Establishing proficient practices for technology teaching and learning is an immense challenge, especially since technology is a new subject that was added as one of the new learning areas within the South African education curriculum. This happened when the South African education system was reviewed after the 1994 democratic elections and OBE was chosen as not only the hub, but the underpinning philosophy of education. As part of the challenges that followed implementing a new subject, when technology was first implemented, there were no qualified teachers to teach it, and there were no official academic programmes to train those who were inevitably selected to teach it. After a while, the government found out that all was not well with the national curriculum technology and that in many schools, it was not as well taught as other subjects. From ever since, institutions of higher learning and service providers across the country made efforts to develop programmes and offer formal training in technology education. This study intended to carefully examine how technology academic programmes are conceptualised, planned, and implemented; and how that contributes to efficient training and development of student-teachers in technology education. This it did by purposefully sampling the University of Pretoria (UP) and performing a case study on its technology education pre-service programme. The investigation necessitated the concept: "the essential features of an effective and comprehensive technology education programme", which the researcher believes are inescapable because they forms the core, effect and success of technology programmes' design features; and they have a propensity to guide educational practice to enhanced performances and yield. From literature, the essential features are centred on programme design, content, teaching methods, programme coordination, staffing, student assessment policies and practices and the context of study. The investigation at UP started with programme conceptualisation and planning, which the researcher performed by interviewing the developers, designers and the lecturing staff. She then performed document analysis on the study guides and university general programme to investigate programme content; and she did lecture observations to explore teaching methods. The results of the study indicated that UP technology education pre-service programme is conceptualised and planned based on problem-based learning, project-driven approach and standard-based design. The lecturing staff applies learner-centred, activity-based, and outcome-based approaches that provide student teachers with opportunities to engage in authentic, real-life problems. The programme content consists of modules that are made up of study units that engage various technology concepts and knowledge base. They have good resources and specialised venues for technology teaching and learning. UP-D&T is balanced and auspicious; students and lecturers are enthusiastic and positive about the activities of this programme. However there exist a few hiccups, which are resembled in the level at which certain essential features are engaged within UP-D&T. The designers and lecturing staff might want to conduct some impact studies of this programme, as well as evaluations of practice on student-teachers presently training and those who were trained under this programme in the past. The study reflected in-depth descriptions of how technology education programmes can be comprehensively designed; by providing a window, patterns, essential features and rubrics for enhanced planning, practice and implementation. Discussions thereof might serve to mobilise, critique and further the discourse on effective pre-service teacher education. / Dissertation (MEd (Science and Technology Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

"Human rights education (hereinafter HRE) squarely fits into the promotional mandate or obligation [of the African Commission on Human and Peoples' Rights]. The Commission is implementing its promotional mandate by disseminating copies of the Charter [African Charter on Human and Peoples' Rights] and sensitising governments about their responisiblities to citizens. There are also ongoing thematic human rights conferences, workshops and ad hoc training programmes throughout the continent. In addition, human rights are taught in some states over the continent as a subject by itself, especially in law faculties of universities, or as a component of interdisciplinary courses. But still, observers and specialists, notably teachers of higher education, who have a certain amount of experience in HRE, admit that there exists no African system of HRE stricto sensu. Many African states do not also have HRE programmes proper. This paper stresses the importance of HRE to avoid violations of human rights and pleads for practical steps by African states to carry out their obligations with respect to promotion of human rights. It also suggests the effective usage of the African Commission's mandate of examination of states reports for monitoring and co-ordination of HRE activities. It will do these by laying down a framework for planning, implementaiton and co-ordination of HRE programmes. ... Chapter one provides background to the study, identifies the problems to be tackled, summarises the relevant literature and introduces the objectives, hypotheses, methodology and scope of the study. Chapter two defines human rights and HRE. It also lists the goals of HRE and discusses the importance of the same. Moreover, it identifies normative foundations for HRE. Chapter three discusses the elements of efficient programmes for HRE. It identifies factors of effectiveness of HRE programmes from its design to its implementation. Chapter four deals with the role of state and non-state actors in HRE and suggests ways of building partnership samong the actors and co-ordination of efforts by the African Commission. Chapter five concludes the paper and provides [a] list of recommendations for effective HRE in Africa." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

