Thesis (DPhil (Sociology and Social Anthropology))--Stellenbosch University, 2008. / The aim of the study was to design an alcohol abuse prevention program for the workplace that was based on a sound program theory. Ultimately the study aimed to indicate an approach to the improvement of social service programs by the incorporation of program theory in the design, implementation and evaluation of social service programs. In the first phase of the study the program theory was developed. Literature studies on the prevention of alcohol abuse and on program evaluation were done. This was followed by a survey in the workplace to determine alcohol consumption and abuse, factors contributing to alcohol consumption, workplace factors contributing to abuse and attitudes towards the responsible consumption of alcohol. The survey was complemented by focus group discussions. Eight hundred and fifteen respondents completed the survey. The most important findings were that 46% of respondents indicated that they drink alcohol, nine percent could be classified as alcohol dependent according to the Michigan Alcoholism Screening Test (Selzer, 1971) and 24% of men and 15 % of women drank at risky levels. The most important factors contributing to alcohol consumption were social problems, social drinking and dependence. Workplace factors contributing to alcohol consumption were the lack of control, availability of alcohol, social pressure to drink and the quality of work. The program theory was formulated from the results of the literature study, the survey and the focus group discussions. The all-inclusive program theory was that life skills training will lead to a reduction in frustration and therefore a reduction in the abuse of alcohol, within a positive work environment. In the following phase the program was implemented and evaluated. The program consisted of life skills training, supervisor training and the revision of the alcohol policy. Quantitative and qualitative methods were used to test the program theory and evaluate the program. The life skills program was tested by means of an experimental design. The experimental groups showed an improvement in psychosocial functioning, but the differences were not statistically significant. The intervention had no significant effect on the consumption of alcohol. Respondents’ knowledge about the moderate drinking of alcohol improved significantly, but attitudes towards moderate drinking were not affected. Supervisor training was done to improve relationships at work and to lower frustration. Supervisors improved their knowledge of managing a troubled employee significantly and felt more comfortable in managing troubled employees after the training. The substance abuse policy of the workplace was revised successfully. The study contributes significantly to the methodological improvement of substance abuse prevention programs in the workplace and illustrates the importance of program theory in the design and evaluation of social programs. The study also illustrates how a process of formative evaluation can be used to improve social programs. More specifically the value of a systematic process of program development and program evaluation has been demonstrated, including that an in depth problem analysis has been done, an intensive and collaborative process of theory development has been undertaken and a rigorist evaluation design (with quantitative and qualitative components) has been applied.

Philosophiae Doctor - PhD / Cardiovascular disease is amongst the top three leading causes of mortality in South Africa and the world. The effects of cardiovascular disease can be seen in limitations of function within all spheres of life, including work function. Cardiac rehabilitation programmes have been documented to improve functional abilities, but little is known about the return to work rate after cardiac rehabilitation. Access to cardiac rehabilitation programmes in the Western Cape is limited. This study aimed to determine the return to work rates and influencing factors after cardiac rehabilitation as well as to design an intervention programme that is accessible and could facilitate return to work for individuals with cardiovascular disease.

Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in South Africa, educators will no longer be passive recipients of a curriculum developed within the ivory towers of a Department of Education. Curriculum development will be the task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre of educator expected to manage the demands of Outcomes-Based Education. The researcher is of the opinion that there are many dedicated educators willing to accept the historic nature of the journey which lies ahead of them, and who, with the adoption of an encouraging, supportive approach to professional development, will be willing to work with, adapt, modify and improve the Outcomes-Based curriculum presented to them. Educators need to assume responsibility for the professional development of Learning Programmes and the learner support materials to ensure that learners get to grips with the new curriculum. This task can be achieved through high-quality in-service education, training and re-training of educators. This study describes workshops developed by the researcher to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth understanding of the Specific Outcomes without which, the educators would be at a loss to develop meaningful Learning Programmes. Examples of Learning Programmes developed by some of the participating educators over a period of twelve months indicate the levels of proficiency attained through close monitoring and assistance offered by the researcher. Outcomes-Based Education has been successful where all involved have taken on the challenge to do their best and as we collectively strive to improve the standard of education in South Africa, let us, in the words of Jane Hofmeyer (Article (b),Sunday Times, 25/10/98), "look forward to the day when every child as an educational birthright, can claim access to competent, caring and committed teachers and schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)

Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in South Africa, educators will no longer be passive recipients of a curriculum developed within the ivory towers of a Department of Education. Curriculum development will be the task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre of educator expected to manage the demands of Outcomes-Based Education. The researcher is of the opinion that there are many dedicated educators willing to accept the historic nature of the journey which lies ahead of them, and who, with the adoption of an encouraging, supportive approach to professional development, will be willing to work with, adapt, modify and improve the Outcomes-Based curriculum presented to them. Educators need to assume responsibility for the professional development of Learning Programmes and the learner support materials to ensure that learners get to grips with the new curriculum. This task can be achieved through high-quality in-service education, training and re-training of educators. This study describes workshops developed by the researcher to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth understanding of the Specific Outcomes without which, the educators would be at a loss to develop meaningful Learning Programmes. Examples of Learning Programmes developed by some of the participating educators over a period of twelve months indicate the levels of proficiency attained through close monitoring and assistance offered by the researcher. Outcomes-Based Education has been successful where all involved have taken on the challenge to do their best and as we collectively strive to improve the standard of education in South Africa, let us, in the words of Jane Hofmeyer (Article (b),Sunday Times, 25/10/98), "look forward to the day when every child as an educational birthright, can claim access to competent, caring and committed teachers and schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)

PhD / Department of Public Health / See the attached abstract

Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)

Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)

The main target of this diploma thesis is to confirm the hypothesis that the project "Ski resort Lipno regional winter sport centre" has an unquestionable and a region wide impact on social and economical development of the municipality Lipno nad Vltavou as well as on the whole micro region Lipensko. Within the assessment of social and economical costs and benefits and based on a set of methods used to evaluate projects of ROP NUTS II Southwest which was also a financial source of this project, it was possible to prove the existence of significant and positive impacts on social and economical development of both municipality Lipno nad Vltavou and the whole micro region Lipensko (new jobs, increase revenue of other tourism subjects in this area etc.). Total social and economic effect of the investment is financially positive. It was confirmed by means of the cost- benefit analysis. Present value (PV) is 330 million CZK, net present value (NPV) of the project is about 133 million CZK. Economic rate of return (ERR) reached 11.47 %, profitability index (NPV/I) reached 0.67 CZK net discounted profit per 1 CZK invested in 8 year payback. All these values are positive and it is possible to state that this project has a great value added and it brings good societal benefits.

This thesis explains the reasons of the establishment and development of the European Union's policy for economic and social cohesion, the topics it tries to solve, and instruments through which it provides the member states the financial help. Because, as it can be seen from the caption of this thesis, I describe two operational programmes -- Operational Programme Development of Human Resources and Operational Programme Education for Competitiveness, I concentrate on the European Social Fund, as it is the source of the financial help in the Czech Republic for these two operational programmes. That is why this thesis also pays attention to the application of the structural policy in the Czech Republic with the emphasis on the area of education. It introduces the crucial documents needed to be approved as long as we want to receive money from the EU and it deals with the two operational programmes and its coherence. In the last part of this thesis the weaknesses and strenghts of the implementation of those operational programmes are highlighted.