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Increased customer satisfaction during experiential learningJacobs, H.S. January 2007 (has links)
Published Article / A pilot programme was run (2004-2005) with Tourism Management students at the Central University of Technology, Free State to enhance the satisfaction levels of both the student and relevant employers during Experiential Learning. The goals were to try and better prepare students for their Experiential Learning experience by means of a formal orientation programme in addition to the normal briefing session held and to enable both students and employers to achieve higher satisfaction levels in terms of pre-determined aspects as a result of the programme. The pilot programme was based on and informed by theories of learning in cooperative education, best practice requirements as well as a study of possible benefits to all parties concerned.
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A critical study of a continuing professional development orientation programme for educatorsNtloana, David Ntapo 28 July 2010 (has links)
This study focuses on the extent to which the National Curriculum Statement (NCS) Professional Development (PD) orientation programme for Intermediate Phase educators achieved its intended outcomes. The study was conducted with 17 Intermediate Phase educators who attended the NCS PD orientation programme, which was presented by the Department of Education officials. This orientation programme was aimed at ensuring that Intermediate Phase educators are equipped with the necessary knowledge, skills and attitudes to implement the NCS effectively. The participants in this study are all Intermediate Phase educators in Mpumalanga Province, Nkangala Region. The researcher used both quantitative and qualitative methods in gathering data. Questionnaires, interviews and documentary analysis were used as data streams. The study revealed that the NCS PD orientation programme achieved its intended outcomes but the majority of teachers are still struggling to implement the NCS in line with the requirements of the NCS policy. The research also revealed that the support these educators obtain from the district subject advisors result in these educators developing a dependency syndrome and therefore compromising their professional roles as designers of learning programmes and constructors of knowledge (constructivist approach to teaching and learning). Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted
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Evaluation of the impact of HIV/AIDS Life Orientation Prevention Programme in a Cape Town High SchoolFatoba, Abiodun Folakemi January 2013 (has links)
Magister Educationis - MEd / The rate at which the spread of human immunodeficiency virus/auto immunodeficiency syndrome (HIV/AIDS) is increasing in the world has brought with it the realization that the disease is more complex and extensive than imagined. The alarming increase in the rate of infection combined with the fact that researchers have not found a cure has considerable socioeconomic implications. The peculiarity of HIV/AIDS, has caused almost all countries of the world to introduce different types of intervention programmes for the youth in order to reduce or eradicate the disease. South Africa, being one of the countries in the world that has the highest number of people living with HIV/AIDS, has introduced a Life Orientation Programme (LOP) into the school curriculum as a preventive measure. HIV/AIDS prevention programmes as part of the LOP are designed to increase the knowledge and skills of youths in order to adopt and maintain good sexual behaviours that can virtually eliminate the risks of becoming infected with the HIV. This study evaluates the effectiveness, efficiency, relevance and impact of LOP on the sexual behaviours of the learners in a high school in Cape Town. The study was motivated by the fact that, despite the introduction of different intervention and prevention programmes in high schools, there seems to be no significant reduction in the spread of HIV/AIDS among the youths.
In order to make this evaluation worth the while, four instruments, (questionnaires, semistructured interviews, a classroom observation schedule and a test), were used in the study with the consent of the participants and the school authorities. The participants (the teachers and learners) were contacted independently by an educator who was introduced to me by the principal, so that the researcher would not influence the information provided.
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A grounded theory of hazing in Gauteng secondary schools / Umqondo wenzululwazi ozinzile wokufikiswa ezikoleni zamabanga aphezulu eGauteng / Teori ya kgoboketso le tshekatsheko ya thupiso dikolong tse di phagamego tsa GautengHuysamer, Carolyn Ann 12 1900 (has links)
Hazing is an ancient, universal practice. In past and modern societies, the need to join a group
