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Mineralogy, geochemistry and health impacts of earth materials consumed by humans in Vhembe District, Limpopo Province, South AfricaMomoh, Abhuh 17 September 2013 (has links)
PhD.G (Environmental Geology) / Department of Mining and Environmental Geology
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A critical analysis of social sciences learning materials in the National Professional Diploma in Education at a higher education institution.Pudaruth, Seema. January 2013 (has links)
The key purpose of this qualitative study was to explore how the social science education subject for the intermediate phase of schooling was conceptualised as a distance education learning material and what learning was intended through this learning process.
The process of data collection was presented thematically within three sections. The first section presented data produced through the interview with the author of the learning material for the social science (SS) NPDE module. The second section presented a global analysis of the SS distance learning material. The third section presented a fine-grained analysis of a unit of learning within the history section of the distance learning material for the social science education. The findings of the study revealed that there was an error in the conceptualisation of the social science curriculum as an integration of history and geography. The learning material clearly shows that the construction of the social science distance learning material has clear and distinctive sections of history and geography with no indication of the integration.
This study reveals a lack of alignment between curriculum intentions and the conceptualisation and construction of learning materials to support teacher learning.
The analysis clearly indicated that pedagogical content knowledge development through distance learning material is minimal. On this basis the researcher proposes that should the intention of the learning programme be on developing teaching skills, then the content of learning materials need to be supported by other appropriate forms of learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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An analysis of the policy-making process in the Department of Labour with specific reference to the Employment Equity Act, (Act 55 of 1998)Matshikwe, Lungile Easter January 2004 (has links)
The research problem in this study was to analyse how the new constitutional, legal and political arrangements have influenced public policy-making in the department of labour with specific reference to the Employment Equity Act. To achieve this objective a theory for analysing policy–making process was presented. Corporatist theory is based on the following assumptions: Public policy is shaped by interaction between the state and interest groups. The state licences behaviour of interested organizations by attributing public status to them Policy-making is based on interest groups bargaining across a broad range of issues. The groups are functionally interdependent to enhance social stability. The groups use consensus in making decisions. Decision-making is centralised, it is done by leaders. The groups are bureaucratic in organization. The groups must be recorgnised by the state so that they can be allowed representation. The research questions that arise are: (1) Who sets the agenda for policy formulation? (2) How is the policy formulated? (3) how are the decisions taken? (4) How is the policy implemented? (5) How is the policy monitored? The objective of this study analyse how constitutional, legal and political changes have influenced public policy formulation in the Department of Labour with specific reference to the Employment Equity Act. Policy–making processes in the South African arena and factors that led to the promulgation of Employment Equity Act were discussed. This study was a qualitative design. Purposive sampling was used in the selection of five participants who were interviewed. All interviews were transcribed verbatim. Data was analysed as described by Rubin and Rubin (1995:260) The result negated some of the assumptions of corporatist theory and others concurred with the theory. The findings of the study revealed that policy formulation in the Department of Labour is as a result of constitutional, and international conventions obligations. The findings further revealed that policy-information is institutionalised and there are competing interests due to divergent ideological orientations, different social backgrounds; racial differences; different; political beliefs; different class background; different historical backgrounds, and gender differences. (v) The formulation of the act was also characterised by advocacy, adversarism, stereotyping, alliances and consensus. These organisations. were bureaucratic and decisions were centralised. This study recommended a theory and the theory postulates that “public policy is the product of the social, economic, political, cultural, technolergical, and natural conditions of a given society in a particular epoch or period in the historical development of the particular nation or society and is influenced by dominant national and international forces and these influences may be cultural, economically, social, politically, technological, and type and system of government.
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Performance of Grade 12 learners in physical sciences subject within Sekgosese East Circuit in Mopani DistrictRatshivhadelo, T. A. 11 October 2013 (has links)
MEDCS / Department of Curriculum Studies and Education Management
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The integration of the environmental awareness issues in the teaching of life-sciences in the Further Education and Training (FET) band: a case study of the experiences of the Grade 10 educators in the Temba school districtTeane, Florah Moleko 30 November 2007 (has links)
The purpose of this study was to establish whether educators of Grade 10 integrate environmental awareness issues in the teaching of the Life Sciences learning area as prescribed by the National Curriculum Statement (NCS).
