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The effects of the educator post-provisioning model in the management of public schools in iLembe District.Ntuli, Mbuyiseni Goodlife. January 2012 (has links)
The Post-Provisioning Model (PPM) is a Resource Allocation Model (RAM) used by the Department of Education to optimize the distribution of available educator resources to public schools. The KwaZulu-Natal Department of Education adopted the PPM to distribute the total available posts to all public schools in an equitable, transparent and resource-efficient manner. The PPM is a formula-driven model that primarily allocates educators, as human capital, to public schools based on learner enrolment numbers. In addition to allocating teaching staff, the PPM allocates the School Management Team (SMT) to each school. The outcome of the PPM formula is called the Post-Provisioning Norm (PPN). The implementation of the PPM has presented various challenges in the management of public schools. The primary aims of this study were to investigate any possible weaknesses of the PPM and to critically evaluate and explore school managers’ views of the PPM in the management of public schools. For the purposes of this study a complex probability sampling procedure was used. The participants were chosen from the principals within KwaZulu-Natal Department of Education in iLembe District. A sample size of 217 principals participated in the survey, which was drawn from the population of 420 school principals. The literature review undertaken in chapter 2 and the field research conducted in chapter 4 revealed that there is a gap between the ideals of the PPM and its implementation. It was found that there was a poor understanding of the technical aspects of the PPM formula among principals of public schools. There is evidence of equitable quantitative distribution of posts through the PPM. However, it was discovered that the PPM does not take into account the distribution of qualified educators. Hence, some of the allocated posts in public schools were often filled by under-qualified or non-qualified staff. The appointment of qualified educators was skewed. Further findings of this study revealed, amongst others, the inability of the PPM to provide for and promote the needs of a diverse curriculum in rural areas, and the inability to factor in and balance for the variable that some public schools raise millions of rands in school fees, which enables the advantaged schools to employ additional educators. The primary recommendations of this study are that principals be trained, on an annual basis, on the workings of the PPM and that the South African schools Act No.84 of 1996 must be amended to grant authority to the Head of Department of the province to appoint and deploy qualified educators to public schools. / Thesis (MBA)-University of KwaZulu-Natal, Durban, 2012.
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Évaluation de projets/programmes dans les pays en voie de développement : cas de quatre projets au Burkina FasoKonkobo, Tinsakré 24 June 2013 (has links) (PDF)
Cette thèse porte sur l'évaluation de projets/programmes dans les pays en voie de développement. Partant de l'exemple de quatre projets du Burkina Faso, cette recherche s'est interrogée sur la pertinence du type d'évaluation externe à privilégier entre l'évaluation ex-ante (évaluation avant) et l'évaluation à mi-parcours. Il a été aussi question de déterminer les causes de l'insuffisance de la pratique de l'évaluation dans les pays en voie de développement. Les différentes investigations menées auprès de bénéficiaires de projets humanitaires, ont démontré qu'il est plus intéressant de choisir l'évaluation externe à mi-parcours qui favorise l'atteinte des objectifs visés du projet. Par ailleurs, en interrogeant les principaux acteurs de projets : consultants, ONG, bailleurs de fonds, ministères, etc. il ressort que l'ignorance du bien-fondé de l'évaluation, le coût élevé de l'évaluation et la perception de l'évaluation comme sanction (contrôle) sont les trois premières raisons qui freinent la pratique de l'évaluation externe. Enfin, cette thèse propose des outils pratiques en évaluation de projets. En effet, un regard critique a été porté sur l'évaluation en binôme. En outre, en prenant l'exemple concret d'une mission d'évaluation réalisée au Mali, les différentes phases de la conduite d'une évaluation de projet, allant de la commande à la livraison du rapport d'évaluation en passant par le recueil des données et/ou informations ont été détaillées.
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An investigation of school improvement : a case study of David Rattray foundation partner schools in rural KwaZulu-Natal.Govender, Mogandren. January 2013 (has links)
Schools within South Africa are not performing as they should be due to a variety of issues
within the school system. It is for this reason that there has been an increased interest in the
field of school improvement. This research study is an articulation of a case for school
improvement. In the Rorke‟s Drift / Isandlwana area of KwaZulu-Natal the David Rattray
Foundation (DRF) implements school improvement projects at partner schools within the
area with an aim to bring about school improvement.
