Thesis (PhD (Education))--University of Stellenbosch, 2004. / 241 leaves printed on single pages, preliminary pages i-xii and numbered pages 1-230. Includes bibliography. / Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: Educators at schools are expected to implement education policy changes promulgated through policy frameworks by the Department of Education in South Africa. However, whether these teachers are equipped to implement education policy or whether they have interacted sufficiently with policy issues remains a contentious issue. My contention is that pre-service and in-service teachers are expected to perform certain roles and demonstrate certain competences, as required or implied by changing education policy frameworks, like the Norms and Standards for Educators (Department of Education, 2000), but might not necessarily be equipped to do so. This dissertation utilised conceptual analysis and a literature review, as research methods, to explore constitutive meanings of the concept 'education policy' in relation to teacher education transformation in post-apartheid South Africa, with reference to the Norms and Standards for Educators (Department of Education, 2000). Constitutive meanings (Fay, 1975) of post-apartheid teacher education refer to all those shared assumptions, definitions, and conceptions, which structure teacher education transformation and post-apartheid teacher education in certain definite ways. Without these constitutive meanings, according to Fay (1975: 76), social practices, like teacher education, could not exist. By revealing these constitutive meanings, in terms of the interpretive paradigm (Fay, 1975: 78), I have given a possible explanation of post-apartheid teacher education, by articulating the conceptual scheme that frames post-apartheid teacher education. These constitutive meanings, which were extracted from a literature review, were explored in relation to the main question of this dissertation: Can the new teacher education policy framework, as set out in the Norms and Standards for Educators of 2000, improve teaching and learning in South African schools? I argue that the latter process will not materialise because of question marks over the transformative potential of the Norms and Standards for Educators (Department of Education, 2000). The mentioned policy framework may be an inappropriate framework to structure and guide the transformation of existing teacher education practices because of certain conceptual gaps. These conceptual gaps are stumbling blocks to transform existing teacher education practice and improve teaching and learning in our schools in the post-apartheid era. I argue that these gaps could be bridged if the Norms and Standards for Educators are reconceptualised along the lines of Benhabib's (1994) deliberative democratic model. Deliberation is necessary because policy alone cannot lead to the transformation of post-apartheid teacher education. Deliberation is also necessary because of the limitations on the state's power to enforce its will through promulgated policy. More engagement, via deliberation, is needed between the government, educational leaders, policy-makers and the other policy actors, like teachers, bureaucrats and teacher education institutions. The arguments of Burbules (1997) and Biesta (2004) seem to substantiate my claim that education policy, alone, cannot lead to the improvement of teaching and learning in our schools. Burbules (1997) posits that teaching is a complex human endeavour that is characterised by predicaments or dilemmas, which cannot be permanently solved. I argue against the integration of the seven roles, as advocated by the Norms and Standards for Educators, because of certain dilemmas. We need the tragic perspective on teaching, of Burbules (1997), to approach teaching differently. Biesta (2004) also urges us to approach teaching differently, by advocating a new language for education. / AFRIKAANSE OPSOMMING: Daar word van Suid-Afrikaanse opvoeders by skole verwag om opvoedingsbeleid veranderinge, wat via beleidsraamwerke gepromulgeer is deur die Departement van Onderwys, te implementeer. Wat egter 'n kontensieuse kwessie bly is of hierdie opvoeders toegerus is om opvoedingsbeleid te implementeer en of hulle genoegsaam omgegegaan het met beleidskwessies. My argument is dat daar van voor-diens- en indiens opvoeders verwag word om sekere rolle te speel en sekere kompetensies of bekwaamhede te demonstreer, soos vereis of geimpliseer deur veranderende opvoedingsbeleid raamwerke, soos die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), maar dat hulle nie noodwendig toegerus is om dit te doen nie. Hierdie proefskrif utiliseer konseptuele analise en 'n literatuur oorsig, as navorsingsmetodes, om konstituerende betekenisse van die konsep 'opvoedingsbeleid', in verhouding tot onderwyseropvoeding transformasie in postapartheid Suid-Afrika, met verwysing na die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), te eksploreer. Konstituerende betekenisse (Fay, 1975) van post-apartheid onderwyseropvoeding verwys na al daardie gedeelde aannames, definisies, en konsepsies, wat onderwyseropvoeding transformasie en post-apartheid onderwyseropvoeding op sekere definitiewe maniere struktureer. Sosiale praktyke soos onderwyseropvoeding kan volgens Fay (1975: 76) nie sonder hierdie konstituerende betekenisse bestaan nie. Ek het hopelik, deur die ontbloting van hierdie konstituerende betekenisse, in terme van die interpretatiewe navorsingsparadigma (Fay, 1975: 78), 'n verduideliking gegee van post-apartheid onderwyseropvoeding, deur my artikulasie van die konseptuele skema wat die realiteit van onderwyseropvoeding op sekere maniere definieer. Hierdie konstituerende betekenisse, wat onttrek is van 'n literatuur oorsig, was geeksploreer in verhouding tot die hoof vraag van hierdie proefskrif: Kan die nuwe onderwyseropvoeding beleidsraamwerk, soos uitgespel in die Norme en Standaarde vir Opvoeders van 2000, onderrig en leer in Suid-Afrikaanse skole verbeter?