To answer the research question of "What would a conceptual framework for spirituality in an employee assistance (EAP) context entail?" an exploratory-descriptive approach was followed. A literature study was conducted to understand the construct of spirituality and the importance thereof in human functioning. Further, spirituality in practical contexts was explored, both in the workplace and in the EAP contexts. The researcher concluded that spirituality is better situated in the EAP that in the workplace setting in general. To further explore spirituality in the EAP context, a quantitative approach was followed and a survey in the form of web-based questionnaire was distributed to a list of EAP practitioners and professionals, which was obtained form EAPA-SA. Survey links were distributed to 232 (valid) email addresses of the members on the EAPA-SA list, and an additional 25 survey links were distributed to other respondents using snowball sampling. Out of the total of 257 valid survey links distributed, a total of 57 completed responses were received, a response rate of 22%. The survey aimed to explore the knowledge, attitudes and practices in respect of spirituality in their respective employee assistance practices. The respondents rated spirituality quite highly in both their own and in their clients' lives, indicating strong positive attitudes towards spirituality and that they frequently deal with spiritual matters in practice. However, respondents indicated uncertainty regarding their own knowledge levels and the training they received to enable them to deal with these matters in practice. Incorporating the results of the literature and empirical studies, a conceptual framework and recommendations for spiritual interventions in EAP practice are proposed. / Mini Dissertation (MSocSci)--University of Pretoria, 2016. / Social Work and Criminology / MSocSci / Unrestricted

Introduction: Compassion fatigue is an extreme state of tension and preoccupation with the suffering of those being helped and affects those who work in caring professions. Helping people in distress can traumatise the helper because of their empathetic ability. Nurses who work in ARV clinics witness the suffering of their patients when they listen to their patients' descriptions of the trauma that they have to cope with. The patients get the chance to let go of the trauma and to share their concerns. Unfortunately the nurses often absorb some of the emotional pain of their patients and not all nurses are equipped to handle the situations in such a way that they do not become secondarily affected by the trauma of their patients and therefore, become vulnerable to develop compassion fatigue. If compassion fatigue is not identified in time and addressed adequately, the affected nurses may develop feelings of hopelessness in their ability to take care of their patients with detrimental effect on the quality of nursing care to these patients. Aims: Firstly, to explore and describe the extent of the manifestation of compassion fatigue amongst nurses working in antiretroviral clinics; and secondly, to develop a wellness programme to aid in the identification and management of episodes of compassion fatigue as well as the prevention of future occurrences of such episodes of compassion fatigue amongst nurses working in antiretroviral clinics. Methodology: The researcher conducted the study in two phases. In Phase one, a single embedded case study design, with three sub-units situated within the case, namely nurses who work in the adult, ante-natal and paediatric ARV clinics in a tertiary public hospital, was used. Purposive sampling was used to select seven nurses. Data was collected using semi-structured interviews. The researcher used content analysis as described by Elo and Kyngäs (2008) to analyse the transcribed interviews. The themes identified include the risk to develop compassion fatigue, manifestation of compassion fatigue and strategies to prevent and manage compassion fatigue. For document analysis the researcher used professional and enrolled nurses' job description and the employee health and wellness programme for public service. In Phase two, the researcher developed the wellness programme to aid in the identification, prevention and management of compassion fatigue amongst nurses who work in antiretroviral clinics and the Delphi Method was used to refine the wellness programme. Findings: Nurses working in the ARV clinics are at risk of developing compassion fatigue due to work environment issues such as challenges created by the health care system, lack of support from management, and their