Submitted by PPGE PPGE (pgedu@ufba.br) on 2015-01-09T17:04:22Z No. of bitstreams: 1 Dissertação de Mestrado.pdf: 1836090 bytes, checksum: 83c8343196ceb18544d6a871c28e0ba9 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-01-27T18:22:33Z (GMT) No. of bitstreams: 1 Dissertação de Mestrado.pdf: 1836090 bytes, checksum: 83c8343196ceb18544d6a871c28e0ba9 (MD5) / Made available in DSpace on 2015-01-27T18:22:33Z (GMT). No. of bitstreams: 1 Dissertação de Mestrado.pdf: 1836090 bytes, checksum: 83c8343196ceb18544d6a871c28e0ba9 (MD5) / CAPES / A presente dissertação teve como objetivo desenvolver uma discussão sobre as políticas de formação de professores da Educação Básica implementadas no Brasil, especificando aquelas voltadas à formação continuada e particularizando esta discussão em um estudo sobre as contribuições do Programa Gestar no Estado da Bahia, percebidas por uma amostra de profissionais que participaram e participam de suas ações, no que se refere à melhoria da sua formação e das suas práticas docentes. Partindo da apresentação do cenário que se constituiu o pano de fundo para as análises desenvolvidas ao longo do trabalho e dos motivos que levaram à escolha deste objeto de estudo, o trabalho desenvolve um debate sobre as políticas de formação continuada no Brasil. Em seguida, analisa a constituição do Programa na perspectiva nacional, concentrando em capítulo próprio na caracterização do Gestar no Estado da Bahia, suas reconfigurações, seus desdobramentos e sua funcionalidade. Em tópico específico analisa as percepções de um grupo de professores sobre a contribuição do programa para o seu desempenho pedagógico. Em termos de metodologia optamos por uma pesquisa qualitativa, descritiva e exploratória, utilizando uma revisão de literatura sobre o tema, análise documental e um estudo empírico a partir de uma amostra aleatória de professores que participaram do programa, sendo aplicados questionários e entrevistas. Os resultados sugerem que o programa teve significativas alterações na sua composição em relação ao programa Gestar II do MEC e que os professores em geral se posicionam favoráveis a sua organização, funcionamento, metodologia e materiais utilizados, embora alguns enumerem algumas dificuldades para o alcance dos seus resultados, o que significa dizer que a formação continuada apenas, não equaciona as questões ligadas à qualidade do ensino-aprendizagem nas escolas. / ABSTRACT This work aimed to develop a policy discussion of teacher education Basic Education implemented in Brazil, specifying those related to continuing education and particularizing this discussion in a study on the influence of Gestar Program in the state of Bahia, perceived by a sample of professionals who participated and participate in their actions with regard to improving their training and their teaching practices. Starting from the presentation of the scenario that formed the backdrop to the analyzes carried out during the work and the reasons that led to the choic e of study object, the paper develops a debate on the continued education policies in Brazil. Then analyzes the establishment of the Program in national perspective, focusing on own chapter in Gestar characterization of the state of Bahia, his reconfigurations, its consequences and its functionality. In particular topic examines the perceptions of a group of teachers about the program's contribution to their teaching performance. In terms of methodology we chose a qualitative, descriptive and exploratory, using a literature review on the topic, document analysis and an empirical study based on a random sample of teachers who participated in the program, questionnaires and interviews being applied. The results suggest that the program had significant changes in their composition in relation to the MEC Gestar II program and that teachers in general are favorable position your organization, operation, methodology and materials used, although some name some difficulties to reach their results, which means that the only continuing education, does not discuss issues related to the quality of teaching and learning in schools.

