There are vast differences between traditional content-based education and transformational outcomes-based education. For example, in content-based education teachers are viewed as the main sources of knowledge whereas in OBE teachers are viewed as facilitators of learning. In content-based education, assessment mostly focuses on the knowledge aspect of learners, rather than on skills, attitude and values. Teachers trained for traditional teaching should somehow be assisted to adjust to the outcomes-based way of teaching. This study firstly wants to identify the didactic-professional needs related to OBE of secondary school teachers in the Venda region of the Limpopo Province. The study identifies two categories of didactic-professional needs, namely: • Needs to improve secondary school teachers' academic competence • Needs to improve secondary school teachers' professional competence. The second objective of this study is to analyse and evaluate current distance education practice based in a printed format as means to satisfy secondary school teachers' didactic-professional needs related to OBE. The third objective of this study is to investigate the effectiveness of distance education based on print to satisfy the Limpopo Province Venda region secondary school teachers' didactic-professional and academic needs related to OBE to determine criteria and guidelines to this effect. A stratified systematic sample of 331 secondary school teachers and managers, including 148 persons who are or have already been involved in distance education, was selected to participate in the study. Data were collected through the use of a questionnaire and interviews with selected persons. Quantitative analysis of data employed a factor analysis to determine significant factors to work with. Cronbach's Coefficient Alpha to establish reliability of instruments, and Cohen's Criterion of effect size to determine significance of differences were used. The main findings of the study are: • The following six factors are regarded as important to satisfy secondary school teachers' didactic-professional needs: 1. Learning strategies centring around learner activities 2. Learner-centred assessing strategies 3. Learners' performance assessing strategies 4. Outcomes and methods of achieving outcomes 5. Educator centred teaching strategies 6. Learner- centred teaching strategies. • Counselling, tutoring and preparation for study are important in distance education to satisfy secondaly school teachers' didactic-professional needs related to OBE. However, counselling and preparation for study sometimes occur in the distance education currently available in the region, particularly in distance education programmes offered through an agent for a university. The findings further show certain differences with regard to teachers' needs and their satisfaction according to the experience, the nature of initial professional training, and the level of the current academic qualifications of the teachers. Finally the study recommends a plan of action to provide distance education based on print to satisfy the didactic-professional needs related to OBE of the Venda region secondary school teachers in Limpopo. The main elements of the plan include: • Effective contact sessions with lecturers. • Regular tutorial sessions under guidance of facilitators (tutors). • A multi-media approach. • Access to counselling and study guidance. • Relevant and integrated summative and formative assessment. • Efficient communication between the academic institution involved and the agent that acts on their behalf (where applicable). / Thesis (Ph.D. (Didactics))--North-West University, Potchefstroom Campus, 2006

There seems to be a definite need for financial literacy education and training, especially under young people. The lack of financial literacy seems to be from a lack of sufficient financial education. A lack in personal financial skills seems to be an international problem. The primary aim of this research is to evaluate the financial literacy competencies of university students, and to make recommendations on improving their competencies, if necessary. Financial literacy was defined as: "a financially literate individual should have a positive attitude towards his/her finances and learning, the understanding to take control of his/her own finances; the ability to discern good from bad financial decisions, and the skills to make it practical." The advantages of being financially literate seem to be overwhelming. Financial education or training seems to have a positive effect on individuals. The timing of financial literacy education, what and how to provide financial literacy education about, seems to play a vital role. It seems to have a positive impact if this training is provided early in life. There seems to be certain topics that form a vital part when compiling a personal finance curriculum, such as financial planning, budgeting, credit, investments and retirement A questionnaire was completed by third-year students from the North-West University's Potchefstroom Campus. Respondents in this study indicated that they viewed learning more about personal finance as important. Also, the respondents in this study do not appear to be financially competent in all areas. They lacked knowledge in the fields of banking, taxation, financial planning, interest rates, inflation and legal matters in terms of financial matters. Students from the Faculty of Economic and Management Sciences performed best and students from the Faculty of Health Sciences performed worst. Students who did a short course in personal finance had an advantage and students who were only exposed to this at school level performed worst. The challenge to educate scholars and students to be responsible, economic participants is great and a call is made to role players to attend to this as soon as possible. / Thesis (M.Com. (Forensic Accountancy))--North-West University, Potchefstroom Campus, 2010.

Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

This study focuses on the impact of HIV/Aids on secondary school educators who are affected by the HIV/Aids pandemic. The study seeks to understand how the pandemic has impacted on educators and identify support needs of educators affected by HIV/Aids. Many educators are negatively affected by HIV/Aids due to the fact that their family members, loved ones, friends, learners and colleagues may be ill, dying or affected by HIV and Aids. Educators are personally and professionally affected by HIV/Aids. Personally many educators are emotionally, socially, spiritually and physically affected. Professionally many are negatively impacted as educator absenteeism rises, morale is lowered and professional roles become more complex. There are very few avenues of support for educators who are affected by the HIV pandemic. To determine how high school educators are affected and what their subsequent support needs are, this study followed a phenomenological design. Fourteen high school educators were interviewed. All participants taught at township schools in the Free State and were affected by the HIV pandemic. The data were coded with regard to how these educators were affected by the pandemic and what support they wished for. According to this study's findings, educators in township secondary schools in the Free State are personally and professionally affected. Their experiences are mostly negative. They wish for support from the Department of Education, school management, their colleagues and the community. Examples of requested support include training and counselling programmes, supportive attitudes and additional educators so that they might be assisted to cope with the HIV/Aids pandemic challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study focuses on the impact of HIV/Aids on secondary school educators who are affected by the HIV/Aids pandemic. The study seeks to understand how the pandemic has impacted on educators and identify support needs of educators affected by HIV/Aids. Many educators are negatively affected by HIV/Aids due to the fact that their family members, loved ones, friends, learners and colleagues may be ill, dying or affected by HIV and Aids. Educators are personally and professionally affected by HIV/Aids. Personally many educators are emotionally, socially, spiritually and physically affected. Professionally many are negatively impacted as educator absenteeism rises, morale is lowered and professional roles become more complex. There are very few avenues of support for educators who are affected by the HIV pandemic. To determine how high school educators are affected and what their subsequent support needs are, this study followed a phenomenological design. Fourteen high school educators were interviewed. All participants taught at township schools in the Free State and were affected by the HIV pandemic. The data were coded with regard to how these educators were affected by the pandemic and what support they wished for. According to this study's findings, educators in township secondary schools in the Free State are personally and professionally affected. Their experiences are mostly negative. They wish for support from the Department of Education, school management, their colleagues and the community. Examples of requested support include training and counselling programmes, supportive attitudes and additional educators so that they might be assisted to cope with the HIV/Aids pandemic challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The aim of this study is to present teacher and student views on, and usage of, digital learning tools in the Swedish upper secondary English language classroom, as well their views on a comparison between digital and traditional learning tools. Digital learning tools have seen an increase in both usage and development, something that began as early as the 1990’s, and has become a more common sight in Swedish upper secondary schools. Previous research conducted about digital learning tools and their application in both the general and the English language classroom is presented and used to both analyze and discuss empirical data; said data has been received through a qualitative methodology comprised of two focus group interviews with students and teachers. The empirical data is categorized according to each research question, with direct and translated quotes from the focus group interviews. The results of the study show that while digital learning tools viewed in a positive light and their usage is appreciated by some students, both groups primarily advocate variety in the English language classroom rather than relying exclusively on just one set of tools to create a learning environment that caters to all students rather than a select few.

Studien grundar sig i att undersöka varför vissa elever ”nöjer sig med godkänt”. Varför väljer vissa elever att sträva mot betyget E och andra mot A i samband med teoretiska prov? Fyra elever på ett yrkesförberedande gymnasieprogram har intervjuats i denna kvalitativa studie för att förstå vilka motivationsaspekter som kan påverka elever i sina studier. Resultatet visar bland annat att elever värderar betyg olika, någon elev tvivlar på sin förmåga att kunna prestera ett A, samt att eleverna påverkas av sina klasskamraters studiemotivation. I diskussionen påpekas värdet av feedback och att eleverna hellre bör berömmas för sina prestationer än för sina personliga egenskaper. / This study is based on examining why some students “settle for E”. Why do some students choose to strive for the grade E and others for A in the context of theoretical exams? Four students at a vocational upper secondary school program have been interviewed in this qualitative study to understand which motivational aspects that can influence students in their studies. The results show that students value the ratings differently, one student has doubts about the ability to perform an A, and students are influenced by their classmates’ motivation to study. The discussion pointed out the value of feedback and that students rather should be encouraged for their efforts rather than for their personal characteristics.

