in line with the objectives of the study. The study revealed that intervention programmes are important to support NEET people to gain confidence and prepare them for work by refining their skills. In addition, there are initiatives that offer support and training at no cost. The major findings of the study were that there are inequalities experienced by NEET people because of socio-economic issues. It was also discovered that there are NEET people who are self-taught to utilise information services on ICT platforms. The study concludes that information literacy is important for NEET people to proficiently make use of information services to search for information. Work experience topped the agenda in terms of challenges experienced by NEET people when seeking for work. Furthermore, seeking for work or developmental opportunities information is an emotionally draining exercise for most NEET people. Such that some of the NEET people have indicated that they feel discouraged, particularly when continuously being rejected by potential organisations. Good education remains important as it has the capacity to build the individual’s mind and better place the individual’s mind to demonstrate passion towards what the persons envisage to do. A further study is recommended to investigate the extent to which lack of ICT skills has an impact on increasing the risk of NEET people remaining NEET. / Information Science / D. Litt. et Phil. (Information Science)

The aim of this study was to investigate the relationship between the literacy environment at home, at school and in the community and the development of voluntary reading and thus a reading habit. This research is relevant as there is an alarming drop out rate, poor matriculation results and low scores in reading performance tests in South African schools. Many factors and possible causes can contribute to this, but a major problem is the lack of a reading habit, low literacy levels and an environment that is not supportive of literacy. As a result, many children are still leaving school functionally illiterate. In order to develop a reading habit, learners must get maximum support and encouragement from their literacy environment, as children learn from what is going on around them. The major role players in the learner's literacy environment, are the home and family (microstructure), the school and teachers, and his community which includes libraries (macrostructure). A literature study on the foundations, contexts and practices of literacy, voluntary reading and environmental factors that affect reading provides the theoretical basis and a conceptual framework for this study. The research method used is a case study with the focus on a sample of learners from Grade 3 - 7 from schools in the Highveld Ridge and Gauteng East area. Due to budgetary and logistical constraints, rural areas are not included. The empirical survey investigates various aspects of the literacy environment. The survey method, with questionnaires for learners, teachers and headmasters, was used. Both quantitative and qualitative methods are used to generate data. The findings are that many learners experience difficulties which hinder the development of a reading habit, for example: schools and communities do not have libraries, or access to them is limited; appropriate reading materials are not available; or learners do not have access to them; multilingualism is a major problem in a country with eleven official languages, as many learners have to learn and teachers have to teach in a language other than their mother tongue; parents are not literate and cannot help their children; socio-economic conditions are not conductive to reading; there is a lack of support from governmental at various levels. Although findings in a case study cannot be generalised, certain conclusions and suggestions can guide teachers, parents and librarians to create a more supportive literacy environment to encourage voluntary reading. / Information Science / M.A. (Information Science)

This study aimed to assess the effectiveness of an instructor-led and a self-managed computer training course. A sample of forty nine (n=49) previously disadvantaged South African adult learners was used. Half the sample was randomly assigned to the instructor-led course, while the other half was assigned to the self-managed course. Data dealing with the course content and design, subject demographics, previous computer experience, preferred learning style, and learning potential was collected prior to each course. After the course, the ability to create key outcomes using the learned software was assessed, as well as subject perceptions of the course and various support and performance system factors. The results showed that there was no significant difference between the performance on the competence assessment of the students from the two groups. The data did, however, indicate a stronger preference for the self-managed approach. A number of limitations to the study were also noted. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Submitted in fulfillment for the requirements of the Degree of Doctor of Technology: Education, Durban University of Technology, 2010. / In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated. / National Research Foundation.

Studies as described in the literature review indicate that most South Africans are highly in debt. The South African Reserve Bank’s quarterly bulletin is one of the prominent barometers for measuring household debt in the country and over the last five years has been indicating a steady decline but still very high household debt among South Africans. Studies have also shown that this relates to poor financial literacy and consumer ignorance in applying basic financial management practices. This is discussed in Chapter two of the study. The aim of the study was to determine the consumer debt level of the Department of Health public servants in Mahikeng, North West Province. This study used a consumer survey to measure consumer indebtedness among public servants in Mahikeng. The results of the study support literature in that the study found that most public servants are indebted. The findings also showed that 63% of the public servants spent more than 20% of their income in servicing debt. Thirteen per cent of the public servants taking part in the study had been served with either garnishee or emolument orders. The results of the study seem to suggest that public servants working for the Department of Health in Mahikeng and taking part in the study were indebted. / Business Management / M. Com. (Business Management)