In school sport the professionalisation of sport has reached the domain of school sport as a grassroots incubator for sporting talent and for providing positive experiences that might lead to lifelong engagement in physical activity. This has inevitably led to the development of specialised human resources required to manage school sport. In the South African context, despite the existence of a variety of sport management programmes, there is a need for continuously updated and adapted programmes to address the needs and demands of the market and workplace. To cope with the increased complexities surrounding school sport and the management thereof, a distinct body of knowledge and skills needs to be developed (Quatman & Chelladurai, 2008a:651) for the management of school sport. Concern over the lack of common knowledge, as well as a pertinent sport management programme for educator training to prepare educators for the diverse contemporary requirements and needs regarding the management of school sport, has resulted in current and prospective educators not necessarily meeting the needs or expectations of the industry in a diversity of South African schools to manage school sport. As a result there appears to be a gap between current sport management programmes‟ outcomes at Higher Education Institutions (HEIs)1 in South Africa and the expected competencies of school sport managers. A need thus exists to have a sport management programme in place for educator training in accordance with the diverse needs of South African schools. Based on the preceding, the problem of identifying the needs and competencies of school sport managers required for the sport management training of educators according to the diverse context of South African schools is seen as the central point in this study. In coherence with the problem statement and the stated research questions, the purpose of this research was to determine the needs and competencies of school sport managers in order to develop a sport management programme for educator training according to the diverse needs of schools in South Africa. In order to achieve this, based on the problem statement, it was necessary to: * Determine the context of school sport within the education system; * Describe and delineate the current role of the school sport manager within the education system; * To analyse international and national sport management training programmes as part of educator training; * Determine the needs and competencies required by educators to manage school sport effectively according to the diverse needs of South African schools; and * Develop a sport management training programme for school sport managers according to the diverse needs of South African schools. To be able to develop a sport management programme for educator training, it was necessary to develop a related instrument that was content and context specific. Contextual, descriptive and explorative qualitative research was undertaken by means of a semi-structured interview. After the sport management competencies and needs were identified, a questionnaire (quantitative research), based on the qualitative research and the literature study in Chapters Two, Three and Four was compiled as part of the mixed-methods research design. To make a sound judgement of content and context specific sport management programmes for educator training, an occupation analysis of the identified school sport management competencies and a needs analysis of specific needs required to manage school sport was undertaken by means of a structured questionnaire. Once the competencies and needs required to manage school sport were defined, programme development principles were applied to develop a sport management programme for educator training in accordance with the diverse needs of South African schools. Conclusions drawn from the above-mentioned research include that the school sport management environment is exceptionally varied, politicised and complex. Another conclusion was that competencies required by the school sport manager can be divided into core, functional and specialist competencies, indicating a range of competencies necessary to equip and enable the school sport manager to manage school sport successfully. This phenomenon cannot merely be ignored by HEIs2 when a content and context-specific market and needs-driven sport management programme for educator training in a diversity of South African schools is developed. It is therefore recommended that a school sport management programme be tailored to the content and context-specific needs of society and school sport managers. In the light of the preceding and a continuously changing education landscape in South Africa, it is necessary that the developed sport management programme and related guidelines for a sport management programme for initial educator training in accordance with the diverse needs of South African schools should continuously be supplemented and adapted in a dynamic school sport environment. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2014