There seems to be a definite need for financial literacy education and training, especially under young people. The lack of financial literacy seems to be from a lack of sufficient financial education. A lack in personal financial skills seems to be an international problem. The primary aim of this research is to evaluate the financial literacy competencies of university students, and to make recommendations on improving their competencies, if necessary. Financial literacy was defined as: "a financially literate individual should have a positive attitude towards his/her finances and learning, the understanding to take control of his/her own finances; the ability to discern good from bad financial decisions, and the skills to make it practical." The advantages of being financially literate seem to be overwhelming. Financial education or training seems to have a positive effect on individuals. The timing of financial literacy education, what and how to provide financial literacy education about, seems to play a vital role. It seems to have a positive impact if this training is provided early in life. There seems to be certain topics that form a vital part when compiling a personal finance curriculum, such as financial planning, budgeting, credit, investments and retirement A questionnaire was completed by third-year students from the North-West University's Potchefstroom Campus. Respondents in this study indicated that they viewed learning more about personal finance as important. Also, the respondents in this study do not appear to be financially competent in all areas. They lacked knowledge in the fields of banking, taxation, financial planning, interest rates, inflation and legal matters in terms of financial matters. Students from the Faculty of Economic and Management Sciences performed best and students from the Faculty of Health Sciences performed worst. Students who did a short course in personal finance had an advantage and students who were only exposed to this at school level performed worst. The challenge to educate scholars and students to be responsible, economic participants is great and a call is made to role players to attend to this as soon as possible. / Thesis (M.Com. (Forensic Accountancy))--North-West University, Potchefstroom Campus, 2010.

Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

När tonåringar utvecklar sin syn på sexualitet och samlevnad behöver de vuxenvärldens stöd och vägledning. Denna period av en människas liv präglas av upptäckande och utforskande vilket gör det betydelsefullt att ungdomar tillskansar sig kunskaper och utvecklar förståelse som bidrar till att de fattar hälsosamma beslut. Skolan fyller en viktig funktion i arbetet med att försöka ge alla ungdomar samma möjligheter till en god sexuell hälsa och är således en självklar arena för hälsofrämjande arbete. Syftet med denna studie är att ta del av pedagogers upplevelser av att undervisa inom sex- och samlevnad. Datainsamlingen genomfördes i form av sex semistrukturerade intervjuer med pedagoger inom olika undervisningsämnen på olika högstadieskolor i två kommuner. Resultatet tyder på att det finns en gemensam uppfattning om att sex - och samlevnadsundervisningen i skolan är viktig och dessutom antas ha positiva effekter för elevers sexuella hälsa. Det framgår dock att det förekommer skillnader i pedagogernas upplevelser av att kunna arbeta med sex – och samlevnad på ett strukturerat, medvetet och kreativt sätt. Hemmet och skolan beskrivs som två viktiga arenor. Föräldrar verkar ha en tilltro till pedagogers kompetens och pedagogerna själva tar sitt uppdrag som upplysare och vägvisare på stort allvar. / When teens develop their views on sexuality and relationships they need adult support and guidance. This period of a person's life is marked by discovery and exploration. Therefore it is important for young people to gain knowledge and develop understanding that contributes to making healthy decisions. The school plays an important role in efforts to try to give all young people the same opportunities for good sexual health education and is an obvious environment for health promotion. The purpose of this study is to take part of educators experiences of teaching in sex education. Data collection was conducted in the form of six semi-structured interviews with teachers in various subjects and at different secondary schools. The results suggest that there is a common perception that sex - and coexistence education in schools is important and assumed to have positive effects on students sexual health. However, it appears that there are differences in teachers' perceptions of being able to work with sex education in a structured , conscious and creative way. The home and the school are described as two important arenas . Parents seem to have a belief in teachers' skills and the teachers themselves take their mission as educators and guides very seriously.