overwhelming work load. The cost of the nurse-patient relationship also contributed to nurses being at risk of compassion fatigue. Aspects that were identified that relate to the cost of a relationship with patients who are HIV positive include caring for traumatised patients, vicarious exposure to traumatic experiences of patients, and the influence caring for patients who are HIV positive has had on nurses' personal lives and their families. Nurses can traumatise their family members by continually not being available for them through emotional withdrawal. Nurses presented with physical, psychological, spiritual symptoms and changes in their behaviour that are indicative of compassion fatigue. Various strategies to prevent and manage compassion fatigue were identified: both what nurses can do, and what they expected from management. Nurses' job description is generic and does not spell out their role and function within antiretroviral clinics. The implementation of the health and wellness programme is lacking. The findings of Phase one and related literatures formed the bases from which the researcher developed the wellness programme to aid with the identification, prevention and management of compassion fatigue. Conclusion: Nurses are at risk of developing compassion fatigue due to the cost of the nurse-patient relationship with patients who are HIV positive. The key to prevention of compassion fatigue is awareness and a number of strategies that can aid in the identification, prevention and management of compassion fatigue have been identified and included in the wellness programme. Managerial support and practicing of self-care is important to maintain the health and well-being of nurses who work in antiretroviral clinic. / Thesis (PhD)--University of Pretoria, 2016. / Nursing Science / PhD / Unrestricted

This study employed convergent parallel mixed methods design to examine the transformative effect of education programmes as perceived by ex-offenders within the South African Department of Correctional Services (DCS). The DCS delivers education programmes to incarcerated people in compliance with Section 29 (1) of the Constitution of the Republic of South Africa. The theoretical framework which underpins this study is the Good Lives Model (GLM) of offender rehabilitation.This research was influenced by John Dewey’s Pragmatic Paradigm. Inquiry was conducted in two Regions; Gauteng and KwaZulu Natal. A convergent parallel mixed methods approach was adopted throughout this study. In-depth interviews and questionnaires were utilized as data collection instruments in the research field. Pilot testing of a questionnaire form was conducted to five (5) exoffenders with demographic characteristics similar to the research sample. A total of fifty-two (52) ex-offenders who attended education programmes in the DCS; forty (40) questionnaires and twelve (12) in-depth interviews) were involved in this study. Both data types; quantitative and qualitative were collected concurrently or parallel and given equal status during data collection (Molina-Azorin & Cameron, 2010, Small, 2011, Creswell, 2013, Creswell & Plano Clark, 2007). Analysis of questionnaires and in-depth interviews data were performed independently. Data integration was performed at design, methods, results and discussion levels (Fetters & Freshwater, 2015, Ivankova, 2015). The main research findings demonstrate that education programmes promote offender transformation, reduce recidivism rate, improve quality of life, improve literacy levels and a criminal record is a barrier to ex-offenders’ employment in communities. Based on the research findings, this study concludes that education programmes enhance offender transformation, reduce recidivism rate, improve quality of life, improve literacy levels and ex-offenders struggle to secure employment opportunities in communities due to a criminal record. This study recommends further research on the transformative effect of education programmes in other Regions, the DCS should prioritize implementation of technical, vocational and entrepreneurial education programmes and a policy which facilitates ex-offenders’ employment to reduce recidivism rate should be developed. Finally, this study proposes a Student Transformation Model for guiding implementation of education programmes within the South African Department of Correctional Services. / Thesis (PhD)--University of Pretoria, 2017. / Humanities Education / PhD / Unrestricted

Magister Commercii - MCom / Higher education institutions (HEIs) worldwide are faced with complex changes and challenges. Employees at these institutions are also faced with even greater demands and obstacles. Academics often work under pressure and fail to achieve balance in their work and other life activities as they strive to meet their job demands. As a result, the academic employee’s well-being may suffer. As the job demands of academics escalate, the level of support and other resources that academics receive appears to decline. Other resources include staffing, support from management, and spaces and places for wellness. When such support is limited or missing, the ensuing stress, burnout, and ill health affect the well-being of academics. Therefore, it is important for universities to invest in a holistic wellness programme formulated specifically to meet the needs of their employees.

Submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE and PHILOSOPHY In the subject of Communication Science at the University of Zululand, 2007. / This dissertation presents the results of an analysis of corporate social investment and HIV/Aids programmes in South African corporations. The study measures the growing debate over the responsibilities of business and the examination of Corporate Social Investment (CSI) programmes and communication strategies used in HIV/Aids awareness programmes by the top 100 listed companies on the Johannesburg Stock Exchange (JSE). The first part of the study reviews theories and literature relevant to defining the understanding and the impact of HIV/Aids on businesses, the idea of corporate social investment/responsibility and the business response to AIDS. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of CSI and HIV/Aids in South African corporations and the findings of the survey. Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of applying corporate social investment -and HIV/Aids to the South African business environment. / National Research Foundation (NRF)

Research in the field of entrepreneurship education suggested the need for more studies that focus on the characteristics of the pathways to entrepreneurship education. Previous empirical work in this field has largely been driven by uncovering the link between entrepreneurship education and its impact on students, while fewer researchers have focused on the alignment between the components that constitute entrepreneurship education. The purpose of this mixed methods study was to explore the contextual factors affecting entrepreneurship courses (design and delivery) and their subsequent effects on student perceptions of entrepreneurship and entrepreneurship education across multidisciplinary programmes within a higher education institution. A key aspect of this study was to determine whether students across disciplines were inspired and stimulated by the content and pedagogical aspects of their courses. In this mixed method convergent parallel design study, the qualitative component consisted of semi-structured interviews, presenting the narrative of ten educators teaching in entrepreneurship education. For the quantitative component, survey questionnaires were administered to a sample of 640 students across multidisciplinary programmes at a higher education institution. These surveys were designed to capture the student perceptions of entrepreneurship and entrepreneurship education, as well as their experience of the entrepreneurship course. Key findings of this research identified four factors affecting entrepreneurship education courses within the higher education institution as those of: course design and delivery; institutional impact; educator aspect and the student aspect. Analysis of the student aspect established the influence of contextual factors affecting student perception including: employment aspirations; prior exposure to entrepreneurship education; socio-cultural influence; employment confidence and student experience of the course. This study proposed a conceptual model presenting a framework for teaching in entrepreneurship that highlights the need for an alignment between the factors affecting entrepreneurship education. This conceptual framework therefore provides a map for (a) higher education institutions aiming to implement entrepreneurship education without assimilating its entrepreneurial flavour, (b) curriculum designers of multi-disciplinary programmes and course planners of entrepreneurship education, and (c) educators in entrepreneurship education aiming to develop not only their teaching practice in this field but also enhance their career trajectory in an fast evolving field of education. Firstly, this study contributes to the growing field of research in entrepreneurship education as it is offered within the higher education system, particularly in South Africa where keen efforts are directed at improving and developing this field through current and ongoing initiatives and implementation plans. Secondly, this research also offers an insight into the challenges faced by educators teaching in entrepreneurship, the positioning of entrepreneurship education courses, particularly within multidisciplinary programmes taught at university level and the dynamic of the student input factor. Considering these insights could provide opportunities for improving entrepreneurship education curricula within the higher education institution, not only from a course design perspective but also in the way courses are delivered. Further expectations from this research would be to promote the status of institutionalised entrepreneurship education courses within the higher education community and to acknowledge the written and unwritten role and expectations of educators in this field. This should encourage opportunities for faculty training and development in entrepreneurial learning, benefitting both educator and student.