In school sport the professionalisation of sport has reached the domain of school sport as a grassroots incubator for sporting talent and for providing positive experiences that might lead to lifelong engagement in physical activity. This has inevitably led to the development of specialised human resources required to manage school sport. In the South African context, despite the existence of a variety of sport management programmes, there is a need for continuously updated and adapted programmes to address the needs and demands of the market and workplace. To cope with the increased complexities surrounding school sport and the management thereof, a distinct body of knowledge and skills needs to be developed (Quatman & Chelladurai, 2008a:651) for the management of school sport. Concern over the lack of common knowledge, as well as a pertinent sport management programme for educator training to prepare educators for the diverse contemporary requirements and needs regarding the management of school sport, has resulted in current and prospective educators not necessarily meeting the needs or expectations of the industry in a diversity of South African schools to manage school sport. As a result there appears to be a gap between current sport management programmes‟ outcomes at Higher Education Institutions (HEIs)1 in South Africa and the expected competencies of school sport managers. A need thus exists to have a sport management programme in place for educator training in accordance with the diverse needs of South African schools. Based on the preceding, the problem of identifying the needs and competencies of school sport managers required for the sport management training of educators according to the diverse context of South African schools is seen as the central point in this study. In coherence with the problem statement and the stated research questions, the purpose of this research was to determine the needs and competencies of school sport managers in order to develop a sport management programme for educator training according to the diverse needs of schools in South Africa. In order to achieve this, based on the problem statement, it was necessary to: * Determine the context of school sport within the education system; * Describe and delineate the current role of the school sport manager within the education system; * To analyse international and national sport management training programmes as part of educator training; * Determine the needs and competencies required by educators to manage school sport effectively according to the diverse needs of South African schools; and * Develop a sport management training programme for school sport managers according to the diverse needs of South African schools. To be able to develop a sport management programme for educator training, it was necessary to develop a related instrument that was content and context specific. Contextual, descriptive and explorative qualitative research was undertaken by means of a semi-structured interview. After the sport management competencies and needs were identified, a questionnaire (quantitative research), based on the qualitative research and the literature study in Chapters Two, Three and Four was compiled as part of the mixed-methods research design. To make a sound judgement of content and context specific sport management programmes for educator training, an occupation analysis of the identified school sport management competencies and a needs analysis of specific needs required to manage school sport was undertaken by means of a structured questionnaire. Once the competencies and needs required to manage school sport were defined, programme development principles were applied to develop a sport management programme for educator training in accordance with the diverse needs of South African schools. Conclusions drawn from the above-mentioned research include that the school sport management environment is exceptionally varied, politicised and complex. Another conclusion was that competencies required by the school sport manager can be divided into core, functional and specialist competencies, indicating a range of competencies necessary to equip and enable the school sport manager to manage school sport successfully. This phenomenon cannot merely be ignored by HEIs2 when a content and context-specific market and needs-driven sport management programme for educator training in a diversity of South African schools is developed. It is therefore recommended that a school sport management programme be tailored to the content and context-specific needs of society and school sport managers. In the light of the preceding and a continuously changing education landscape in South Africa, it is necessary that the developed sport management programme and related guidelines for a sport management programme for initial educator training in accordance with the diverse needs of South African schools should continuously be supplemented and adapted in a dynamic school sport environment. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2014

AFRIKAANS : In hierdie studie is daar enersyds bepaal of daar spesifieke stressore aanwesig is wat tot werknemers van die betrokke tersiêre opleidingsinstelling se verhoogde stresvlakke en gepaardgaande siening van ‘n negatiewe gehalte van werklewe (GWL) bydra. Andersyds was die fokus op die effektiwiteit van die huidige Stresbeheerprogram (SBP), waar vasgestel is of deelname aan die spesifieke program tot 'n beter en meer positiewe ervaring in die werknemer se GWL bydra. Die studie het uitgebreide teoretiese perspektiewe op die gehalte van werk, stres, welstand en intervensies in die werkplek voorsien. Vanuit die literstuurstudie in gemelde hoofstukke 2, 3, 4 en 5 blyk dit duidelik dat verandering in die werksomgewing en die gevolglike stres wat dit meebring op die werknemer se belewenis van welstand en gehalte van werklewe impakteer, en dat die werknemer se reaksie op beide voorafgaande die deurslaggewende faktor in die bereiking van gesondheid en welstand is. Werkgewers het die verantwoordelikheid om ‘n gelukkige werkplek te vestig deur die benutting van intervensieprogramme ten einde werknemers in staat te stel om eienaarskap van hul lewens te aanvaar in die bereiking van optimale gesondheid en welstand. Die literatuurstudie is opgevolg deur ‘n empiriese ondersoek waartydens evaluatiewe navorsing benut is. Die kwantitatief-kwalitatiewe navorsingsbenaderings met fokus op Creswell se ‘dominant- less-dominant’ model is gebruik, waar die kwantitatiewe fases