This qualitative study entailed the researcher conducting semi-structured interviews, a
document analysis, non-participant observation with the use of a checklist, a preference
analysis, and Participatory Action Research (PAR) to formulate a case study of the David
Rattray Foundation (DRF). There were three main themes that emerged from the data of this
research, namely (a) school improvement, (b) partnerships and (c) wider system issues.
Within this study the researcher identified a shift from a charismatic approach to school
improvement to one that is more systematic and business like on the part of the foundation.
An interesting approach to whole school improvement is articulated by the manner in which
the foundation operates. With the complexity of the school system, the researcher has
identified that the DRF uses business principles to counter the problems that arise with the
implementation of school improvement interventions, thus within this study the researcher
presents a business model of school improvement. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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An evaluation of the "Managing stress effectively" personnel capacity building programme of the South African Police Service / by Heiletje Marili WilliamsWilliams, Heiletje Marili January 2003 (has links)
Background: As a result of the restructuring of the South African Police Service (SAPS) in 1996
and various other factors, Police Social Work Services decided to broaden the scope of its services
by developing and introducing proactive, personnel capacity building programmes. By 1999,15 such
programmes were developed. The need subsequently arose for a comprehensive impact assessment
of these programmes and the Evaluation of Personnel Capacity Building Programmes (EKBP)
study was launched in 2001. The evaluation of the Managing Stress Effectively programme formed
part of this research.
Objectives: The primary aim of the study was to determine the effect of the Managing Stress
Effectively Programme on SAPS personnel's knowledge, attitude and behaviour.
Method: In the research, the comparison group pretest and posttest design and triangulation were
used. Six measurement scales and a presenter's evaluation questionnaire were developed and
completed by 327 experimental group respondents, 57 comparison group members and 32
presenters.
Results: Through the triangulation of measurements it was determined that the Managing Stress
Effectively programme had a practical significant effect on the respondent's knowledge, attitude and
behaviour. It was thus an effective tool in the hands of Police Social Work Service that not only
empowered SAPS personnel to lead more productive professional lives, but one that also enhanced
their personal well-being. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2004.
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'n Evaluasie van die tydsbestuur, doelwitbeplanning en probleemoplossing kapasiteitsbouprogramme van die Suid-Afrikaanse Polisiediens / deur Petronella HuisamenHuisamen, Petronella January 2003 (has links)
Background Due to the restructuring of the South African Police Service (SAPS) in 1996, as well as
other factors, Police Social Work Services decided to broaden the scope of its services to also include
pro-active, capacity building interventions. The result was the development of 15 personnel capacity
building programmes by 1999. The need arose for a comprehensive impact assessment of these
programmes and the Evaluation of Personnel Capacity Building Programmes (EPCBP) study was
subsequently launched in 2001. The evaluation of the Problem Solving, Planning of Goals and Time
Management Programmes formed part of this research.
Objectives: The primary aim of the study was to determine the effect of the Problem solving , Planning
of Goals and Time Management Programmes on SAPS personnel's knowledge, attitude and behaviour.
Method: In the research, the comparison group pre-test and post-test design and triangulation were used.
Fourteen measurement scales and a presenter's evaluation questionnaire were developed and utilized. It
involved 666 experimental group respondents, 132 comparison group members and 46 presenters.
Results: All three of the programmes had a significant effect on the respondents' knowledge, attitude
and behaviour and changed their personal and professional life in a very positive manner. The research
proved without doubt that the programmes are effective capacity-building tools in the hands of Police
Social Work Services. However there are still certain steps to be taken to further improve the
programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2004.