Related literature was reviewed on the changing curriculum in South Africa (NCS) as well as Environmental education to place in context the problem of the study, namely to figure out whether educators do integrate environmental awareness in the teaching of Life-Sciences learning area.
A qualitative methodology research was used. School principals and educators were selected to participate in the research.
The findings of the research showed that educators did not integrate environmental awareness in the teaching of Life sciences learning area. Respondents suggested that educators need to be retrained so that they could implement the principles of NCS effectively. / Educational Studies / M.Ed. (Specialization in Curriculum Studies)
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On the anatomy of power : bodies of knowledge in South African socio-medical discourseButchart, Robert Alexander 07 1900 (has links)
Derived from a marxist/liberal humanist view of power, conventional
critiques and historical accounts of the socio-medical sciences in
South Africa see only their power to repress and negate the true
bodily attributes and authentic person of the African. In so doing,
they ignore the productive capacity of these knowledges and
practices as a manifestation of what Michel Foucault termed
"disciplinary" power, by which the human body is manufactured and
made manageable as an object of medical knowledge and industrial
utilisation. Accordingly, this thesis offers just such a Foucaultian
reading of western socio-medical knowledge in South Africa to
demonstrate how it has operated to fabricate the bodies of Africans
as visible objects possessed of distinct attributes that have
provoked particular strategies for their surveillance, management,
and government in health and disease. / Psychology / D. Litt. et Phil. (Psychology)
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Research utilisation in policymaking : a case study of the Centre for the Study of Higher Education at the University of the Western CapeKulati, Tembile 04 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: The aim of this thesis is to explore the relationship between research and
policymaking in South African higher education, using the Education Policy
Unit at the University of the Western Cape (UWC-EPU) -recently renamed the
Centre for the Study of Higher Education - as a case study. The study begins
by examining the various models that explain the nature of policymaking in
Western democracies, as well as the main theoretical frameworks - namely
the "two communities" theory and the enlightenment model of knowledge
utilisation - that explain the relationship between the production of knowledge
and its utilisation in policymaking. It is argued that, although most of these
models were developed to analyse the policymaking process within the
context of mature democracies, they nonetheless raise important issues for
developing countries like South Africa.
The study proceeds to provide an overview of the process of policy
development in South Africa. It is suggested that a better way of
understanding the evolution of higher education policy development in South
Africa is to see it as having gone through four phases, each of which marks a
significant turning point within higher education itself, as well as in the broader
political context. The process of the policy development, and in particular the
role of (higher education) research within it, is shown as one that was largely
driven by political and ideological imperatives.
The study then shifts to a discussion of the CSHE, commencing with an
overview of its organisational history, and highlighting the main objectives of
its research programme and the changes that occurred with regard to its
research orientation. These are examined in relation to external factors - for
example the shift from the development of policy frameworks to the focus on
implementation - and in terms of the dynamics that were internal to the
University of the Western Cape. This discussion also highlights the challenges that were faced by the EPUs and other progressive academics in
the early phases of the policy development process, namely that of engaging
in a 'reconstructive' agenda on the one hand, while undertaking
intellectual/scientific work on the other hand. In the case of the CSHE, there
was also the added challenge of contributing to the development of the
nascent field of higher education studies.