as oorheersende paradigma gebruik is. Die kwantitatiewe beskrywende opname-ontwerp se ewekansige kruisseksie-opname is benut om ondersoek in te stel na die aard, omvang en impak van stres op die GWL van werknemers aan die betrokke tersiêre opleidingsinstelling. Die aangepaste ‘ASSET’-posvraelys is aan respondente van die twee gekose fakulteite en respondente van die SBP voorsien. Die kwasieksperimentele navorsingsontwerp se een-groep voortoets-na-toets ontwerp en handafgelewerde vraelyste het gedien as tweede kwantitatiewe fase van die studie. Tydens fase drie, die kwalitatiewe fase, is die gevallestudie met fokus op kollektiewe gevallestudie as navorsingstrategie gevolg waartydens semi-gestruktureerde onderhoude met ‘n onderhoudskedule gebruik is om addisionele inligting te bekom. Die belewenisse en behoeftes van die respondente, wat die SBP opleiding voltooi het, is bepaal ten einde sodanige belewenisse en behoeftes tydens die aanpassings van die SBP in ag te neem. Die gestruktureerde vraelyste, sowel as die semigestruktureerde onderhoude is as voor- en na-toets gebruik om die effektiwiteit en die benuttingswaarde van die huidige SBP te bepaal. Die keuse van die onderskeie benaderings, strategie en ontwerpe, wat tydens die navorsingsproses gevolg is, was relevant en suksesvol ten einde die geformuleerde probleem aan te spreek, die navorsingsvrae sinvol te beantwoord, en die hipotese te bevestig. Die navorser kon dus daarin slaag om, deur gebruikmaking van metodologiese triangulasie, die kwantitatiefkwalitatiewe benaderings te kombineer waartydens meervoudige metodes aangewend is om alle moontlike aspekte van dieselfde fenomeen te beskou en te vergelyk, en sodoende die geldigheid daarvan te verifieer. Gebaseer op bevindinge, kan die gevolgtrekking gemaak word dat stressore wel by werknemers van die betrokke tersiêre opleidingsinstelling aanwesig is, dat stres ‘n wesenlike impak op die GWL van werknemers het, en dat die huidige Stresbeheerprogram wel ‘n verbetering in die GWL van werknemers teweeggebring het. ENGLISH : On the one hand this study determines whether there are specific stressors present, which lead to higher stress levels and contribute to the accompanying negative quality of worklife perspective of employees at the relevant tertiary institution (QWL). On the other hand the focus is on the effectiveness of the current Stress Management Programme (SMP), in order to determine whether participation in this specific programme contributes to a better and more positive experience of the employee's QWL. This study provides extensive theoretic perspectives on the quality of work, stress, wellbeing and interventions in the workplace. From the literature review in Chapters 2, 3, 4 and 5, it is clear that change in the work environment, and the subsequent stress it imposes, impacts on the employee's experience of quality of worklife and wellbeing and the employee's reaction to both these is the decisive factor in reaching health and wellbeing in the workplace. Employers have the responsibility to establish a healthy workplace by utilising intervention programmes in order to enable employees to accept ownership of their lives in reaching optimum health and wellbeing. The literature review is followed by an empirical investigation during which evaluative research was utilised. The quantitative-qualitative research approaches, with focus on Creswell's ‘dominant-less-dominant’ model was used where the quantitative phases were used as the dominant paradigm. The quantitative descriptive design's random cross section is utilized to investigate the nature, extent and impact of stress on the QWL of employees at the relevant tertiary education institution. The adapted ‘ASSET’ mailed questionnaire was provided to respondents from two chosen faculties and respondents who participated in the SMP. The quasiexperimental research design's one-group pre-test / post-test design and hand-delivered questionnaires served as the second quantitative phase of this study. During the qualitative third phase, the case study, with focus on a collective case study as research strategy, was followed during which semi-structured interviews with an interview schedule were used to obtain additional information. The experiences and needs of respondents, who completed the SMP training, were determined in order to take into account these experiences and needs when the SMP is adapted. The structured questionnaires, as well as the semi-structured interviews were used as pre-test and post-test to determine the effectiveness and the utilization value of the current SMP. The choice of the different approaches, strategy and design which were followed during the research process, were relevant and successful in order to address the formulated problem, to provide a sensible answer to the research question, and to confirm the hypothesis. The researcher could therefore succeed to, by using methodological triangulation, combine the quantitative-qualitative approaches, during which multiple methods were applied to explore and compare all possible aspects of the same phenomenon and to subsequently verify the validity thereof. Based on findings, the following conclusion can be made: firstly, there are stressors present at the relevant tertiary education institution; secondly, stress has a substantial impact on the QWL of employees; and the current Stress Management Programme contributes to an improved QWL of employees. / Thesis (DPhil)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

This Master’s thesis deals with the analysis problem of current situation in a company NTC s.r.o. and its environment. On the basis of findings, the work includes complex solution strategy, development and improvement company position, which should had help establish firm and fix her position on market.

