The Department of Correctional Services sees the need for intensive preparation of inmates for reintegration into the community after release. Presently the Department of Correctional Services conducts pre-release preparation programmes in larger institutions. The inmates are, however, detained in institutions where the influence from other inmates is not conducive to the effective preparation of inmates for adjustment in free society after release or placement on parole. The use of halfway houses can combat the latter problems and play an important role in providing educational and training programmes. Specialised services such as social work; religious work, counselling, psychological treatment and psychiatry receive attention. Inmates who are merely released from prison without effective preparation are likely to resort to recidivism / Penology / M.A. (Penology)

This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work. / Psychology / M.A. (Psychology with Specialisation in Research Consultation)

This study investigated the contribution of staff training and development programmes to effective library and information services in selected university libraries in Ghana. The rationale of the study was to establish the relationship between training and development of library staff and work performance of individual library staff, university libraries and the institutions as a whole, which should reflect in effective and efficient provision of library and information services. The researcher reviewed extensively literature on relevant subject areas related to staff training and development including: the concept of training and development, training needs analysis and assessment, staff training and development, monitoring and evaluation of training, effects of training on job performance, measuring return on investment in training and effectiveness of library and information services. The researcher adopted a survey research method because of the large geographical areas over which the university libraries are located and therefore dispersed population. The researcher adopted mixed methods research approach and thus data was collected using interviews, observations and questionnaires. The researcher also used a mixed sampling method where the researcher combined both probability and non-probability sampling methods in sampling the population. The population for the study comprised library staff, faculty and students from five selected universities in Ghana. The total population from the five universities was 139,463 based on which a sample of 860 was chosen. Thematic content analysis technique was use to analyse qualitative data, while statistical package for service solution was used to analyse quantitative data. The main findings of the study were that staff training and development programmes contributed to the improvement of the knowledge, skills, abilities and experiences of library staff in the universities in Ghana, thereby made university library staff in Ghana more effective and efficient in the provision of library and information services to the university community. However staff development practices alone did not contribute to job performance. Staff development practices were supported with human resource management strategies such as rewards, promotions, bonuses, salary increase and other motivational strategies. Finally the study identified inadequate funding and short falls in the training policies as some of the challenges facing the implementation of staff training and development initiatives in the university libraries in Ghana. It recommends the establishment of training units within the university libraries and adequate budgetary provisions to invest in staff training and development programmes for library staff as well as the adoption of train the trainer concept where staff who participated in training and development programmes are asked to train colleagues and submit a report for the benefit of colleagues as a way of improving staff development practices in the university libraries in Ghana. This study contributes to the existing body of knowledge on staff training and development and work performance in university libraries. / Information Science

Paper One: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems. Section One Introduction 1.1 Purpose Personal, social and emotional development is as much a concern as academic development in children. Research suggests that social and emotional skills are needed to succeed in school (Thompson, 2002) to establish and sustain relationships, reduce aggressive behaviour (Nagin & Tremblay, 1999) and create an ideal learning and teaching environment. The objective of this research is to determine whether the school’s personalised EL programme (NA) produces favourable behavioural outcomes in children. Paper Two: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems.

The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.

