The research problemaddressed in this study was critically evaluate whether the Sibanye Mentoring Project of the Border Cricket Board is an effective tool in the development of black cricket players. To achieve this objective an analysis was made as to why mentoring is essential in today’s business. The study discussed the implications of mentoring and how to use it to enhance employment equity. An integrated model for mentoring was investigated using relevant literature to identify the key elements in developing and maintaining a successful mentoring programme. Each factor of the model was broken down into dimensions that were then analysed using sources researched during the literature study. The theoretical model was then used to develop a questionnaire to test the degree to which the implementation of the Sibanye Mentoring Project of the Border Cricket Board concurred with the literature study. The empirical results obtained indicate a strong concurrence with the theoretical model for mentoring. The conclusions drawn and the recommendations suggested in the study proved without a doubt that mentoring can be an effective tool in the development of young black cricketers.

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted