M.Ed. (Education and Curriculum Studies) / Please refer to full text to view abstract

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Bibliography: pages 136-145. / The aim of this report is to develop a procedure for the environmental evaluation of roads in South Africa, because in the past the environmental evaluation of road projects have been on an ad hoc basis, often using different formats. The procedure is therefore to be replicable from scheme to scheme, procedure, Management and is to be incorporated into the existing road development while drawing on the principles of Integrated Environmental The first part of the report is a study of the environmental evaluation procedures adopted in the United Kingdom, United States of America and Ontario (Canada). The environmental evaluation of roads in these countries are compared under the following headings: contextual features of the environmental evaluation procedures; the planning, location and design stages of the environmental evaluation procedures, and the environmental evaluation documentation. In this comparative study, the common and unique steps and elements are identified in order to generate an 'Ideal'. The second part of the report is a study on the environmental evaluation of roads in South Africa. The administrative structure, legislation, policy and planning procedures for roads in South Africa, and Integrated Environmental Management (IEM) are discussed. Although IEM is currently been developed and road authorities are committed to IEM, the procedure still needs to be incorporated into the existing road development procedure. The third part of the report develops a procedure for the environmental evaluation of roads in South Africa. The procedure developed incorporates common and unique steps and elements generated in the 'Ideal' into the existing road development procedure. The Environmental Conservation Act and Integrated Environmental Management are also taken into account in developing the procedure. Finally, as there is at present no formal documented procedure for the environmental evaluation of roads in South Africa, it is recommended that the procedure be considered by road and environmental authorities with a view to implementing it.

Bibliography: pages 140-157. / This study provides evidence that most teachers choose their class textbooks haphazardly and without evaluating them. As a result, bad textbooks are as likely to be chosen and to succeed commercially as good ones are. One consequence of this is that many publishers and authors continue to get away with producing bad textbooks. The study begins by describing the context in which school textbooks are chosen. It gives an overview of the textbook's role, and concludes that it is an indispensable part of an effective education system, especially where other resources are lacking. The study then considers the degree to which South African textbooks fulfil their roles; it concludes that most textbooks in schools are poor, many being incomprehensible to their audiences, but attention is also drawn to some positive textbook development that has taken place. The study next considers how and why so many poor textbooks have been selected by educators: it summarises the part played by education departments and publishers, and reviews the state of textbook evaluation as a discipline. It concludes that South African educators are poorly equipped to evaluate and select textbooks. Against this background, the study describes an investigation of how teachers select textbooks for their classes. The findings are that choice is haphazard and that evaluation, in the rare instances when it takes place, is usually unsystematic and superficial. In conclusion, the study recommends that research into textbook development is done to provide a theoretical framework for effective evaluation, and that training and other support in textbook evaluation for teachers is established to improve selection practices. The study hypothesises that the resulting demand from a broad base of well-informed textbook-selectors in schools will give authors and publishers a more powerful incentive than any other pressures can to produce materials that withstand systematic, critical and wise evaluation.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Purpose of the Research: To obtain more comprehensive data on the perceptions of strengths and weaknesses in Medical Microbiological Pathology training against the background of rapidly changing pathology services. Methods: On-line surveys were conducted of potential employers and recent graduates of Medical Microbiology and Clinical Pathology. Results: There were 15 employer respondents and 19 newly trained pathologist respondents out of the 88 pathologists that were identified to participate in the study. From the employers’ standpoint, the majority expressed overall satisfaction with newly trained pathologists. Specific areas of deficiency were Administration, Management and Research. In addition, almost a half of employers agreed that the same amount of guidance and support for newly trained pathologists is needed now than was required a decade ago. Newly trained pathologists did not appear to be inappropriately overconfident in their abilities. In selecting new pathologists, employers perceived ability to work in a team, academic knowledge and interpersonal skills as the most important applicant characteristics. When newly trained pathologists were asked why they thought they were offered their position, the responses were very varied, ranging from academic background to contractual obligations. Conclusion: We believe that with this study some insights were obtained into the perceived strengths and weaknesses of newly trained pathologists entering Microbiology Pathology Services and that the results of the study can be used as input for further discussions and training of pathology registrars. / AFRIKAANSE OPSOMMING: Doel van die Navorsing: Om meer omvattende data te bekom oor die tekortkominge en sterk punte in Mediese Mikrobiologiese Patologie opleiding in ag genome huidige vinnig veranderende patologie dienste. Metodes: Internet-gebasseerde vraeboë is gerig aan potensiële werkgewers van patoloeë asook nuut gekwalifiseerde graduanti van Mediese Mikrobiologie en Kliniese Patologie. Resultate: Van die 88 patoloeë wat uitgenooi is om deel te neem aan die studie het 15 werkgewers en 19 nuut gekwalifiseerde patoloeë deelgeneem. Die meerderheid van die werkgewers was oor die algemeen tevrede met nuwe aanstellings. Spesifieke areas waaraan meer aandag behoort te gee word, is Administrasie, Bestuur en Navorsing. Bykans die helfde van die werknemers het saamgestem dat nuut gekwalifiseerde patoloeë nou dieselfde hoeveelheid bystand en ondersteuning benodig as patoloeë ‘n dekade gelede. Dit wil voorkom asof die nuut gekwalifiseerde patoloeë nie oormatige selfvertroue in hulle eie vermoëns het nie. Werkgewers het die volgende eienskappe as die belangrikste ge-ag as hulle nuwe patologeë aanstel: vermoë om in ‘n span te werk, akademiese kennis en interpersoonlike vaardighede. Toe nuut gekwalifiseerde patoloeë gevra is hoekom hulle dink hulle is aangestel was die antwoorde baie uiteenlopend en het gewissel van akademiese prestasie tot kontrakturele verpligtinge. Gevolgstrekking: Ons glo dat met die resultate van hierdie studie ons beter insigte bekom het oor die tekortkominge en sterk punte van nuut gekwalifiseerde patoloeë wat Mikrobiologiese Patologie Dienste betree. Hopelik sal hierdie studie ‘n bydrae kan maak tot die toekomstige beplanning van nagraadse patologie opleiding.