Il est généralement admis que l’éducation constitue une des stratégies les plus efficaces pour lutter contre le VIH/SIDA et diminuer sa transmission (Gallant et Matika-Tyndale, 2004). À cet effet, plusieurs pays d’Afrique subsaharienne ont inclus des programmes d’éducation au VIH/SIDA dans leur curriculum scolaire afin de contrer l’épidémie (ADEA, 2007). Cependant, l’efficacité de ces programmes éducatifs demeure incertaine. Par exemple, les objectifs des programmes éducatifs, tels que la transmission de connaissances relatives au VIH/SIDA, ou la diminution des comportements sexuels risqués, ne sont pas toujours atteints (Matika-Tyndale, 2009; Oshi, D., Nakalema, S. et Oshi, L, 2005). Le succès d’un programme de lutte et de prévention en milieu scolaire peut être lié aux contenus d’enseignement traités en classe par les enseignants (Ahmed et al., 2009). Les contenus traités dépendent en partie des représentations et des connaissances des enseignants par rapport au(x) sujet(s) qu'ils enseignent et pour des sujets aussi délicats que le VIH/SIDA et la sexualité, cette relation est particulièrement importante. Par exemple, en Afrique du Sud, malgré l’existence d’une politique nationale sur le VIH et l’inclusion des sujets relatifs au VIH/SIDA dans le curriculum scolaire, la mise en oeuvre du programme de lutte et de prévention peut être compromise par la résistance des enseignants à parler de certains sujets controversés (Ahmed et al. 2009; Mathews et al., 2006). Notre étude, menée dans la région de Cape Town en Afrique du Sud, visait à mieux comprendre les relations entre les caractéristiques socioprofessionnelles des enseignants, leurs connaissances, leurs représentations à l’égard de l’éducation relative au VIH/SIDA et les contenus d’enseignement abordés dans le cours life-orientation dédié à l’éducation relative au VIH/SIDA. Au total, 71 enseignants du cours life-orientation provenant de 18 écoles secondaires ont participé à cette étude. Les enseignants ont rempli un questionnaire portant sur leurs caractéristiques socioprofessionnelles (âge, genre, expérience d’enseignement, niveau enseigné et expérience personnelle avec le VIH/SIDA), leurs connaissances, différentes composantes de leurs représentations (attitudes, norme sociale perçue et contrôle comportemental perçu) et les contenus d’enseignement qu’ils abordent en classe. iv Les résultats des analyses des données ainsi recueillies montrent que la norme sociale perçue est la seule composante des représentations reliée aux contenus d’enseignement abordés en classe par l’enseignant. Les attitudes des enseignants envers l’éducation relative au VIH/SIDA sont plutôt favorables, mais plusieurs d’entre eux manifestent des lacunes par rapport à leurs connaissances sur les modes de transmission et de prévention du VIH/SIDA. Par ailleurs, plusieurs croient que le manque de formation et le manque de matériel sont des obstacles à leur enseignement. Les expériences personnelles avec le VIH/SIDA sont associées à des attitudes plus positives chez les enseignants et l’expérience d’enseignement du cours life-orientation est reliée aux connaissances relatives au VIH/SIDA et au contrôle comportemental perçu de l’enseignant. Nos résultats suggèrent également que certains contenus d’enseignement spécifiques de l’éducation relative au VIH/SIDA, tel que l’utilisation des condoms, semblent être particulièrement controversés et source de malaise pour les enseignants. Nos résultats donnent également des pistes de recherches futures s’intéressant à l’amélioration de l’enseignement relatif au VIH/SIDA, notamment au sujet du besoin de formation et de matériel pédagogique supplémentaire, ainsi qu’au sujet de l’influence des membres de la société sur l’enseignement effectué en classe. Notre recherche montre également l’importance de distinguer, en recherche, les différents contenus d’enseignement, plutôt que de considérer de façon globale l’éducation relative au VIH/SIDA. / It is generally accepted that education is one of the most effective ways to fight against HIV and reduce its transmission (Gallant et Matika-Tyndale, 2004). Many African countries have thus included HIV/AIDS related topics in school curricula, in hopes of countering the epidemic (ADEA, 2007). However, the efficiency of HIV/AIDS related education programs remains uncertain, as certain programs do not seem to succeed in increasing students’ knowledge of HIV/AIDS (Oshi et al., 2005) or changing their behavior (Matika-Tyndale, 2009). In this regard, several studies show that teachers are key players in determining the success of program implementation (Mathews et al., 2006). Studies show that teachers responsible for HIV/AIDS education sometimes feel fear and discomfort with certain topics, which can seem contradictory to their own values and beliefs (Ahmed et al., 2009; Mathews et al., 2006). For example, in South Africa, despite a national policy on HIV and the inclusion of topics related to HIV / AIDS in the life-orientation learning area, implementation of such subjects may be compromised by resistance from teachers to talk about certain topics (Mathews et al., 2006; Ahmed et al., 2009). Our study was designed to gain a greater understanding of the relationships between South African life-orientation teachers’ personal and psychosocial characteristics and their teaching practices. The investigated characteristics include age, gender, teaching experience, level taught, personal experience with HIV/AIDS as well as teacher knowledge, attitudes, perceived social norms and perceived behavioral control. In total, 71 questionnaires were completed and returned (44 % response rate) from 18 secondary schools. Perceived social norm proved to be the only psychosocial characteristic associated with teaching practices. Teachers had generally positive attitudes towards HIV/AIDS education, although knowledge gaps and lack of training, material and resources were problems for many of them. Personal experience with HIV/AIDS was associated with more positive attitudes amongst teachers, and years of experience teaching life-orientation was associated with higher levels of HIV/AIDS knowledge and perceived behavioral control. Our findings show that HIV/AIDS education is vi not a value-free experience and support the need for ongoing teacher training and additional materials for teachers. Furthermore, our findings highlight the importance of studying HIV/AIDS related topics individually and suggest that HIV/AIDS interventions should also focus on dialogue between schools, teachers and community members, and the impact of social norm on teaching practices.

Le but de cette thèse est de spécifier et prouver des programmes avec pointeurs, tels que des programmes C, en utilisant des techniques de raffinement. L’approche proposée permet de faire un compromis entre les techniques complexes qui existent dans la littérature et ce qui est utilisable dans l’industrie, en conciliant légèreté des annotations et restrictions sur les alias. Nous définissons, dans un premier temps, un langage d’étude, qui s’inspire du langage C, et dans lequel le seul type de données mutable possible est le type des structures, auquel on accède uniquement à travers des pointeurs. Afin de structurer nos programmes, nous munissons notre langage d’une notion de module et des concepts issus de la théorie du raffinement tels que les variables abstraites que nous formalisons par des champs modèle, et les invariants de collage. Ceci nous permet d’écrire des programmes structurés en composants. L’introduction des invariants de données dans notre langage soulève des problématiques liées au partage de pointeurs. En effet, en cas d’alias, on risque de ne plus pouvoir garantir la validité de l’invariant de données d’une structure. Nous interdisons, alors l’aliasing (le partage de référence) dans notre langage. Pour contrôler les accès à la mémoire, nous définissons un système de type, basé sur la notion de régions. Cette contribution s’inspire de la théorie du raffinement et a pour but, de rendre les programmes les plus modulaires possible et leurs preuves les plus automatiques possible. Nous définissons, sur ce langage, un mécanisme de génération d’obligations de preuve en proposant un calcul de plus faible précondition incorporant du raffinement. Nous prouvons ensuite, la correction de ce mécanisme de génération d’obligations de preuve par une méthode originale, fondée sur la notion de sémantique bloquante, qui s’apparente à une preuve de type soundness et qui consiste donc, à prouver la préservation puis le progrès de ce calcul. Nous étendons, dans un deuxième temps, notre langage en levant partiellement la restriction liée au partage de références. Nous permettons, notamment, le partage de références lorsqu’aucun invariant de données n’est associé au type structure référencé. De plus, nous introduisons le type des tableaux, ainsi que les variables globales et l’affectation qui ne font pas partie du langage noyau. Pour chacune des extensions citées ci-dessus, nous étendons la définition et la preuve de correction du calcul de plus faible précondition en conséquence. Nous proposons enfin, une implantation de cette approche sous forme d’un greffon de Frama-C (http://frama-c.com/). Nous expérimentons notre implantation sur des exemples de modules implantant des structures de données complexes, en particulier des défis issus du challenge VACID0 (http://vacid. codeplex.com/), à savoir les tableaux creux (Sparse Array) et les tas binaires. / The purpose of this thesis is to specify and prove programs with pointers, such as C programs, using refinement techniques. The proposed approach allows a compromise between the complexe methods that exist in the literature and what is used in industry, reconciling lightness annotations and restrictions on the alias. We define, firstly, a language study, based on the C language, in which the only type of mutable data allowed is the type of structures, which can be accessed only through pointers. In order to structure our programs, we bring our language with a module notion and concepts issue from a refinement theory such as abstract variables that we formalize by model fields and gluing invariants. This allows us to write programs structured by components. Introducing invariants in our language raises issues related to aliasing. Indeed, in presence of alias, we might not be able to guarantee the validity of the invariant data structure. We forbid then the aliasing in our language. To control memory access, we define a type system based on the concept of regions. This contribution is based on the theory and refinement. It aims to make programs as modular as possible and proofs as automatic as possible. We define on this language, a mechanism for generation of proof obligations by proposing a weakest precondition calculus incorporating refinement. Next we prove the correction of this proof obligations generation mechnaism by an original method based on the concept of blocking semantic, which is similar to a proof of type soundness, and consists therefore, to proove the preservation and the progress of the defined calculus. Secondly, we extend our language by, partially, lifting the restrictions related to aliasing. We allow, in particular, sharing when no invariant is associated to the referenced data structure. In addition, we introduce the type of arrays, global variables, and assignment that are not part of the core language. For each of the extensions mentioned above, we extend the definition and correctness proof of the weakest precondition calculus accordingly. Finally, we propose an implementation of this approach as a Frama-C plugin(http ://frama-c.com/). We experimente our implantation on examples of modules implementing complex data structures, especially the challenges from the challenge VACID0 (http ://vacid. Codeplex.com /), namely sparse srrays and binary heaps.