Instrumentos financeiros ativos estão diretamente expostos ao risco de inadimplência - nesse cenário, as instituições financeiras, a fim de manterem sua solvência, são obrigadas a estimarem certo montante capaz de suprir as perdas de crédito esperadas. Na crise financeira mundial de 2007-2008 os incumprimentos dos contratos imobiliários geraram grandes perdas de crédito - o tardio reconhecimento dessas perdas creditícias criou um cenário de insegurança e o questionamento por parte das instituições financeiras, que passaram a cobrar dos reguladores e emitentes das normas contábeis uma forma de provisionamento que melhor se adequasse ao mercado de crédito e que, de certa forma, proporcionasse melhores condições de preparação para as instituições financeiras, minimizando as perdas em épocas de crise. Nesse contexto, ocorre a emissão da norma internacional Financial Instruments do International Financial Reporting Standards (IFRS 9) que passa a vigorar, com adoção obrigatória a partir de 1º de janeiro de 2018. Esta norma prevê um provisionamento desde o início do contrato, ponderado pelo risco de crédito associado e uma revisão desse montante durante toda a vida do contrato, quando necessário. Essa nova dinâmica de cálculo requer tratamentos estatísticos específicos para que sejam corretamente tratadas as probabilidades de default, bem como os valores expostos passíveis de perda e suas variações no tempo. Dessa forma, tendo em mente os objetivos propostos, indica-se que: a) este trabalho abordou a nova dinâmica citada com o intuito de entender a relação da norma com os parâmetros de risco necessários para o cálculo do montante a ser provisionado, b) visando satisfazer a abordagem forward-looking e a incorporação de informações macroeconômicas, a partir da aplicação em dados simulados e através do tratamento estatístico da Análise de Sobrevivência e de modelos de stress testing, ofereceu tratamento para os parâmetros EAD e PD, respectivamente e c) como resultado dessas aplicações, observou-se que as estimações das perdas sob a IFRS9 são mais tempestivas quando comparadas à norma vigente, no sentido de que minimizam as perdas em épocas de crise dada a sua característica oportuna. Além disso, a abordagem sugerida através da Análise de Sobrevivência vai ao encontro do conceito de estágios pelo qual a nova norma é caracterizada. Para as análises realizadas foram utilizados dados simulados a partir de distribuições teóricas conhecidas dos parâmetros envolvidos no cálculo, a partir dos quais foram obtidos resultados que fornecem uma prévia do que se pode esperar na aplicação prática da IFRS9. / Active financial instruments are directly exposed to the risk of default - in this scenario, financial institutions, in order to maintain their solvency, are obliged to estimate a certain amount capable of supplying the expected credit losses. In the global financial crisis of 2007-2008, defaults on real estate contracts generated large losses of credit - the late recognition of these credit losses created a scenario of insecurity and the questioning of financial institutions, which started to charge regulators and issuers of accounting standards a form of provision that best suited the credit market and that, to a certain extent, provide better preparedness for financial institutions, minimizing losses in times of crisis. In this context, the Financial Instruments International Financial Reporting Standards (IFRS 9) will be issued, which will become effective, with mandatory adoption as of January 1, 2018. This provision provides for a provisioning from the beginning of the contract, weighted by the associated credit risk and a revision of that amount over the life of the contract, when necessary. This new dynamics of calculation requires specific statistical treatments so that the probability of default, as well as the exposed values of loss and its variations in time, are correctly treated. In this way, considering the proposed objectives, it is indicated that: a) this work addressed the new dynamics mentioned in order to understand the relation of the standard with the necessary risk parameters for the calculation of the amount to be provisioned, b) aiming to satisfy the forward-looking approach and the incorporation of macroeconomic information, from the application in simulated data and through the statistical treatment of Survival Analysis and stress testing models, offered treatment for the parameters EAD and PD, respectively, and c) as a result of these applications, it was observed that the estimates of the losses under IFRS9 are more timely when compared to the current norm as they minimize losses in times of crisis given its characteristics of anticipating losses. In addition, the approach suggested through Survival Analysis meets the concept of stages by which the new standard is characterized. For analyzes, simulated data from known theoretical distributions (of the parameters involved in the calculation) were used - the obtained results provides a preview of what can be expected in the practical application of IFRS9.