Magister Artium - MA / There is a high prevalence of sexual risk behaviour among adolescent females in South Africa. As such several intervention programmes are being offered by government, non-profit organisations and the private sector. The aim of this qualitative study was to understand adolescent females’ experiences and perceptions regarding adolescent sexual risk behaviour after their involvement in a youth development programme, offered by the Department of Social Development, in a selected community in the Eastern Cape, South Arica. As such a combination of an exploratory and descriptive design was employed, using a feminist approach to contextualise the phenomenon under investigation. Fifteen females between 18 and 25 years who participated in the YOLO programme participated in the study. Individual semi-structured interviews were conducted, and thematic data analysis yielded five themes and several subthemes. The findings indicate that adolescents engage in risky sexual behaviours from a very early age. The beneficial impact of the YOLO programme, its contribution towards improved decision making, reduced sexual risk behaviours and awareness of the influence of peer pressure are key findings. Recommendations for policy, social work practice and further research are offered. These include the need for research that addresses sexual risk behaviours in pre-adolescence. Improved insight into how to target sexual risk behaviours during pre-adolescence are regarded as a significant preventative measure. Moreover, government and policy makers should conduct more rigorous evaluations of youth development programmes focused on reducing risky sexual behaviour. Ethical clearance was granted by the Humanities and Social Sciences Research Ethics Committee, at the University of the Western Cape, and the Department of Social Development in the Eastern Cape.

Background First year experience (FYE) programmes are standard offerings across a number of higher education institutions (HEIs), both locally and internationally. The increase in FYE programmes has been due to the fact that many first-year university students struggle with the academic and social transition from high school to university (Anderson, Wason, & Southall, 2016; Briggs, Clark, & Hall, 2012). The Discover Commerce (DC) Programme is a FYE programme that was first implemented at the University of Cape Town (UCT) in 2019. The DC Programme targets all first-year students enrolled in any degree programme offered by the Faculty of Commerce. The overarching aims of the programme are: (a) to equip students with the requisite knowledge and skills to successfully transition from high school to university and thrive academically within this higher education environment, and (b) to provide students with a strong foundation for success at university and in their careers post university. The programme includes an online learning component, face-to-face group work sessions and peer mentoring. Evaluation Focus The main objectives of this evaluation were to determine: (a) whether or not the DC Programme had been designed in a way to achieve its intended outcomes, (b) to clarify whether the personal, academic and social needs of first-year students were correctly identified by the stakeholders who designed the DC Programme, and c) to use the DC's reconstructed programme theory and logic produced in the theory evaluation to inform the development of a Monitoring and Evaluation (M&E) framework. As such, a theory evaluation and needs assessment were conducted. An M&E framework was also developed for the programme. The following questions were addressed: 1. What are the assumptions that underlie the DC Programme? 2. Is there evidence that the DC Programme's activities, outcomes and causal linkages are plausible? 3. What elements of the DC Programme theory could be modified to maximise the intended outcomes? 4. What are the personal, academic and social needs of first-year university students in a South African context? 5. What indicators, implementation and outcome measures need to be incorporated into the M&E framework for the DC Programme? Methodology The evaluator used Donaldson's (2007) five-step process for developing and assessing the programme theory. An initial programme theory was developed for the programme by engaging a purposive sample of three programme stakeholders in a structured discussion session (evaluation question 1). A plausibility assessment of the initial programme theory was conducted through an extensive literature review to address evaluation question 2. Based on the plausibility assessment findings, the evaluator was then able to make recommendations on how the programme theory could be reconstructed to improve the likelihood that the DC Programme will achieve its intended outcomes. A needs assessment was conducted by qualitatively analysing the data from a sample of 60 reflective assignments completed by first-year Commerce students who participated in the DC Programme. This needs assessment was conducted to shed light on whether the programme had correctly identified the needs and challenges of its target population. The evaluator used a modified five-stage process developed by Markiewicz and Patrick (2016) to outline the M&E framework. The evaluator used the reconstructed DC Programme theory and logic produced in the theory evaluation to inform the development of the evaluation questions, indicators, and targets for the framework (evaluation question 5). Key Evaluation Findings from the Theory Evaluation and Needs Assessment The final output of the theory evaluation was a critically reconstructed programme theory of the DC Programme (evaluation question 1). The evaluation found that the activities, outcomes and causal linkages of the programme theory were plausible (evaluation