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'n Evaluasie van die substansafhanklikheids-program van die Suid-Afrikaanse Polisiediens / deur Marina du PlooyDu Plooy, Marina January 2004 (has links)
Background:
As result of the restructuring of the South African Police Services during 1994 as well as other
factors, Police Social Work Services decided to shift the focus from reactive services to more
proactive, personnel capacity building programmes. At the end of 1999 , 15 of these programmes
were already developed. Although basic evaluation instruments were included in some of the
programme packages, the need arose to determine either the effect of the programmes on the
participants or the cost-efficiency of the interventions scientifically. This led to the launch of the
PCBP project and the Evaluation of the Substance Dependency study in November 2001. This
form part of the evaluation of the comprehensive personnel capacity building research project.
Objectives:
The primary aim of the study was to determine the effect of the Substance Dependency
Programme on SAPS personnel's knowledge, attitude and behaviour.
Method:
In the research, the comparison group pre-test and post-test design and triangulation were used. Six
measurement scales and a presenter's evaluation questionnaire were developed and completed by
217 experimental group respondents, 47 comparison group respondents and 10 presenters.
Results:
Through the triangulation of measurement it was determined that the Substance Dependence
Programme had a practical significant effect on the respondent's knowledge, attitude and behaviour.
It is thus an effective tool in the hand of Police Social Work Services, that empower police
members and lead to productivity and enhanced their personal well-being. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2005.
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Die waarde-oriëntering van leerders in sekondêre skole / Andrew Dariús AbdoolAbdool, Andrew Dariús January 2005 (has links)
This study focuses on the identification of didactic guidelines for presenting values
education in secondary schools. The studied literature sends a clear message that
values education is of cardinal importance in education, teaching and training. In 2000
the National Department of Education of South Africa assembled a task team to identify
a set of values in particular relevant to education and training. In the report Manifesto
on Values Education and Democracy (DOE, 2001) six core values are singled out as of
primary importance to the new dispensation in South Africa: equality, equal rights,
tolerance, multilingualism, transparency, accountability, and social responsibility. The
Report focuses only on national, political and social values, however. From research
performed by Rens (2005), Hattingh (1999) en Bagarette (1995), it is clear that an
individual needs to be educated as a holistic being and all life values thus need to be
addressed integratively .
A literature study was undertaken to clarify the concepts values, value orientation and
values education, and also to determine how adolescents experience values education.
Consequently, different values education programmes currently implemented in foreign
countries were analysed . It was found that the 'Cornerstone-waardes" programme of
John Heenan, applied in New Zealand, could reasonably easily be adapted for the
South African context. From the discussion of the curriculating process as applicable to
values education, didactic guidelines could be formulated for values education in South
African schools.
To identify the current orientation to values as manifested by learners, teachers and
school principals in South Africa, the values questionnaire compiled by Vreken and
Rens (2001) for research on the values orientation of university learners, was adapted
and completed by the population involved in this study. Principals were subjected to
partly-structured interviews to gain their opinions on values education in schools.
Interviews on possible guidelines for values education in South Africa were also
conducted by e-mail with international experts.
Since the primary aim of the study was to determine the values orientation of secondary
school learners and to recommend didactic guidelines for values education, the aim was
mainly attained by means of the empirical study. Noteworthy is, however, that there is
no symmetry between learners' views on important values and those that the
Department of Education finds it necessary to be promoted. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Riglyne vir die implementering van 'n portuurhelperprogram in sekondêre skole in Suid-Afrika / Theodora Petronella KanesKanes, Theodora Petronella January 2006 (has links)
In South African secondary schools there are learners who undergo a daily struggle with
social and emotional problems. The problems learners struggle with include problems
like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia,
bulimia, stress, bullying, and many more.
These problems often result in learners experiencing a great deal of pressure. They
sometimes feel hopeless as they fail to find suitable solutions for their problems. They
often feel alone and as though there is no one whom they can share their problems with
and who truly understands.
A Peer Helper Programme is a programme that focuses on training a selective group of
learners to be peer helpers. A peer helper is someone who understands or someone of
more or less the same age as the person seeking for help, has empathy, good listening
and communication skills, and offers help and understanding in times of need.
A literature study has been undertaken to give the precise description of the concept of
peer help, to determine the task and function of a peer helper and to establish what
exactly the training of a peer helper should encompass. The results obtained from this
information allowed the setting of guidelines for the implementing of a peer helper
programme for the effective training of peer helpers.