Instrumentos financeiros ativos estão diretamente expostos ao risco de inadimplência - nesse cenário, as instituições financeiras, a fim de manterem sua solvência, são obrigadas a estimarem certo montante capaz de suprir as perdas de crédito esperadas. Na crise financeira mundial de 2007-2008 os incumprimentos dos contratos imobiliários geraram grandes perdas de crédito - o tardio reconhecimento dessas perdas creditícias criou um cenário de insegurança e o questionamento por parte das instituições financeiras, que passaram a cobrar dos reguladores e emitentes das normas contábeis uma forma de provisionamento que melhor se adequasse ao mercado de crédito e que, de certa forma, proporcionasse melhores condições de preparação para as instituições financeiras, minimizando as perdas em épocas de crise. Nesse contexto, ocorre a emissão da norma internacional Financial Instruments do International Financial Reporting Standards (IFRS 9) que passa a vigorar, com adoção obrigatória a partir de 1º de janeiro de 2018. Esta norma prevê um provisionamento desde o início do contrato, ponderado pelo risco de crédito associado e uma revisão desse montante durante toda a vida do contrato, quando necessário. Essa nova dinâmica de cálculo requer tratamentos estatísticos específicos para que sejam corretamente tratadas as probabilidades de default, bem como os valores expostos passíveis de perda e suas variações no tempo. Dessa forma, tendo em mente os objetivos propostos, indica-se que: a) este trabalho abordou a nova dinâmica citada com o intuito de entender a relação da norma com os parâmetros de risco necessários para o cálculo do montante a ser provisionado, b) visando satisfazer a abordagem forward-looking e a incorporação de informações macroeconômicas, a partir da aplicação em dados simulados e através do tratamento estatístico da Análise de Sobrevivência e de modelos de stress testing, ofereceu tratamento para os parâmetros EAD e PD, respectivamente e c) como resultado dessas aplicações, observou-se que as estimações das perdas sob a IFRS9 são mais tempestivas quando comparadas à norma vigente, no sentido de que minimizam as perdas em épocas de crise dada a sua característica oportuna. Além disso, a abordagem sugerida através da Análise de Sobrevivência vai ao encontro do conceito de estágios pelo qual a nova norma é caracterizada. Para as análises realizadas foram utilizados dados simulados a partir de distribuições teóricas conhecidas dos parâmetros envolvidos no cálculo, a partir dos quais foram obtidos resultados que fornecem uma prévia do que se pode esperar na aplicação prática da IFRS9. / Active financial instruments are directly exposed to the risk of default - in this scenario, financial institutions, in order to maintain their solvency, are obliged to estimate a certain amount capable of supplying the expected credit losses. In the global financial crisis of 2007-2008, defaults on real estate contracts generated large losses of credit - the late recognition of these credit losses created a scenario of insecurity and the questioning of financial institutions, which started to charge regulators and issuers of accounting standards a form of provision that best suited the credit market and that, to a certain extent, provide better preparedness for financial institutions, minimizing losses in times of crisis. In this context, the Financial Instruments International Financial Reporting Standards (IFRS 9) will be issued, which will become effective, with mandatory adoption as of January 1, 2018. This provision provides for a provisioning from the beginning of the contract, weighted by the associated credit risk and a revision of that amount over the life of the contract, when necessary. This new dynamics of calculation requires specific statistical treatments so that the probability of default, as well as the exposed values of loss and its variations in time, are correctly treated. In this way, considering the proposed objectives, it is indicated that: a) this work addressed the new dynamics mentioned in order to understand the relation of the standard with the necessary risk parameters for the calculation of the amount to be provisioned, b) aiming to satisfy the forward-looking approach and the incorporation of macroeconomic information, from the application in simulated data and through the statistical treatment of Survival Analysis and stress testing models, offered treatment for the parameters EAD and PD, respectively, and c) as a result of these applications, it was observed that the estimates of the losses under IFRS9 are more timely when compared to the current norm as they minimize losses in times of crisis given its characteristics of anticipating losses. In addition, the approach suggested through Survival Analysis meets the concept of stages by which the new standard is characterized. For analyzes, simulated data from known theoretical distributions (of the parameters involved in the calculation) were used - the obtained results provides a preview of what can be expected in the practical application of IFRS9.

