This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

The main purpose of this research is to establish whether ICT models as implemented in distance education do help to render desirable results (increment in throughput, meeting clientele expectations, and reduction in learner drop-outs). If it is not the case, what could be done to overcome the established hindrance? The researcher employed programme evaluation (PE) which integrates both the positivistic and phenomenological aspects of research. The samples were drawn from the population group through probability and non-probability techniques. Different research strategies within PE such as discovery, inspection and auditing were at first employed to gauge the physical presence of what is being achieved by Unisa through use of myUnisa & DVC; followed by the use of the surveys (personal interviews, administered questionnaires, focus group interviews). The ultimate outcomes of the said research activities are audiovisual recordings, statistically analysed transcripts and questionnaire data. The researcher employed the following key questions in grappling with issues in this area; their findings are also given: i. Does the application of ICTs facilitate and enhance flexible learning at Unisa? With reference to flexible delivery as it relates to aspect of teaching and learning in Engineering, it has been established that minimal use is made of ICTs. Are the technologies correctly applied for teaching and learning? Based on the evidence of research findings it has been established that technology application is mainly used for administrative support rather than for teaching and learning. iii. Do the instructional design and technological applications meet the needs of their users? As matters stand, the study suggests that users' expectations through rating their perceptions and attitudes (academics, tutors, instructional designers, multimedia developers and learners), are far from being met (as all the critical parts of the models are not yet in place regarding the Engineering and other departments). According to the main finding, while there is some evidence of efforts aimed at proper implementation, underutilisation of the ICTs appears to be the main problem, as established at Unisa and elsewhere. The research is concluded through a number of recommendations based on the established findings. / Educational Studies / (D. Ed. (Curriculum Studies))

Philosophiae Doctor - PhD / There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996; 1997; Luescher and Symes, 2003; Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007; De Klerk, 2006; Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988; Conners, McCown & Roskos-Ewoldsen, 1998; Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students' mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm. / South Africa

This research report presents the findings of an evaluation of a school-based substance abuse prevention programme presented as part of Project Awareness. The programme was presented as a one-day intervention for grade ten learners in eleven schools in Tshwane. The prevention program taught substance abuse refusal skills, anti-substance norms, personal self-management skills, and general social skills in an effort to provide students with skills and information for resisting substance offers, to decrease motivations to use substances, and decrease vulnerability to substance use social influences. The study evaluated this school-based substance abuse prevention intervention in a sample of learners (N=300) in six of the eleven schools. Measures were obtained on a behavioural survey to ascertain whether any knowledge, behaviour or attitude change occurred between the pre-intervention and post-intervention phases. In addition, focus group data and observational measures were implemented to determine how the learners experienced the programme and whether the programme was effective in capturing the attention of the learners. Results indicated that, from learners perceptions of the programme, the intervention seems to have had a positive impact on substance abuse prevention, but not on changing the behaviour of learners already engaging in substance abuse. The results from the behavioural survey indicated some change in learner attitudes to some degree, but not behavioural change. Suggestions for the improvement of the programme were made throughout the report, and the observational measures specifically indicated that the more practical oriented tasks were more efficient in capturing the attention of learners. It is concluded that although the programme certainly had room for improvement, that the programme did indeed address relevant issues. The program also had a direct positive effect on several cognitive, attitudinal, and personality variables believed to play a role in adolescent substance use. / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The effective delivery of quality education depends, to a greater extent, on the quality of teachers. These teachers need to keep pace with the continuous growth of professional knowledge, skills and competences. This study evaluates teacher development programmes in Siyabuswa Circuit, Mpumalanga Province. Professional Learning Communities (PLC) is one of the initiatives that support and improve teacher knowledge and competences. Hence this study seeks to obtain teachers’ perspectives of the PLCs as a teacher development programme. This will probably shed more light into challenges faced by teachers in participating and benefitting from these developmental programmes. Scharmer (2009) states that when a new development unfolds, people may respond to it in two ways: they muddle through or fight back. Scharmer’s Theory U is thus reflected upon in this study as well to help explain and clarify these perspectives so that appropriate strategies can be found to improve teacher development and quality performance in turn.