The average South African tertiary student spends more than the average South African individual each month, making them a valuable market to be understood by retailers. One technique retailers use to differentiate themselves from the increased competition is by relationship marketing through loyalty programmes. Research on the topic of loyalty programmes increased rapidly over the last decade. The problem, however, is that the majority of past research on the subject of loyalty programmes only focused on what happens after customers have already joined a loyalty programme. Little research exists regarding the factors that influence subject participation in loyalty programmes. Furthermore, to date no research study has investigated factors that might influence loyalty programme participation among South African students. The purpose of this study was to understand the tertiary student market by building on the research of De Wulf et al. (2013:69-83) as a vital study to explore factors that might influence them to participate in retail loyalty programmes. An exploratory study was conducted, in which data was collected from students studying at Pearson Institute of Higher Education/ CTI Pretoria by means of self-administered questionnaires. The study followed a quantitative research approach, in order to satisfy the research objectives. The results of the study indicate that the top four characteristics most likely to influence students to participate in a retail loyalty programme, include: a loyalty programme where you receive immediate discounts on certain items at purchase; a loyalty programme that allows you to use your loyalty card at more than one retailer; a loyalty programme with unlimited duration on the usage of benefits or rewards; a loyalty programme that rewards you by giving immediate benefits. / Business Management / M. Com. (Business Management)

Je présente dans ce document mes résultats de recherche sur la conception sûre de systèmes embarqués sûrs. La première partie concerne la répartition automatique de programmes synchrones. Le caractère automatique de la répartition apporte un réel degré de sûreté dans la conception de systèmes répartis car c'est la partie la plus délicate de la spécification qui est automatisée. Grâce à cela, l'absence d'inter-blocage et l'équivalence fonctionnelle entre le programme source centralisé et le programme final réparti peuvent être formellement démontrées. La deuxième partie traite le sujet de l'ordonnancement et de la répartition de graphes de tâches flots-de-données sur des architectures à mémoire répartie, avec contraintes de tolérance aux fautes et de fiabilité. Je présente principalement des heuristiques d'ordonnancement statique multiprocesseur avec pour but la tolérance aux fautes et la fiabilité des systèmes, mais également l'utilisation de méthodes formelles telles que la synthèse de contrôleurs discrets ou les transformations automatiques de programmes. Enfin, la troisième partie concerne les autoroutes automatisées, avec deux volets : la commande longitudinale de véhicules autonomes et les stratégies d'insertion dans les autoroutes automatisées.