is an aspect of our humanity. The process of joining a group frequently includes the need to be
hazed in order to legitimate full membership. This study uses the theoretical frameworks of
Michel Foucault, Pierre Bourdieu’s perspectives of social order, Henri Tajfel and John Turner’s
theory of social identity, and Albert Bandura’s theory of moral disengagement to look at
individuals joining groups. In particular, the study has sought to ascertain why those who haze
are motivated to act. A grounded theory has been developed through interviewing young adults,
who while in positions of leadership as Grade 12 learners in Gauteng schools, planned hazing
activities. The grounded theory shows that hazing while enacted by an individual is not solely
driven by that person, but rather hazing is a means of cultural reproduction. The mechanism
through which hazing occurs focuses on achieving a sense of belonging, conforming to a given
culture and consenting to hazing. The hazer is motivated to pass on aspects of the school’s
culture, namely school traditions, hierarchical structures, means and standards of discipline,
and showing appropriate respect to others. The hazer believes that this can be achieved as those
being hazed will comply if they can avoid being humiliated. The developed theory is grounded
and was verified through interviewing stakeholders in the school community who had
extensive knowledge of the school culture and of Grade 12 learners. / Ukufikisa kungumkhuba wasemandulo, owenziwa emhlabeni wonke. Emiphakathini
yasendulo neyenamuhla, isidingo sokuhlanganyela neqembu elithile yinto eyingxenye yobuntu
bethu. Inqubo yokuhlanganyela neqembu elithile kuvame ukufaka kukona isidingo
sokufikiswa ukuze umuntu abe yilungu ngokuphelele. Lolu cwaningo lusebenzisa izinhlaka
zemiqondo yezinzululwazi ezingoMichel Foucault noPeter Bourdieu wokuhleleka
kwezenhlalakahle, umbono kaHenri Tajfel noJohn Turner wokuzibandakanya kwabantu
kwezenhlalo kanye nombono ka-Albert Bandura wokuziphatha ngendlela engahambisani
nemigomo yokulunga ukuze kubukwe abantu abajoyina amaqembu. Ngokusempeleni,
ucwaningo lufuna ukubheka ukuthi labo abafikisayo bakhuthazwa yini. Umqondo
wenzululwazi wakhiwa ngokuba kubuzwe intsha esencane imibuzo, intsha eyayihlela izinhlelo
zokufikisa eyayisezikhundleni zokuhola abafundi ngenkathi yenza iBanga 12 ezikoleni
zaseGauteng. Umbono wenzululwazi ozinzile uveza ukuthi ukufikiswa, yize kwenziwa
umuntu oyedwa kusuke kungaholwa yilowo muntu kuphela, kodwa ukufikiswa kuyindlela
yokukhiqiza kabusha ngokwesiko. Indlela okwenziwa ngayo lokhu kufikisa igxile ekufezeni
umuzwa wokuba yingxenye yabathize, ukuguqukela osikweni nasekuvumeleni ukufikiswa.
Lowo okunguye ofikisayo usuke efuna ukudlulisela phambili izingxenye zamasiko esikole,
njengemikhuba, ukwakheka ngokushiyana kwamazinga, izindlela nemigomo yokuziphatha
kahle, kanye nokubonisa inhlonipho kwabanye. Lowo okunguye ofikisayo ukholelwa ekutheni
lokhu kungafezwa njengoba labo abafikiswayo bezokwenza lokho okuthiwa abakwenze
inqobo nje uma bezogwema ukuhlukunyezwa. Umqondo wenzululwazi osunguliwe uzinzile
futhi waqinisekiswa ngokufaka ababambiqhaza imibuzo emiphakathini yezikole eyayinolwazi
olunzulu maqondana nesiko lesikole kanye nabafundi beBanga 12. / Thupiso ke mokgwa wa kgale, wa lefase ka bophara. Ditshabeng tsa kgale le tsa mehleng ye,
tlhoko ya go tsenela sehlopha ke karolo ya botho bja rena. Tshepetso ya go tsenela sehlopha
gantsi e akaretsa tlhoko ya thupiso go kgonthisisa boleloko bjo bo feletsego. Nyakisiso ye e
somisa mahlamo a teori a Foucault, dipono tsa Pierre Bourdieu tsa thulaganyo ya setshaba,
teori ya Henri Tajfel le John Turner ya boitshupo bja setshaba, le teori ya Albert Bandura ya
tlogelo ya melawana ya boitshwaro go lekola batho ba ba tsenelago dihlopha. Ka kakaretso,
nyakisiso ye e lekile go kgonthisisa gore gobaneng bao ba rupiswago ba hlohleletswa go tsea
magato. Teori ya kgoboketso le tshekatsheko e tsweleditswe ka go botsisa baswa dipotsiso bao,
ge ba sa le maemong a boetapele bjalo ka barutwana ba Mphato wa 12 dikolong tsa Gauteng,
ba rulagantsego ditiro tsa go sira. Teori ya kgoboketso le tshekatsheko e laetsa gore thupiso
bjale ka ge e diragatswa ke motho ga e susumetswe ke motho yoo a le nosi, eupsa thupiso ke
mokgwa wa pusoloso ya setso. Mokgwa wo thupiso e diregago ka wona o tsepeletse go
fihlelela boikwelo bja go amogelega, go latela setso se se filwego le go dumelelana le thupiso.
Morupisi o hlohleletswa go fetisetsa dikarolo tsa setso tsa sekolo, e lego ditso tsa sekolo,
dibopego tsa haerakhi, mekgwa le maemo a tayo, le go laetsa tlhompho ya maleba go ba
bangwe. Morupisi o dumela gore se se ka fihlelelwa bjalo ka ge bao ba rupiswago ba obamela
ge ba ka thibela go goboswa. Teori ye e hlabolotswego e kgobokeditswe le go sekasekwa
gomme e ile ya tiiswa ka go ka botsisa bakgathatema dipotsiso sekolong sa setshaba bao ba
nago le tsebo ye e tseneletsego ya setso sa sekolo le ya barutwana ba Mphato wa 12. / Educational Studies / D. Ed. (Comparative Education)
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