Study Objective The objectives of this study are: (1) to explore the impact of the national consolidated guidelines for Option B+ PMTCT on the work of healthcare professionals at both clinical and management levels (including nurses, physicians and management) (2) to understand pregnant HIV-positive women views and experiences with ART for life, as a way to better manage the Option B+ PMTCT programme within state hospitals Research Questions The following research questions will be used to explore both perceptions of healthcare professionals and patients: 1.How have the national consolidated guidelines for Option B+ PMTCT affected the work of healthcare professionals? 2.What are pregnant HIV-positive women’s views and experiences about going on lifetime treatment with ARVs? / ABSTRACT Background. South Africa’s National Department of Health has adopted World Health Organization’s (WHO) 2013 consolidated guidelines on the use of ARVs for treatment and prevention of HIV infection. The guidelines include changes for prevention of mother to child transmission (PMTCT) through Option B+. Option B+ aims to reduce the HIV prevalence rate amongst these women by placing them on ART for life, no matter their CD4 count. As a result, in January 2015, these guidelines were implemented for the PMTCT programme at RMMCH. Little is known about the impact of these new guidelines on the work of healthcare professionals in state hospitals. Most importantly, no research has focused on how these changes have affected adherence for the patients. Purpose. The purpose of this research project is (1) to explore the impact of the Option B+ PMTCT programme on the work of healthcare professionals, and (2) to understand pregnant HIV-positive women views and experiences with ART for life, as a way to better manage the Option B+ PMTCT programme. Methods. A qualitative study design is used with a phenomenological approach. The methodology uses demographic questionnaires and semi-structured interviews with healthcare professionals and patients. The study is situated in Johannesburg, South Africa. Findings. The findings demonstrate that work has changed and become difficult to manage for all healthcare professionals because of (1) the need for strengthening indicators for tracking to decrease loss to follow-up (LTFU); (2) inconsistency in delivery of counseling and support services and the need for communication across clinical departments; and (3) the lack of compassion and understanding by service providers. The difficult healthcare environment has affected overall views and experiences of pregnant HIV-positive women going on ART for life. All 55 patient participants responded that they chose to take the fixed-dose combination (FDC) for life to protect the health of the baby and felt ART for life can be stopped after giving birth. Conclusion. Implications for future research include the need to address changes within the healthcare system at both clinical and management levels. It is crucial to incorporate the perspective of patients in policy implementation; uptake and adherence are key indicators in informing whether the Option B+ PMTCT programme is being adapted into state hospitals effectively. There needs to be extensive research on how to strengthen indicators for long term scalability and sustainability of the programme. Future evaluations need to address, will interdisciplinary collaboration within hospitals improve the management and understanding of Option B+? / Thesis / Master of Science (MSc)

The primary goal of this study is to promote knowledge and understanding of the restructuring process of the Family Violence Child Protection and Sexual Offences (FCS) unit in the South African Police Service (SAPS) through impact evaluation. Many evaluation programmes provide blueprints and methods to manage and help solve organisational transformation. They, however, lack dealing with the unique organisational transformation process characterised in the South African Police Service (SAPS). Given this importance, there appears to be potential value in evaluating the impact of the restructuring process in the FCS. During the research extensive panel studies and individual interviews were conducted in the West Rand policing district with FCS members, non-governmental organisations (NGOs) directly involved with family violence, child protection and sexual offences, Senior Public Prosecutors involved with cases concerning the FCS and researchers at a security research institute. Furthermore, a descriptive literature study was conducted to acquire relevant information and perspective from available national and international literature. Various objectives were fulfilled in this study: • The impact of the restructuring process in the FCS, to assess the internal and external climate on service delivery, was identified and described. • It was determined whether the restructuring process in the FCS is achieving its proposed objective. • Feedback to help improve the effectiveness of the restructuring process and improve future strategies was provided. Moreover, this study and its results provide a framework to the SAPS as an organisation that is currently going through an extensive transformation process. As a result, the management of the SAPS will receive first hand information on the areas to specifically focus on during the restructuring of the FCS, or utilised this impact evaluation as a learning curve and an opportunity to rectify shortcomings and also systematically be guided through this process in realisation thereof. Consequently, this impact evaluation could act as a management tool to support and further develop the transformation process in the SAPS. Finally, this study contributes to the baseline of knowledge, with regard to structural transformation in the specialised field of policing. / Police Science / D. Litt. et Phil. (Police Science)

The South African education system is in crisis; with low matric pass rates, high dropout rates, teacher strikes, rising pregnancy rates among teenaged learners, and assaults by learners on educators and other learners. The system is unable to cope with the multiple demands placed on it and a number of NGOs are stepping in to aid the system. This study is an evaluation of an NGO aimed at developing learners through the application of the Appreciative Inquiry approach. The Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners‟ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school. / Psychology / M.A. (Psychology)

Text in English / There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue. / Psychology / M.A. (Psychology)

The primary goal of this study is to promote knowledge and understanding of the restructuring process of the Family Violence Child Protection and Sexual Offences (FCS) unit in the South African Police Service (SAPS) through impact evaluation. Many evaluation programmes provide blueprints and methods to manage and help solve organisational transformation. They, however, lack dealing with the unique organisational transformation process characterised in the South African Police Service (SAPS). Given this importance, there appears to be potential value in evaluating the impact of the restructuring process in the FCS. During the research extensive panel studies and individual interviews were conducted in the West Rand policing district with FCS members, non-governmental organisations (NGOs) directly involved with family violence, child protection and sexual offences, Senior Public Prosecutors involved with cases concerning the FCS and researchers at a security research institute. Furthermore, a descriptive literature study was conducted to acquire relevant information and perspective from available national and international literature. Various objectives were fulfilled in this study: • The impact of the restructuring process in the FCS, to assess the internal and external climate on service delivery, was identified and described. • It was determined whether the restructuring process in the FCS is achieving its proposed objective. • Feedback to help improve the effectiveness of the restructuring process and improve future strategies was provided. Moreover, this study and its results provide a framework to the SAPS as an organisation that is currently going through an extensive transformation process. As a result, the management of the SAPS will receive first hand information on the areas to specifically focus on during the restructuring of the FCS, or utilised this impact evaluation as a learning curve and an opportunity to rectify shortcomings and also systematically be guided through this process in realisation thereof. Consequently, this impact evaluation could act as a management tool to support and further develop the transformation process in the SAPS. Finally, this study contributes to the baseline of knowledge, with regard to structural transformation in the specialised field of policing. / Police Science / D. Litt. et Phil. (Police Science)