One of the key issues that emerge in the analysis of the interviews, which
form the core source of data collection for this study, is the multifarious
understanding of the way in which the research undertaken by the CSHE was
to be utilised. The three notions of 'use' that are highlighted - which are also
embedded in the objectives of the CSHE as set out in its constitution - are the
following:
• Utilisation as generation of ideas, and particularly as a contribution to
the debates on social reconstruction
• Utilisation as input into the policymaking process
• Utilisation as contribution to scholarship
The study shows that there is a mixed assessment of the extent to which the
CSHE was able to address these competing - and sometimes contradictory -
challenges. In the main, its efforts were hamstrung by a confluence of factors,
ranging from its inability to recruit or attract experienced researchers, to the
orientation of its research towards critique, something which was a feature of
the scholarship emanating from the progressive academic community at the
time. / AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om die verhouding tussen navorsing en
beleidsvorming binne die konteks van die Suid- Afrikaanse hoër
onderwysomgewing te ondersoek. Met die oog hierop word die Education
Policy Unit aan die Universiteit van Wes-Kaapland (UWC-EPU), onlangs
herdoop tot die Centre for the Study of Higher Education (CHSE), deur middel
van 'n gevallestudie beskryf. Die studie begin met 'n ondersoek na die
verskillende modelle wat poog om die aard van beleidsvorming binne
Westerse demokrasieë te verduidelik. Verder word die hoof teoretiese
raamwerke, tewete die "two communities" teorie asook die "enlightenment
model", wat die verhouding tussen die skep van kennis en die aanwending
daarvan binne 'n beleidskonteks wil verduidelik, ook ondersoek. Hoewel die
meeste modelle van hierdie aard ontwikkel is om die proses van
beleidsvorming binne volwasse demokrasieë te analiseer, word aangevoer
dat hulle desnieteenstaande belangrike kwessies na vore bring vir
ontwikkelende lande soos Suid-Afrika.
Die studie gaan verder deur 'n oorsig te gee oor die proses van
beleidsontwikkeling in Suid- Afrika. Daar word gesuggereer dat 'n meer
verantwoorde wyse om die evolusie van hoër onderwysbeleid in Suid-Afrika te
verstaan, sou wees om erkenning te gee aan 'n vier-fase-benadering,
waarvan elk 'n betekenisvolle rigtingverandering aangedui het, sowel as die
invloed van die breër politieke konteks. Die proses van beleidsontwikkeling,
en meer spesifiek die rol van (hoër onderwys) navorsing daarbinne, word
aangetoon as synde hoofsaaklik gemotifeer deur politieke en ideologiese
imperatiewe.
Hierna verskuif die fokus van die studie na 'n bespreking van die CSHE deur
te begin met 'n oorsig oor die geskiedenis van die sentrum. Die hoof doelwitte
van die sentrum se navorsingsprogram asook die veranderinge wat onlangs
plaasgevind ten opsigte van navorsingsoriëntasie, word bespreek. Hierdie aspekte word ondersoek aan die hand van eksterne faktore - byvoorbeeld die
verskuiwing wat plaasgevind het vanaf die klem op ontwikkelingsraamwerke
na 'n fokus op implimentering - en in terme van die dinamika wat eie is en
was aan die Universiteit van Wes Kaapland. Die gesprek poog verder om lig
te werp op die tipiese uitdagings waarmee Education Policy Units en
navorsers in hierdie veld mee te doen gehad het in die beginjare van die
beleidsontwikkelingsproses, naamlik om vanuit 'n rekonstruktiewe agenda te
opereer en terselftertyd betrokke te wees met navorsing op 'n akademiese en
wetenskaplike vlak. In die geval van die CSHE, het die verdere uitdaging om
deurlopend bydraes tot die veld van hoër onderwysstudies te lewer, hoë eise
aan die eenheid gestel.
