When comparing numerous educational advantages of Geographic Information Systems (GIS) with the slow integration of GIS practice within education globally, results are confounding. This paradoxical development is also found within South Africa. In fact, GIS has been included in the Further Education and Training (FET) phase by the Department of Basic Education (DoBE) since 2006. However, following the same global trend, curriculum development in South Africa has outpaced educational GIS software research. In addition, the e-learning White paper of SA also urges software development. Barriers hindering GIS practice include the lack of suitable curriculum-aligned GIS software within the South African digital divide context. A need therefore exists for further research regarding educational GIS practice applications within South Africa. Bearing this in mind, a case study was done investigating the viability of an educationally orientated Interactive-GIS-Tutor (I-GIS-T) application within FET phase in Geography. The study was conducted with the grade 11 Geography learners of a secondary school in a rural area of KwaZulu-Natal, as well as with their Geography teacher and two other Geography teachers of the same school. These three teachers have different ICT/GIS abilities and years of teaching experience. Furthermore, the study aimed to identify the main GIS educational barriers, globally and locally, as well as to investigate the viability of the I-GIS-T in relation to these identified barriers. The strategy followed was a case study evaluation, with a qualitative approach to data collection and analysis, supported by quantitative data, since this was most suited to the research questions and context. Pragmatism was therefore the underpinning philosophy within this case study. One-on-one semi-structured teacher interviews were conducted to identify the main barriers of GIS education within the FET phases. Data collection by means of questionnaires, individual interviews, focus group interviews, video recordings and field notes provided a thick description regarding the viability of the I-GIS-T within the natural class setting. ATLAS.tiTM and SPSS software were utilised with analysis of qualitative and supportive quantitative data. Attitudinal tests provided supportive quantitative data. Findings indicated that main GIS practice barriers, globally as well as in the school of study, were the lack of preparation time, a full curriculum, lack of GIS support, complex educational GIS software and the teacher‟s lack of ICT skills. The grade 11 Geography teacher and most of the learners evaluated the I-GIS-T as workable. The I-GIS-T also surmounted the main GIS practice barriers. Furthermore, GIS attitudinal tests revealed an overall positive shift on all the attitudinal questions. The combination of lack of basic computer skills and language (where English is not the mother tongue) were the main reasons why some learners suggested that they struggled with the software. Future I-GIS-T development recommended incorporation of a multi-language choice component, as well as exploratory activities. Within this case study, learners who have mastered basic computer skills found the I-GIS-T effective and workable and therefore a viable GIS software application option within the FET phase Geography. In order to be able to generalise statistically, further quantitative research is suggested. In fact, future quantitative research, employing SEM (Structural Equation Modeling) within the Technology Acceptance Model (TAM) might prove the I-GIS-T to be a viable option within FET schools throughout SA, as well as in other developing countries. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013

The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school. To achieve these goals a literary study as well as an empirical research was undertaken. The literary study was done from primary and secondary sources. A DIALOG computer search was done with the following words: females, sex fairness, leaders, women administrators, career leaders, promotion, motivation, work satisfaction, female teachers, secondary school. Consequently the nature of job satisfaction was discussed. After having identified the management factors that have an influence on the female head of department job satisfaction, these factors were grouped and discussed under the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction Based on these factors a questionnaire was compiled from existing questionnaires (those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996; Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985). A systemized sample was used by which female heads of department of secondary schools in the North West Province were involved. The questionnaires were sent to the study population. The information thus gathered was statistically processed and interpreted. On account of these data, recommendations were made. The empirical research showed that female heads of department of secondary schools experience to a certain extent job satisfaction, but also that certain factors need attention. Based on the empirical study, recommendations were made. The most important one being the need to look incisively into adaptable scales of salary according to qualifications, as well as compensation that compares well with comparable jobs. It is important that the programme of rationalisation should be completed as soon as possible so that the matter of job security can be looked into seriously. The education authorities need to look into effective and fair evaluation for promotion, as well as into the physical work conditions of the female head of department / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

When comparing numerous educational advantages of Geographic Information Systems (GIS) with the slow integration of GIS practice within education globally, results are confounding. This paradoxical development is also found within South Africa. In fact, GIS has been included in the Further Education and Training (FET) phase by the Department of Basic Education (DoBE) since 2006. However, following the same global trend, curriculum development in South Africa has outpaced educational GIS software research. In addition, the e-learning White paper of SA also urges software development. Barriers hindering GIS practice include the lack of suitable curriculum-aligned GIS software within the South African digital divide context. A need therefore exists for further research regarding educational GIS practice applications within South Africa. Bearing this in mind, a case study was done investigating the viability of an educationally orientated Interactive-GIS-Tutor (I-GIS-T) application within FET phase in Geography. The study was conducted with the grade 11 Geography learners of a secondary school in a rural area of KwaZulu-Natal, as well as with their Geography teacher and two other Geography teachers of the same school. These three teachers have different ICT/GIS abilities and years of teaching experience. Furthermore, the study aimed to identify the main GIS educational barriers, globally and locally, as well as to investigate the viability of the I-GIS-T in relation to these identified barriers. The strategy followed was a case study evaluation, with a qualitative approach to data collection and analysis, supported by quantitative data, since this was most suited to the research questions and context. Pragmatism was therefore the underpinning philosophy within this case study. One-on-one semi-structured teacher interviews were conducted to identify the main barriers of GIS education within the FET phases. Data collection by means of questionnaires, individual interviews, focus group interviews, video recordings and field notes provided a thick description regarding the viability of the I-GIS-T within the natural class setting. ATLAS.tiTM and SPSS software were utilised with analysis of qualitative and supportive quantitative data. Attitudinal tests provided supportive quantitative data. Findings indicated that main GIS practice barriers, globally as well as in the school of study, were the lack of preparation time, a full curriculum, lack of GIS support, complex educational GIS software and the teacher‟s lack of ICT skills. The grade 11 Geography teacher and most of the learners evaluated the I-GIS-T as workable. The I-GIS-T also surmounted the main GIS practice barriers. Furthermore, GIS attitudinal tests revealed an overall positive shift on all the attitudinal questions. The combination of lack of basic computer skills and language (where English is not the mother tongue) were the main reasons why some learners suggested that they struggled with the software. Future I-GIS-T development recommended incorporation of a multi-language choice component, as well as exploratory activities. Within this case study, learners who have mastered basic computer skills found the I-GIS-T effective and workable and therefore a viable GIS software application option within the FET phase Geography. In order to be able to generalise statistically, further quantitative research is suggested. In fact, future quantitative research, employing SEM (Structural Equation Modeling) within the Technology Acceptance Model (TAM) might prove the I-GIS-T to be a viable option within FET schools throughout SA, as well as in other developing countries. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013