question 2). However, the literature suggests that the success of these types of programmes is dependent on the programme incorporating best practices and several design considerations. These include: a) appropriate staff recruitment, training and support; b) content and grading of assessments; c) structure and dosage of the programme; and d) quality of programme staff-student relationship (evaluation question 3). • The literature review findings indicated that the DC Programme did incorporate some of the design requirements for an effective FYE programme. For instance, content offered in the programme was aligned to best practice literature which includes problem-solving activities, collaborative group work and a reflective assignment. • In terms of the structure and dosage of the programme, the DC Programme has small class sizes for the face-to-face component and runs for a full academic year, which is in accordance with best practice literature for effective FYE programmes. • There are, however, various areas of improvement for the design of the DC Programme. According to best practice literature, students should receive written feedback on assessments and these assessments should be letter-graded to ensure that expectations for students are set at appropriately high levels. The group sessions and major assessments in the DC Programme are not letter-graded and students do not receive written feedback on tasks or assessments. • In terms of appropriate staff and recruitment, literature review findings indicate that the face-to-face component in FYE programmes are most effective when taught by academic staff. The DC Programme does not meet this design requirement as it uses third-year undergraduate students to facilitate the group sessions of the programme. • Literature review findings emphasise that ongoing professional development opportunities for FYE programme staff is a best practice for FYE programmes. In the case of the DC Programme, although programme staff undergo training before being recruited onto the programme, the programme does not have ongoing professional development opportunities for programme staff. Several key themes emerged from the needs assessment which related to the personal, academic and social needs of first-year university students (evaluation question 4). • Students reported various academic challenges and successes experienced during the first-year of university. The DC Programme has addressed these academic challenges in the programme through the online modules that provide structured academic guidance and support. • Students were also positive about the exposure to different disciplines and courses during the first-year of university. This need has been addressed by the programme as the face-to-face component of the course exposes students to different Commerce disciplines in the various group case study projects. • In addition, students reflected on their personal growth during the year. The DC Programme considered the need for students to reflect on their overall experience of university through the reflective assignment. • The needs assessment findings, however, indicated that not all of the needs of first-year university students were adequately addressed by the programme. For instance, students placed importance on social engagement with their peers. Although the DC Programme incorporates group work which is meant to facilitate student engagement, this group work is academic-focused and may not provide students with sufficient opportunities for social interaction. • Students also reported experiencing mental health challenges due to academic demands and other external factors experienced during the first-year of university. Although the DC Programme does include online modules that contain stress management strategies, it does not include specific initiatives to support students who experience mental health challenges. Recommendations The evaluation findings informed the key recommendations in this dissertation which include the following: • It is recommended that the DC Programme uses a letter-grading system for the tasks that have to be completed as part of the programme and award a final grade on completion of the course. Grading rubrics could be designed for major assignments (e.g. the reflective assignment) to help students understand what the expectations are for each assignment. These grading rubrics may also guide the instructor or the marker on how to give constructive written feedback. • It is recommended that the DC Programme appoints faculty staff to facilitate the face-to-face group discussions (if resources permit). Peer mentors could still be involved in a support capacity (i.e. to assist faculty staff during the sessions and with grading of assignments). • The DC Programme should consider providing structured professional development opportunities to programme staff. This is an essential component of successful FYE programmes. These structured development opportunities could take the form of check-in meetings before and after each of the face-to-face group sessions. These meetings could serve as a platform to share insights, strategise on how to tackle common or unique challenges encountered and develop new facilitation skills. • To increase the opportunities for social interaction and foster a sense of community amongst the groups, it is recommended that students are given an opportunity to engage and connect meaningfully with peers on a social level. Small-group social gatherings could be arranged at different points during the academic year. • It is recommended that the DC Programme strengthens its linkages with the UCT Wellness Service, and provide structured in-person guidance on how to access this service. Peer mentors could be involved in the referral and information dissemination process.