Philosophiae Doctor - PhD / After South Africa became a democratic country in 1994, the South African education ministry devised curriculum changes at a national level that would reflect an equal education structure for all South Africans. Curriculum 2005 was implemented in 1998 with the curriculum changes gazetted in the Department of Education’s Revised National Curriculum Statement for Grades R-9 (RNCS) (Schools). South African teachers had to be retrained to implement these curriculum changes. The legislation for teacher education is documented in the Norms and Standards for Educators (NSE) policy document (DoE,2002). This exploratory phenomenological multiple case study explores teacher identity in connection to how primary school teachers view, perceive and implement the Community, Citizenship and Pastoral (CCP) role at three primary schools in the Western Cape education districts. The three schools chosen can be described as suburban advantaged, suburban disadvantaged and urban disadvantaged. The overall aim of this study is to investigate the connection between teacher identity and the views, perceptions and practices of primary school teachers at three schools in the Western Cape in relation to the practical, foundational and reflexive competences of their CCP role.In this multiple case study, qualitative methods are used. The qualitative methods include participant interviews, focus group discussions, unstructured observations and document analyses. Numerical data collected is presented in a quantitative format. An interpretative approach from an insider and outsider perspective has been selected. Terre Blanche,Durrheim & Kelly’s (2006) steps in interpretative data analysis is adopted as well as Max-Neef’s (1991) transdisciplinary approach.This study is informative for a number of stakeholders: teachers, schools, Education Management Development Centres, the Western Cape Education Department and the National Education Department. I report on how teachers see their teacher identity and how this identity impacts on the way teachers view, perceive and approach their CCP role. Some internal and external factors that influence teacher identity include administrative stress, staff dynamics and the results and feedback from learners. The significance of this study lies in the revelation that all teachers, irrespective of their teaching environment or backgrounds, are in need of support. Based on the findings of this investigation I further propose a programme for teacher support that can be encouraged amongst teachers. These recommendations can influence both teacher performance and teacher longevity in schools. Further recommendations are for the extended school community and the synergy that can exist among the various stakeholders in education.

The aim of the diploma thesis is to evaluate consequences of the United Kingdom withdrawal from the European Union to financial sector and provide different view of the issue than studied analysis carried out so far. The thesis proves the size, broad structure and unique position of the British financial sector in Europe and the world. Theoretical part focuses on the historical perspective, to the explanation of how the financial system works, last but not least to the crucial regulatory norms and sector participants. Based on real and specific data, practical part explains the scope of financial sector, its significance and analyses the UK role in the approval process of specific regulatory standards. Lobbying is denoted as an effective way of influencing standards towards national interests. In conclusion, thesis provides an overview of UK losses and benefits after Brexit, including a proposal for modification the practical operation of the financial system and pay attention to problematic areas. It is demonstrated that Britain for its scale of the financial sector has been long-term influencing European regulation of the sector and despite withdrawal from European Union likely remain a global financial centre.