'n Sleutelaspek wat na vore gekom het tydens die analise van die onderhoude
(laasgenoemde vorm die sentrale bron van vir die data-versameling van die
studie) is dat uiteenlopende interpretasies bestaan van hoe die navorsing
soos deur die CSHE onderneem, benut behoort te word. Die drie
perspektiewe op benutting ("use") wat uitgelig word, en wat In sentrale deel
van die doelwitte van die CSHE uitmaak soos in die grondwet van die sentrum
vervat, is die volgende:
• Benutting as die skep van idees, en in die besonder as 'n bydrae tot
debatte oor sosiale rekonstruksie
• Benutting as inset tot die proses van beleidmaking
• Benutting as bydrae tot navorsing
Die studie toon aan dat die maniere waarop die CSHE in staat was om hierdie
kompeterende, en soms teensprekende, uitdagings te hanteer, op
uiteenlopende wyses geëvalueer was. In hoofsaak is die pogings van die
sentrum aan bande gelê deur 'n sameloop van verskillende faktore wat
gestrek het vanaf die probleem om ervare navorsers te lok en aan te stel tot
met die probleem om sy navorsing aan te pas en te heroriënteer gegrond op
kritiese stemme, dikwels die gevolg van die progressiewe akademiese
gemeenskap van die tyd.
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Gender and honour in middle-class Cape Town : the making of colonial identities, 1828-1850McKenzie, Kirsten Elizabeth January 1997 (has links)
This study comprises an examination of the role of ideas concerning gender roles and respectability in the elaboration of a specific notion of a white colonial middle class in Cape Town, Cape Colony, in the decades before the establishment of Representative Government at the Cape. It pays particular attention to the cultural interaction of the incoming British settlers with the older Dutch society already in place in Cape Town. The insertion of British middle-class ideals of domesticity into Cape society had a decisive impact upon the public culture which would underpin the new political dispensation in the colony when a Representative Assembly was set up in 1853. The thesis argues that the new colonial political order which was enshrined in the constitution of 1853 was grounded upon a new gender order which set out distinctive roles for middle-class men and women and which allowed for the expression of a particular kind of personal and social respectability. Political developments in the Cape colony were thus inextricably tied to the elaboration of this new gendered social system. The thesis approaches the question of white colonial identity through several avenues. These include: the creation of a public sphere and changes in commercial culture; the importance of issues of the family and domestic service in structuring reform initiatives; the nature of male and female honour and its defence through defamation cases; the role of marriage in Cape colonial society; and the mediation of sexual transgressions through religious and civil authorities. Finally, the manner in which domestic ideology impacted upon political culture is approached through two case studies of political crisis during this period. The thesis thus seeks to advance South African historiography by undercutting the traditional division between studies of private and public life at the Cape in this period.
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The integration of the environmental awareness issues in the teaching of life-sciences in the Further Education and Training (FET) band: a case study of the experiences of the Grade 10 educators in the Temba school districtTeane, Florah Moleko 30 November 2007 (has links)
The purpose of this study was to establish whether educators of Grade 10 integrate environmental awareness issues in the teaching of the Life Sciences learning area as prescribed by the National Curriculum Statement (NCS).
Related literature was reviewed on the changing curriculum in South Africa (NCS) as well as Environmental education to place in context the problem of the study, namely to figure out whether educators do integrate environmental awareness in the teaching of Life-Sciences learning area.
A qualitative methodology research was used. School principals and educators were selected to participate in the research.
The findings of the research showed that educators did not integrate environmental awareness in the teaching of Life sciences learning area. Respondents suggested that educators need to be retrained so that they could implement the principles of NCS effectively. / Educational Studies / M.Ed. (Specialization in Curriculum Studies)
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On the anatomy of power : bodies of knowledge in South African socio-medical discourseButchart, Robert Alexander 07 1900 (has links)
Derived from a marxist/liberal humanist view of power, conventional
critiques and historical accounts of the socio-medical sciences in
South Africa see only their power to repress and negate the true
bodily attributes and authentic person of the African. In so doing,
they ignore the productive capacity of these knowledges and
practices as a manifestation of what Michel Foucault termed
"disciplinary" power, by which the human body is manufactured and
made manageable as an object of medical knowledge and industrial
utilisation. Accordingly, this thesis offers just such a Foucaultian
reading of western socio-medical knowledge in South Africa to
demonstrate how it has operated to fabricate the bodies of Africans
as visible objects possessed of distinct attributes that have
provoked particular strategies for their surveillance, management,
and government in health and disease. / Psychology / D. Litt. et Phil. (Psychology)
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