Education is considered as an essential tool for the long-term development of most countries. The provision of education to only part of a community or part of the world reinforces relative deprivation. To counteract such an effect, South Africa, a geographically large country, in which the population is scattered, where economic disparities are aligned to race, where qualified teachers and specialists in certain subject areas are scarce, and where there is an illiteracy rate of 29 percent, hope has been expressed that television broadcast based distance education may be a viable alternative to expanding formal education provision extensively and quickly. This study investigates the role of television broadcast-based distance education in South Africa as a possibility for extending the provision of formal education to large numbers of learners and how the South African Broadcasting Corporation (SABC) and the country 's Department of Education fulfils the promise of extending education. This objective was addressed by first giving a critique of conventional education systems and why distance education is an alternative option for provision of education. Further, the study traces a general picture of education in Africa and the educational situation in South Africa, highlighting the distance education scenario in South Africa , and investigates why distance education and particularly television broadcast-based distance education is crucial in the provision of education in developing countries in the face of the globalisation of mass communication and new information technologies. The study also investigates the complex issues involved in the production, distribution and consumption of Liberty Learning Channel Programme (a television programme which offers remedial support for matric (grade 12) and grade 10 to 11 students) by examining whether the producers and partners of the programme created a text which connects with the multi-cultural reality of teachers, learners and other viewers in South Africa; the role of the programme in the service of growth, reconstruction and development; why the programme is not popular among the youth; and what can be done to make it effective in enhancing teaching and learning; and the intertextuality, production and distribution of the programme. Information on the above aspects was gathered through the scannmg of relevant literature and by the use of ethnographic research procedures which included focus group interviews, in-depth interviews and participant observation. The study established that conventional systems of education and current educational practices have fallen short ofpreparing citizens with a strong foundation of general education. The study therefore offers distance education not only as an alternative to conventional education delivery at secondary and higher levels of education, but also as a low-cost alternative to expanding education. Constructivism is suggested as an alternative set of values that may significantly influence learning and that can help develop the kind of citizens who can be able to function successfully in real-word contexts. With regard to effectiveness of television broadcast-based distance education in teaching and learning, the study established that television is an effective means of achieving traditional educational goals, and that television broadcast-based distance education remains important especially in the developing countries in light of the need to increase access to education, redress the disparities caused by globalisation of mass communication and by lack of information and communication technologies. With regard to distance education in South Africa, the study found that there is both significant policy commitment and actual use of broadcast-based distance education in solving many of the country's education problems, but that there is an urgent need to improve the quality of that provision, particularly in formal education. On the complex issues involved in the production, distribution and the consumption of Liberty Learning Channel programme, the study found that the programme (aired live since 1993), is a production of Liberty Learning Channel, an independent company based in Johannesburg, in partnership with the Liberty Life Foundation, and that the SABC is not involved in the production but provided the airwaves. Each subject presenter prepares his or her own lessons, and therefore no services of producers, scriptwriters, or editors are employed in the production of the programme. The programme is then distributed through television, newspapers (the Sowetan), videocassettes, the Internet and in future through CD-ROMs. Additionally, the study found that Liberty Learning Channel relies on audience feedback from audience rating and occasional feedback from comments down the streets or letters from viewers thanking the presenters. This study argues that this kind of monitoring is not sufficient as rating only tells advertisers how many viewers were exposed to a specific programme content on a particular television channel in a certain time slot. Regarding the consumption of the programme, the great majority of the focus group participants liked the programme and used it during revision and in dealing with large numbers of students with different abilities and difficulties. A great majority of the students liked the programme because of the way the presenters explained clearly. However, a great majority of the participants watched the programme sparingly partly because the time slot was ' inappropriate ' and due to a lack of awareness about the programme. Several suggestions for the improvement of the programme were put forward, amongst them: to change the time slot; to have multi-racial presenters ; to give detailed timetables to schools in advance, and to advertise the programme more directly to schools. However, a reluctance or unwillingness to consider some of the audiences ' suggestions for the improvement of the programme, was shown by the manager of Liberty Learning Channel, William Smith. The above results are reported and discussed in detail in chapters 2 to 3, and general conclusions and recommendations presented in chapter 4. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2004.