An empirical study was executed to establish the nature and scope of the problems
learners in secondary schools in the Klerksdorp school district experience and their
needs concerning peer helping. From this study it was concluded that a need exists for
peer helping programmes as well as guidelines for the design and implementation of a
peer helper programme. Questionnaires were used and the following can be concluded
from the investigation:
There is an existing need for a peer helper programme as learners who
experience problems will rather share this with a peer before telling an older
person.
A set of guidelines need to be put into place for the implementation of a peer
helper programme.
To conclude the recommendation is made at the end of this study that a peer helper
programme needs to be implemented in every school in the various school districts and
that it should stand under the management of the school principle and the assistance of
the guidance teacher. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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'n Model vir die kortkursus-indiensopleiding van onderwysers vir die leerarea Tegnologie / Gerda Marié ReitsmaReitsma, Gerda Marié January 2006 (has links)
The term technology indicates the process where knowledge, skills and
resources are applied to identify human problems and needs and to solve it
through analysis, planning, manufacturing, implementation and evaluation.
Technology education of the learner is important because it becomes necessary
for all people to become technological literate to be able to solve problems, to
understand and use technology responsibly and to show appreciation for the
interaction between man, technology and the environment.
Technology is a relative new learning area that was implemented in the
curriculum of the Intermediate and Senior phase. The problem is that educators,
who received training before the implementation of this learning area, are not
specifically trained for this learning area. These educators are specialized in
other subject disciplines than the one needed for the teaching of technology. It is
important for educators to have adequate subject knowledge and skills, as well
as subject specific pedagogical knowledge and skills to teach the subject
effectively. Qualified educators can be retrained in a new subject field by
attending in-service training courses.
In-service training in the South-African school system is currently uncoordinated.
is done in an ad-hoc way and is not regarded as part of the professional
development of educators. It is especially short courses that show shortcomings
with regard to the needs of the educators, time available and form of training.
Educators who do attend in-service courses experienced problems to implement
the new knowledge and skills in the school situation, due to a lack of support.
The need for a comprehensive short course model based on the specific needs
of learning area technology teachers was identified. A situation analyses where
learning area technology subject advisors as well as the learning area technology
teachers were involved, were done, after which a model was presented. The
model is based on four variables, namely context, process, strategy and
structure, and content. These four variables determine the further development
of the model and influence the outcomes, design, implementation, evaluation and
closing. Central to the model is the reflection that is integrated with each phase
of the model. Through critical reflection problems in each phase can be identified
in time after which the necessary adaptations could be made. This will contribute
in making sure that training is still done according to the specific participants
needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.
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An evaluation of the "HIV and AIDS awareness" capacity building programme of the South African Police Service / Motshegwa Johannah MontsiMontsi, Motshegwa Johannah January 2007 (has links)
Background: As a result of the restructuring of the South African Police Service (SAPS) in 1996 and various other factors, Police Social Work Services decided to broaden the scope of its services by developing and introducing proactive, personnel capacity building programmes. By 1999, 15 such programmes were developed. The need subsequently arose for a comprehensive impact assessment of these programmes and the Evaluation of Personnel Capacity Building Programmes (EPCBP) study was launched in 2001. The evaluation of the HIV and AIDS Awareness programme formed part of this research.
Objectives: The primary aim of the study was to determine the effect of the HIV and AIDS Awareness Programme on SAPS personnel's knowledge, attitude and behaviour.
Procedure: In the research, the comparison group pre-test and post- test design and triangulation were used. Six measurement scales and a presenter's evaluation questionnaire were developed and completed by 261 experimental group respondents, 51 comparison group members and 24 presenters.
Results: Through the triangulation of measurements it was determined that the HIV and AIDS Awareness programme had a practical significant effect on the respondents knowledge, attitude and behaviour. It was thus an effective tool in the hands of Police Social Work Service that not only empowered SAPS personnel to lead more healthy professional lives, but one that also enhanced their personal well-being. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.
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