Limited research has investigated the stress-related experiences of South African nursing students. Moreover, there is a scarcity of empirical studies that have reported on the development and evaluation of psycho-educational stress-management programmes that focus on both pathogenic, as well as positive and meaning-related factors among nursing students. The aim of this investigation was to study compassion fatigue, burnout, compassion satisfaction and meaning in life among a sample of nursing students with the aim of developing, and then empirically evaluating, a psycho-educational stress-management programme. The psycho-educational stress-management programme was articulated from a logotherapy-based perspective. A research design, consisting of three interdependent phases, was used to pursue the aim of the study. The aim of phase 1 was to describe the (1) prevalence of, and (2) correlations between, the deleterious and positive and meaningful effects of caring and among a sample of 80 nursing students (Mage = 22.40 years, SD = 11.1, female = 91.25%). The results indicated that participants may benefit from a logotherapy-based psycho-educational stress-management programme. The purpose of phase 2 of the study was to develop a logotherapy-based psycho-educational stress-management programme for nursing students. The goal of the logotherapy-based psycho-educational stress-management programme was to assist participants to develop the skills, knowledge and abilities that may be required to address deleterious challenges, and enhance positive and meaning-related opportunities. In phase 3 the logotherapy-based psycho-educational stress-management programme was presented to a sample of 42 first year nursing students (Mage = 20.21, SD = 1.57, female = 79.31%). A convergent parallel mixed methods research design was used to evaluate the efficacy of the logotherapy-based psycho-educational stress-management programme. Quantitative results indicated (1) a reduction in compassion fatigue and burnout, and (2) an increase in compassion satisfaction and meaning in life, scores over the course of the programme. Qualitative analysis supported the quantitative results. It was subsequently concluded that the logotherapy-based psycho-educational stress-management programme was effective in assisting participants to address the deleterious , as well embrace the positive and meaning-related effects of caring. However, ongoing support may be required to fully assist nursing students to address stressful challenges. / Psychology / D. Litt. et Phil. (Psychology)

The study was undertaken to investigate the following: limiting factors faced by the developers in complying with the EIA conditions and to determine whether the various developers comply with the conditions. The study was undertaken by use of questionnaires, site visits, meetings, photographs, group interviews. Trained fields assistants were also used to administer the questionnaires in order to collect data. Data from two sites were collected between 2012 and 2014 and were intentionally collected in order to provide information regarding the implementation of mitigation measures. The collected data was subjected to SAS (statistical software). Chi-square test for independence was performed in order to compare the differences (Snedecor & Cocharen, 1978) between the two sites. Based on the results of the study, it is therefore recommended that competent authorities should consider drafting and supplying follow-up guidelines and these guidelines should also apply to all the relevant role players involved. / Environmental Sciences / M. Sc. (Environmental Management)

Limited research has investigated the stress-related experiences of South African nursing students. Moreover, there is a scarcity of empirical studies that have reported on the development and evaluation of psycho-educational stress-management programmes that focus on both pathogenic, as well as positive and meaning-related factors among nursing students. The aim of this investigation was to study compassion fatigue, burnout, compassion satisfaction and meaning in life among a sample of nursing students with the aim of developing, and then empirically evaluating, a psycho-educational stress-management programme. The psycho-educational stress-management programme was articulated from a logotherapy-based perspective. A research design, consisting of three interdependent phases, was used to pursue the aim of the study. The aim of phase 1 was to describe the (1) prevalence of, and (2) correlations between, the deleterious and positive and meaningful effects of caring and among a sample of 80 nursing students (Mage = 22.40 years, SD = 11.1, female = 91.25%). The results indicated that participants may benefit from a logotherapy-based psycho-educational stress-management programme. The purpose of phase 2 of the study was to develop a logotherapy-based psycho-educational stress-management programme for nursing students. The goal of the logotherapy-based psycho-educational stress-management programme was to assist participants to develop the skills, knowledge and abilities that may be required to address deleterious challenges, and enhance positive and meaning-related opportunities. In phase 3 the logotherapy-based psycho-educational stress-management programme was presented to a sample of 42 first year nursing students (Mage = 20.21, SD = 1.57, female = 79.31%). A convergent parallel mixed methods research design was used to evaluate the efficacy of the logotherapy-based psycho-educational stress-management programme. Quantitative results indicated (1) a reduction in compassion fatigue and burnout, and (2) an increase in compassion satisfaction and meaning in life, scores over the course of the programme. Qualitative analysis supported the quantitative results. It was subsequently concluded that the logotherapy-based psycho-educational stress-management programme was effective in assisting participants to address the deleterious , as well embrace the positive and meaning-related effects of caring. However, ongoing support may be required to fully assist nursing students to address stressful challenges. / Psychology / D. Litt. et Phil. (Psychology)

