The aim of the study was to investigate and describe how the mother in the home school fulfils her role as a teacher for her child in the foundation phase. The literature review confirmed that mothers choose to home school their children for various reasons, and use different approaches in home schooling. The home school teacher as well as the home school learner have certain responsibilities to fulfil, which bring about certain challenges that they have to face. An evaluation of home schooling showed various concerns regarding these learners’ performance and development, especially scholastically and socially. Unstructured interviews were conducted with selected mothers to explore their perceptions of their role as a teacher, the degree of differentiation between their mother and teacher roles, and the execution of their roles. An analysis of the home school learners’ schoolbooks was done, focusing on the input and feedback of the mother teacher. The researcher’s observations and reflections were included in the analysis. Findings: · The mothers do not differentiate between their mother and teacher role. · Their teaching was influenced by their own experiences, their views on teaching and learning and their views on the roles they fulfil in the home school. · Each home school situation is unique and the mothers’ perceptions of the roles they fulfil and the execution thereof differ greatly and are influenced by the context in which the home schooling takes place. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

In hierdie studie word aandag gegee aan die invloed wat onderwysers, jeugwerkers en Liturgiese elemente teenwoordig in die skoolkonteks, op die geloofsvorming van kinders in Tradisioneel Afrikaans-Christelike skole uitoefen. Die kerk staan voor krisis wat vir jare reeds aan die kom is. Die kerk is nie meer die middelpunt van die samelewing nie en mense sien nie meer die kerk as noodsaaklike sosiale en geestelike bemiddelaar nie. Dit het tot gevolg dat al hoe minder mense kerk toe gaan met potensieël katastrofiese gevolge. Die kerk kan egter nie op sy louere rus nie, want ons het opdrag om die goeie nuus aan almal te verkondig om sodoende die Koninkryk van God te laat kom in mense se lewens en in die samelewing. Geloofsvorming vind tradisioneel plaas binne die veilige ruimte van die ouerhuis. Die realiteit is dat vele kinders nie meer geloofswaarhede by hul ouers leer nie en ook nie aan voorbeeldige Christelike lewenswyse blootgestel word nie. Om die leemte aan te spreek, behoort die kerk in vennootskap met die skool te staan om kinders bloot te stel aan konteks wat geloofvorming bevorder en fasiliteer. Die skoolkonteks bied geleentheid vir die kerk om kinders in hul vormingsjare te bereik, wat die beste tyd is om lewensveranderende lewenswater aan hulle te bring. Kinders het eksistensiële behoefte daaraan om blootstelling aan geloofsvormende stimuli te ontvang. Skoolkonteks, waarin voorbeeldige volwassenes en doeltreffende liturgiese elemente teenwoordig is, blyk van groot waarde te wees om die behoefte van kinders aan te spreek en die geleentheid vir kerk en samelewing te bied om noemenswaardige positiewe impak op die individu en die samelewing as geheel te voltrek. / Dissertation (MTh)--University of Pretoria, 2013. / gm2014 / Practical Theology / unrestricted

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Thesis (MPA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Performance management is an activity of the greatest of importance in any organization, whether that organisation functions within the public or private sector. The importance of performance management has however grown greatly within the public sector due to a renewed focus on efficiency, effectiveness and economy of actions. Within an environment increasingly characterised by a scarcity of resources, the application of performance management has therefore become an essential component. This applied research study hence examines the role of performance management within the public sector. The importance of this essay is due to the fact that very limited research has been done in this field in So~th Africa concerning the modification and application of performance management, which was primarily a private sector initiative, on the more complex public sector. By making use of historical and descriptive research methods, the researcher furthermore analyses the usage of performance management within a particular educational facility. This research study therefore focuses on the formulation and implementation of a performance management instrument for the measurement of the performance of administrative and support personnel employed by the specific educational facility, with the objective to solve existing performance problems within the organisation. / AFRIKAANSE OPSOMMING: Prestasiebestuur is 'n aktiwiteit wat van allergrootste belang is in enige organisasie, hetsy die organisasie in die private sektor of die openbare sektor funksioneer. Die belangrike rol van prestasiebestuur binne die openbare sektor het egter aansienlik gegroei met die openbare sektor se hernude fokus op effektiwiteit, doeltreffendheid en ekonomie van aktiwiteite. Binne 'n omgewing wat toenemend gekenmerk word deur 'n skaarsheid van hulpbronne, word die toepassing van prestasiebestuur gevolglik 'n ononbeerlike komponent. Vervolgens bestudeer hierdie toegepaste meestersvlak navorsingstuk die rol van prestasiebestuur binne die openbare sektor. Die uiterste belangrikheid van hierdie navorsingstuk spruit uit die beperkte hoeveelheid navorsing wat daar binne hierdie veld gedoen is rakende die aanpassing en toepassing van prestasiebestuur, wat aanvanklik slegs binne die privaat sektor gebruik is, op die meer komplekse openbare sektor. Verder ondersoek die navorser deur middel van historiese en beskrywende navorsingsmetodes ook die gebruik van prestasiebestuur binne 'n spesifieke onderwysinstelling. Die werkstuk fokus gevolglik op die formulering en implementering van 'n prestasie metingsinstrument vir die meting van die prestasie van administratiewe en ondersteuningspersoneel verbonde aan die spesifieke onderwysinstelling, met die oog daarop om bestaande prestasie probleme binne die organisasie op te los.