This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education. In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values. This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts. Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure. In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure. The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014

Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure. In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure. The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014

The study focused on the challenges facing school governing bodies in the Vhembe district in the implementation of finance policies. Through the provision of the South African Schools Act, 84 of 1996, the school governing body is entrusted with the responsibilities of establishing and managing the school fund. The research was a multi-site case study of the Vhembe district. Purposive sampling of schools was conducted. Semi-structured interviews, observations and document analyses were carried out. The findings suggest that the finance personnel and committees at school level were not well established, trained and thus became dysfunctional. The researcher recommends that finance policies should be amended, finance committees trained and continuous monitoring of finances provided by the circuit and district officials. The study was also characterized by a number of limitations, including difficulties in understanding financial terminology by some participants and fear of handing in financial documents for examination. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of this study was to investigate recommendations regarding professional standards for training and registration in pastoral work. The aim is to obtain professional recognition for Pastoral Counsellors/Therapists by accreditation and recognition from a relevant professional council. The goal is also to formulate these standards in line with the processes of the South African Qualification Authority (SAQA). The following four forms of pastoral work were distinguished and discussed: Mutual care, Pastoral care, Pastoral counselling, and Pastoral therapy. The Accreditation Committee proposed the following sub-fields: Human and Social Studies (Field 07): Religious and ethical foundation of society (sub-field). Health Sciences and Social Services (Field 09): Promotive health and developmental services, Preventative health, Curative health, Rehabilitative services (sub-fields). Proposals was adopted for the following Pastoral Counselling/Therapy The purpose of this study was to investigate recommendations regarding professional standards for training and registration in pastoral work. The aim is to obtain professional recognition for Pastoral Counsellors/Therapists by accreditation and recognition from a relevant professional council. The goal is also to formulate these standards in line with the processes of the South African Qualification Authority (SAQA). The following four forms of pastoral work were distinguished and discussed: Mutual care, Pastoral care, Pastoral counselling, and Pastoral therapy. The Accreditation Committee proposed the following sub-fields: Human and Social Studies (Field 07): Religious and ethical foundation of society (sub-field). Health Sciences and Social Services (Field 09): Promotive health and developmental services, Preventative health, Curative health, Rehabilitative services (sub-fields). Proposals was adopted for the following Pastoral Counselling!Therapy qualifications: Certificate in Pastoral Counselling (Basic) Certificate in Pastoral Counselling (Post Basic), Certificate in Pastoral Counselling (Intermediate), Diploma and post graduate degrees in Pastoral Counselling (Advanced), Masters and Doctorate Degrees in Pastoral Counselling (Specialist). After narrow consultation the level descriptors were discussed and accepted. As all proposals this will still be open for changes. The following roles were described using the format of a Qualification based on Unit Standards. Unit Standards are linked to the proposed six "roles" which are seen as generic to all Pastoral Counselling practices: Maintain effective relational and communication competence, Apply and maintain professional work ethics, Plan and facilitate pastoral counselling process, Engage in an effective personal development process, Design and conduct course of treatment, Conduct research, The roles and applied competencies for the pastoral counselling/therapy specialised field were defined. These roles may be used to re-shape current qualifications, as well as to research and design new qualifications. They are intended as initial guidelines for providers. The following registered categories for pastoral counsellors/therapists were proposed by the accreditation committee and accepted by SAAP: Category 1: Basic level pastoral counsellor (NQF Level 2) Category 2: Post basic level pastoral counsellor (NQF level 3) Category 3: Intermediate level pastoral counsellor (NQF Level 4) Category 4: Advanced level pastoral therapist (NQF Level 5/6) Category 5: Specialist level pastoral therapist (NQF Level 7 /8) The following outcomes (unit standards) for Pastoral Counsellors/Therapists were identified: UNIT 1: Applying work ethics UNIT 2: Understanding pastoral counselling theory UNIT 3: Facilitating pastoral counselling skills UNIT 4: Conducting research UNIT 5: Developing self-knowledge Some of the recommendations were: It became necessary to have some form of regulation and/or even "control" to prevent the abuse of people who ostensibly suffer from mental illness. To establish professional standards for training in pastoral counselling and to obtain professional recognition for pastoral counsellors/therapists through accreditation and recognition from a relevant professional council. In doing this we should also come to an agreement on a proper set of work ethics. It was recommend that the level descriptors should be further elaborated through a careful analysis of the standards proposed, but that the process of moving from general to specific descriptors should be adopted in the absence of meaningful generic level descriptors. It was recommend that the proposed standards and qualifications should only be adopted once processes is established where an SGB has been established and registered with SAQA, and these standards and qualifications have been accepted by providers, professional Pastoral Counsellors/Therapists, professional associations, etc. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))