The study was undertaken to investigate the following: limiting factors faced by the developers in complying with the EIA conditions and to determine whether the various developers comply with the conditions. The study was undertaken by use of questionnaires, site visits, meetings, photographs, group interviews. Trained fields assistants were also used to administer the questionnaires in order to collect data. Data from two sites were collected between 2012 and 2014 and were intentionally collected in order to provide information regarding the implementation of mitigation measures. The collected data was subjected to SAS (statistical software). Chi-square test for independence was performed in order to compare the differences (Snedecor & Cocharen, 1978) between the two sites. Based on the results of the study, it is therefore recommended that competent authorities should consider drafting and supplying follow-up guidelines and these guidelines should also apply to all the relevant role players involved. / Environmental Sciences / M. Sc. (Environmental Management)

The Mpumalanga Education Department has put in place various mechanisms aimed at promoting equity and equality between male and female educators and learners within the education system. Such initiatives were established from a position of strength that sociocultural stereotypes such as patriarchy, lack of access to resources and the sexual division of labour have been internalised and reinforced as acts of discrimination within the school system, community, home and workplace. Within the school system, gender stereotypes are used to determine and perpetuate the educational provisioning for learners as separate groups (boys - girls) through the school curriculum and the educators' classroom practices of "masculine" and "feminine" activities. Equally so, senior management positions are mostly occupied by males whilst females are relegated to lower positions of the management echelon. The focus of this study was to identify the root causes of inequalities in senior management positions between male and female managers. The Participatory Action Research (PAR) method using a case study and a literature review were used as data collection techniques. Affirmative Action policies and programmes are recommended as strategies for empowering women and girls with an aim of preparing them to be competent in the labour market. There are diverse interpretations of the affirmative action concept and different people attach different meanings to its definition. It (Affirmative Action) impacts differently on different groups under different conditions. The study also suggests that education, training and development (ETD) are dependent variables of affirmative action in the sense that they create an environment where individuals who were (under)privileged can learn to accept and understand one another as partners. AFRIKAANS : Die Mpumalanga Onderwysdepartement het verskeie meganismes daargestel om billikheid en gelykheid tussen manlike en vroulike opvoeders en leerders binne die onderwysstelsel te bevorder. Sodanige inisiatiewe is gevestig vanuit 'n aanname dat sosio-kulturele stereotipes soos patriargie, gebrek aan toegang tot hulpbronne en verdeling van werk op geslagsgrondslag gei'nternaliseer en versterk is as diskriminerende handelinge binne die skoolstelsel, gemeenskap, huis en werkplek. Binne die onderwysstelsel word geslagstereotipes gebruik om onderwysvoorsiening vir leerders as afsonderlike groepe (seuns dogters) te bepaal en te laat voortbestaan deur die skoolkurrikulum en die klaskamerpraktyk van die opvoeders wat "manlike" en "vroulike" aktiwiteite gebruik. Insgelyks word senior bestuursposisies gewoonlik deur mans beklee terwyl vroue gerelegeer word na laer posisies in die bestuurskader. Die doe I van hierdie studie was om die hoofoorsake van ongelykhede in senior bestuursposisies tussen manlike en vroulike bestuurders te identifiseer. Die PAR-metode wat van 'n gevallestudie gebruik maak en 'n literatuurstudie is aangewend as data-insamelingstegniek. Die beleid van regstellende aksie, asook programme met betrekking daarop, word aanbeveel as strategiee om vroue en dogters te bemagtig met die doel om hulle voor te berei om bevoeg te wees in die arbeidsmark. Daar is 'n verskeidenheid vertolkings van die begrip regstellende aksie en verskillende mense koppel verskillende betekenisse aan die definisie. Regstellende aksie het verskillende invloede op verskillende groepe onder verskillende omstandighede. Die studie dui ook aan dat Onderwys, Opleiding en Ontwikkeling (000) afhanklike veranderlikes van regstellende aksie is in die sin dat hulle 'n omgewing skep waar individue wat (minder)bevoorreg was kan leer om mekaar te aanvaar en te begryp as vennote. / Dissertation (MEd (Education Management))--University of Pretoria, 2005. / Education Management and Policy Studies / unrestricted