Support services are indispensable for the effective functioning of education. Support services render specific, specialized services to the school (the site of instruction), teachers (trainers) and pupils (learners) and constitute part of the system of both formal and non-formal education. Although contributions by South African authors such as Ruperti, Van Schalkwyk and Lazarus and Donald provide valuable information, there is at present a need for a model for support services to provide in the changing needs of the target group. In this research the various theories with regard to support services as a component of the education system and the mini-education system were discussed. Some brief examples of support services as they function in practice were also discussed. An analysis was made of the different viewpoints, a new perspective provided on support services, and possible organizational structures were discussed for purposes of the organization of support services within the education system. Subsequently attention was directed to the personal situation of the trainer. From the literature it was demonstrated that the trainer would benefit by the support services with regard to both his professional and academic equipment, the different relationships in which he finds himself, his personality profile and his personal circumstances. Attention was then focused on the various fields in which educational events and structures in the South African education system can make use of support services in order to function more optimally. From the literature the conclusion was reached that the educational events and structures can be supported with regard to the equipping task of the site of instruction, management tasks situated in the site of instruction and the physical facilities of the site of instruction. It was also indicated from the literature that the learner has a need with regard to his personal situation. Support needs in the case of the learner were discussed by way of handicaps of learners, disabilities of learners, the parental community in which the learner finds himself, and the extent of stress experienced by the learner. Interviews were conducted with focus groups in practice in order to determine whether the needs for support services as identified from the literature were valid needs. Following this research a model for support services in an education system was proposed by way of graphic representations supported by discussions. Attention was also given to a possible organizational structure according to which one could manage such support services. In conclusion, the research was summarized in brief. Certain findings were underlined in terms of the objectives and certain recommendations were made with regard to possiblities for further research emanating from the results of this project. / Proefskrif (PhD (Vergelykende Opvoedkunde))--PU vir CHO, 1997

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

Support services are indispensable for the effective functioning of education. Support services render specific, specialized services to the school (the site of instruction), teachers (trainers) and pupils (learners) and constitute part of the system of both formal and non-formal education. Although contributions by South African authors such as Ruperti, Van Schalkwyk and Lazarus and Donald provide valuable information, there is at present a need for a model for support services to provide in the changing needs of the target group. In this research the various theories with regard to support services as a component of the education system and the mini-education system were discussed. Some brief examples of support services as they function in practice were also discussed. An analysis was made of the different viewpoints, a new perspective provided on support services, and possible organizational structures were discussed for purposes of the organization of support services within the education system. Subsequently attention was directed to the personal situation of the trainer. From the literature it was demonstrated that the trainer would benefit by the support services with regard to both his professional and academic equipment, the different relationships in which he finds himself, his personality profile and his personal circumstances. Attention was then focused on the various fields in which educational events and structures in the South African education system can make use of support services in order to function more optimally. From the literature the conclusion was reached that the educational events and structures can be supported with regard to the equipping task of the site of instruction, management tasks situated in the site of instruction and the physical facilities of the site of instruction. It was also indicated from the literature that the learner has a need with regard to his personal situation. Support needs in the case of the learner were discussed by way of handicaps of learners, disabilities of learners, the parental community in which the learner finds himself, and the extent of stress experienced by the learner. Interviews were conducted with focus groups in practice in order to determine whether the needs for support services as identified from the literature were valid needs. Following this research a model for support services in an education system was proposed by way of graphic representations supported by discussions. Attention was also given to a possible organizational structure according to which one could manage such support services. In conclusion, the research was summarized in brief. Certain findings were underlined in terms of the objectives and certain recommendations were made with regard to possiblities for further research emanating from the results of this project. / Proefskrif (PhD (Vergelykende Opvoedkunde))--PU vir CHO, 1997

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

A lot of changes have occurred in the Department of Education (DoE) since 1994. These changes require teachers to study, implement and assess learner outcomes while providing meaningful, engaged learning for a diverse learner population. To enable teachers to cope with changes in the education system, training and retraining of educators has become a major focus of the Department of Education (DoE). The Department of Education needs to ensure that training provided equips teachers with new knowledge and skills and thus enable them to provide education of high quality. Through the decentralization policy that characterises the new education dispensation in South Africa, School Management Teams (SMT) are required to see to it that training of teachers yields the desired results. To this end the School Management Team (SMT) should facilitate transfer of training among educators by providing ongoing support and coaching to trained educators. Ongoing coaching represents the concrete involvement of managers (principals) and supervisors (heads of department) in work–related transfer efforts. It appears, however, that SMTs are experiencing problems in facilitating transfer of training among educators in schools. These problems emanate from three key members of the training partnership, viz., managers, trainees and trainers. In general, problems seem to be related to trainee characteristics, work environmental factors, and training design and delivery. As a result, a research was undertaken to investigate the perceptions of SMTs about the seriousness of problems that they experience in facilitating transfer of training with the major aim of coming up with suggestion about how these problems can be eliminated. A cross–sectional empirical survey design using a questionnaire was used to collect data from 70 SMT members in 10 schools. The major findings from the research show that SMTs experience serious to very serious problems in the areas of providing time for professional development activities within the regular school day, giving incentives to educators for practicing skills learned in training, and providing resources that educators need to apply their newly gained skills. The major recommendation from this research concerns the training of SMTs in facilitating transfer of training prior to training of teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.