D.Ed. (Didactics) / The purpose of this research project was to ascertain whether the Mathematics curriculum for apprentices comply with scientifically defensible criteria. Important conclusions regarding characteristics of Mathematics, tuition and learning guides, and the aims of Mathematics, were reached ...

D.Ed. / The research has been done under the leadership of the Rand Afrikaans University with the co-operation of the National Training Board. Apprentice training in South Africa developed from the traditional journeyman route to a more advanced competent modular based training system. The existing competent modular based training for apprentices consists of on the job training, institutional training, offered by an accredited training centre and theoretical training away from the work environment, offered at a Technical College. The existing apprentice training scheme is controlled by legislation (Act No 56 of 1981). The research has been undertaken to determine whether the existing apprentice training scheme complies with the developing needs of the industry and the individual learner. A literature study about the development of the apprentice training system in South Africa is compiled. The study includes an examination of vocational education and training systems of eight different countries. The literature study is compiled to create an holistic picture concerning vocational education and training, focusing on the training of apprentices. Other countries' vocational education and training models are also evaluated to see what South Africa can learn from other countries and to incorporate the transferable strengths to the alternative routes for artisan training developed by this research. With the aid of scientifically designed questionnaires and interviews, the existing apprentice training scheme is examined. The existing training scheme is evaluated against the following criteria: an integrated approach to education and training; effective human resources development according to the technological and manpower, as well as the individual needs; access to artisan training and flexibility of training scheme; recognition of prior learning; career guidance of learners; mobility between industries, employers and institutions, that the training scheme provide; The results of the questionnaires and interviews have shown that the existing apprentice training scheme is outdated and needs to adapt to comply with new challenges for developing competent tradesmen and -women in South Africa. This study addresses the problem surrounding the existing artisan training scheme by developing alternative routes for artisan training. As the results of artisan training should be outcome based. The first step of designing the alternative routes is to formulate the skills and knowledge needed to be a competent artisan. The alternative routes for artisan training is then designed to develop and enhance the skills as formulated.

M.Cur. / Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes to quality nursing education. There is widespread 'dissatisfaction with the quality of performance assessment of academic staff (tutor). Factors contributing to the ineffectiveness of performance achievement are linked to the performance assessment system itself, on the one hand, and to the person who performs the assessment, on the other hand. The object ofperformance assessment, namely to facilitate quality teaching by academic staff at a nursing college through personal and professional development and to serveas a basis for management decision-making, is destroyed in general, ifnot totally, by the way in which performance assessment of academic personnel is planned and executed. The purpose of this study was to describe performance assessment standards and guidelines fora performance assessment programme for academic personnel at a nursing college based on a conceptual framework. This aimisjustified by meansofa descriptive, explorative, contextual, qualitative research design. The study was conducted in four phases. Phaseone included exploring job descriptions of academic personnel at nursing colleges. Phasetwo dealtwith exploring and describing job expectations of academic personnel at nursing colleges. A qualitative research method, namely focus group interviews, was used to gather data. In phase three a literature control was done in order to refine the conceptual framework. In phasefour, a final conceptual framework was formulated and performance assessment standards and guidelines for a performance assessment program ofacademic staff at a nursing college were described.

M.Cur. (Professional Nursing) / The overall objective of this study is to describe guidelines for professional nurses as clinical learning facilitators. In view of existing problems such as staff shortages, overcrowded wards, student exploitation in the service situation, lack of supervision, assessment and evaluation, lack of student status, block system and inadequate preparation of professional nurses for the clinical learning facilitator's role, nursing education has to strive for excellence in order to be in line with the Reconstruction and Development Programme, the National Health Plan, the message of the Minister of Education in the White Paper on Education and Training in South Africa, the South African Nursing Council, the South African Nursing Association, and the economical, social and technological changes in South Africa.