The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school. To achieve these goals a literary study as well as an empirical research was undertaken. The literary study was done from primary and secondary sources. A DIALOG computer search was done with the following words: females, sex fairness, leaders, women administrators, career leaders, promotion, motivation, work satisfaction, female teachers, secondary school. Consequently the nature of job satisfaction was discussed. After having identified the management factors that have an influence on the female head of department job satisfaction, these factors were grouped and discussed under the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction Based on these factors a questionnaire was compiled from existing questionnaires (those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996; Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985). A systemized sample was used by which female heads of department of secondary schools in the North West Province were involved. The questionnaires were sent to the study population. The information thus gathered was statistically processed and interpreted. On account of these data, recommendations were made. The empirical research showed that female heads of department of secondary schools experience to a certain extent job satisfaction, but also that certain factors need attention. Based on the empirical study, recommendations were made. The most important one being the need to look incisively into adaptable scales of salary according to qualifications, as well as compensation that compares well with comparable jobs. It is important that the programme of rationalisation should be completed as soon as possible so that the matter of job security can be looked into seriously. The education authorities need to look into effective and fair evaluation for promotion, as well as into the physical work conditions of the female head of department / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The Christian church was begun in 19Ih century in the traditionally multi-religious society in Korea. Christianity holds a major position in Korea today and has for the past 20 years been growing rapidly in numbers. Despite its phenomenal growth, the churches. and Christianity in general, have been suffering from several ailments, of which dualistic thinking is not the least. Anthropological dualism amounts to not only distinguishing between soul and body, but also ascribing a separate and independent existence to each of these "components" of the human being. This dualism (as well as others) developed in the church under the influence of traditional Korean religions such as Buddhism, Confucianism and Shamanism that have been teaching such dualisms. The Korean Christian mindset has to this day been dualistic both as a result of such cultural and philosophical influences and o€ ideas brought by the early missionaries to Korea. The influence of Platonic dualism is still widespread in the conservative and gospel church. This study focuses on: + examining the nature of the problem of anthropological (and other forms of) dualism + how the problem has been manifesting itself in Korean churches and in church education + the most momentous influences on Korean Christianity and churches resulting in a dualistic mindset regarding life in general and the human being in particular + the impact of anthropological dualism on church life and especially on education in the context of the church + the Biblical view of the human being, and on + how the pervasive problem of anthropological dualism can be eradicated. It was found that, although the Bible uses a whole variety of words that somehow relate to or describe the human being, these words or t e n s do not refer to "parts" or "components" but rather to different facets of the human being, much like one can refer to the different facets of a polished diamond. Whenever a word is used, it refers to a particular perspective from which the human being is approached or viewed but in the final analysis, it refers to the whole being. Discovery of this perspective was important in view of the dualistic tendencies in Korean churches and in church education. Application of a holistic view of the human being enables one to approach education as the guiding, leading, enabling, equipping and discipling of educands (those who are being guided etc.) as whole, total and integrated persons. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

A lot of changes have occurred in the Department of Education (DoE) since 1994. These changes require teachers to study, implement and assess learner outcomes while providing meaningful, engaged learning for a diverse learner population. To enable teachers to cope with changes in the education system, training and retraining of educators has become a major focus of the Department of Education (DoE). The Department of Education needs to ensure that training provided equips teachers with new knowledge and skills and thus enable them to provide education of high quality. Through the decentralization policy that characterises the new education dispensation in South Africa, School Management Teams (SMT) are required to see to it that training of teachers yields the desired results. To this end the School Management Team (SMT) should facilitate transfer of training among educators by providing ongoing support and coaching to trained educators. Ongoing coaching represents the concrete involvement of managers (principals) and supervisors (heads of department) in work–related transfer efforts. It appears, however, that SMTs are experiencing problems in facilitating transfer of training among educators in schools. These problems emanate from three key members of the training partnership, viz., managers, trainees and trainers. In general, problems seem to be related to trainee characteristics, work environmental factors, and training design and delivery. As a result, a research was undertaken to investigate the perceptions of SMTs about the seriousness of problems that they experience in facilitating transfer of training with the major aim of coming up with suggestion about how these problems can be eliminated. A cross–sectional empirical survey design using a questionnaire was used to collect data from 70 SMT members in 10 schools. The major findings from the research show that SMTs experience serious to very serious problems in the areas of providing time for professional development activities within the regular school day, giving incentives to educators for practicing skills learned in training, and providing resources that educators need to apply their newly gained skills. The major recommendation from this research concerns the training of SMTs in facilitating transfer of training prior to training of teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.