M.Ed. / Please refer to full text to view abstract

D.Ed. / The focus of this research is on the development of human potential in South Africa as well as on the role of education in this regard. The aim of the research was to identify the educational needs of South Africans and to formulate appropriate educational goals that could promote the optimal development of human potential in South Africa, which is also part of the "global village". Special attention is given to the development of the human potential of the poor, as this will contribute towards the alleviation of the widespread poverty in the country. Some of the relevant issues discussed are the following: The history of the South African educational system, poverty and its consequences in South Africa, the concepts of equality and equity, equality as a democratic principle, basic human rights, the implications of democracy, the implications of the process of globalising and the interdependence between the development of human potential and economic growth. The decision to use qualitative research methods is motivated. Research data on educational needs are noted. These data were collected by studying relevant literature, articles published in the press, radio and television programmes and by attending different national and international seminars on topics relevant to the development of human potential. Data obtained by doing fieldwork are also noted. These data were collected by interviewing poor people from different regions in South Africa. In addition, data were also obtained from personal and electronic interviews with South African experts in the field of the development of human potential. The opinion that South Africa can benefit from the experience of other developing countries with similar problems to that of South Africa, with regard to the development of human potential, is also motivated. Three of such developing countries were identified. Data collected from electronic interviews with experts in Colombia, Brazil and Argentina are noted. By analising the data, various educational needs could be identified. These educational needs are categorised as follows: Educational needs that are relevant to the daily existence and survival of people. Educational needs that stem from the fact that modern life requires from human beings to assert themselves in, and to continuously adapt to the rapidly changing community and world. Educational needs linked to human cognition. Educational needs relevant to the non-material, psychological, spiritual, and social needs of people. A number of specific educational needs are listed under each category. The process to verify the results is noted. The results were submitted for comment to an international expert in the field of the development of human potential in developing countries. Results were also submitted to a national expert. The acceptance of the results as valid, as well as additional contributions by both of the experts, is noted. Four general educational goals with regard to the development of human potential in South Africa are formulated as follows: To enable the learner to live independently as an adult. To enable the learner to assert himself or herself in daily life and to be able to adapt to, and to keep up with the continuous changes in the environment. To develop the cognitive abilities of learners optimally. To provide for the non-material, psychological, spiritual and social needs of learners. A number of specific educational goals are linked to each of the four general educational goals. Finally, recommendations are made with regard to the health level of communities, the self concept of learners, the nature of the civil society, literacy, proficiency in English, computer skills, the training of teachers and the outcomes based education model. The development of the cognitive abilities of learners is singled out as most important with regard to the development of human potential in South Africa.

M.Ed. (Tertiary and Adult Education) / Please refer to full text to view abstract

Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.

M.Ed. / This research was undertaken because I, the practitioner researcher being the head of the Glenview Adult Education Centre in the Ekurhuleni West district – Gauteng, was concerned about the high failure and low pass rate of adult learners during the Senior Certificate examinations. This study aimed to explore in detail the main reasons for their failure and identify lessons that they offer for other adult learners. This study also focused on the reasons for the low levels of successes of the ABET (Adult Basic Education and Training) and how the centre can be viewed from a Freirean perspective. The ultimate aim of adult education is to produce citizens with critical thinking skills and it is with this breath that this study invites all stakeholders to work together to improve the current unacceptable failure rate of adults at the end of the Senior Certificate Examinations. Paulo Freire`s ideas are invoked as to provide possible solutions and not as a “quick fix” to the problem, to improve the current theoretical framework for thinking about results. His pedagogy is epoch making: he is a legend in his own time. Paulo Freire, educator, philosopher and political activator, has the capacity to excite and frustrate friends and critics alike. A genius like Freire (Taylor, 1993:73-74) was to bring together a range of pedagogies and learning teaching techniques to create a method of teaching which is known throughout the world as the “Mètodo Paulo Freire”, a method which is both a process of literacy acquisition and a process of conscientization, or conscientizacao (a word that he popularized and later dropped). It is based on the simple but fundamental technique of “problem posing” and there is therefore the antithesis of “Banking” Education, which seeks solutions or gives answers. It consists of daring to interrogate what is given, bringing into question known structures, and examining conventional or taken for granted explanations of reality. It discovers and then reacts to possible contradictions, identifying ways in which it can be said, done, or exists differently. However, despite, the urgent need for adult education to respond to the dictates of the needs of the community, development in education, effectiveness and quality at this Centre do not seem to be functioning as expected mainly because the learners are disengaged during the learning process. The stakeholders are further challenged to change their perceptions about adult education and its meaningful purpose to ensure a better life for adult learners. This route invites a healthy partnership whereby the concerns of the students and the community in line with the expectations of particularly the economy of South Africa as part of the global economy will form the backbone of such an understanding. Freires` pedagogy are used to reinforce my argument that better education should result in an improved contribution to economic growth, which in turn, should result in an improvement in the socio – economic growth of the previously oppressed adult learners. To obtain this objective at our Center, with very limited resources, it invites all stakeholders to unite to improve life for those who wish to obtain a Senior Certificate through part time studies. The study concludes with a few findings and recommendations, inter alia, that the adult learners are disengaged because of time constraints, different levels of prior learning, pressure of multiple responsibilities and a compact Senior Certificate programme. Recommendations are given that can possibly improve future practices and ultimately the success rate for adults in the Senior Certificate programme.

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Research on gangs has traditionally focused on identifying the risk factors associated with youth gang membership in multiple developmental domains with limited attention on examining the protective factors that may buffer youth from joining gangs (Howell & Egley, 2005). Educational and psychological research have found robust evidence that school engagement protects youth from a host of risky activities and negative outcomes (e.g., substance use, dropping out of school) and may hold promise in also protecting youth from gang involvement. Therefore, the purpose of the present study is three-fold: (1) to identify students who are at risk for gangs; (2) to investigate whether school engagement can be a protective factor for youth at risk for joining gangs; and (3) to examine whether a well-supported model of motivational development can account for the dynamics that may facilitate or undermine school engagement as a protective factor for gang involvement. Data (N = 342) from an ethnically/racially diverse and socio-economic homogeneous sample were analyzed. Students reported on their levels of (1) engagement versus disaffection from school activities, (2) belongingness, competence, and autonomy, (3) school climate and teacher support, and (4) attraction to and participation in diverse extracurricular activities. In addition, an innovative method for measuring student attraction to gangs was tested. Preliminary evidence indicated that Gang Attraction Profile was a distinct student profile that was structurally different and not redundant with traditional methods of self-reported gang membership. The Gang Attraction profile was sensitive in distinguishing youth of differing levels of gang attraction and gang involvement. Results also indicated that school environments that are experienced as supportive and caring promoted student engagement and achievement. Evidence was found that belongingness to the school played an important role in buffering youth from being attracted to and involved in gangs. Specifically, a student's self-perception of belongingness was related to higher levels of school engagement and teacher support, and lower levels of gang attraction and gang involvement. These results not only highlighted the importance of school belongingness in buffering youth from negative outcomes such as gang involvement and gang attraction, but also revealed a different motivational process that may lead to gang involvement than previously expected. Implications for the design of prevention and intervention programs are discussed as well as directions for future research.

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No description available.

The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999). / The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors. / by Mary M. Davis. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.