Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: As the title suggests, the major challenge that this study faces is to set out and design a model for analysing and enabling the management of political risk as investment risk - a model that is both sensitive to and reflective of the comprehensive business and investment climate in a country, not only credit or country risk, or only pure political risk in its narrowest definition. In reading about past and more recent research in the field of political risk analysis, it becomes clear that many authors begin by noting the diversity and the discrepancies of the existing definitions of political risk, but evidence in political risk insurance shows that the major perceived political risks that investors insure their interests against seem to be confiscation, expropriation and nationalisation. In the light of this study's findings though, a case can be put forward for urging that the conceptualisation of political risk be extended to further include any or all of the micro political risk factors and their indicators that have been identified to ensure that political events do not impact negatively on a foreign company's profitability. Foreign investors put assets at risk to achieve their objectives and the assessment of these risks, including political risks, is the key to successful operations. Opportunities and risks are often two sides of the same coin and political risk comprises a large part of the environmental forces in terms of the management challenges a Multinational Company (MNC) faces in any investment climate. A firm's foreign investment strategy deals with the positioning of the organisation in an uncertain host country environment and investment climate. This study attempts to explain how a firm's political risk exposure, which refers to the sensitivity of a firm's projected profitability and operationability in a host country to changes in the investment climate, could be managed and reduced. It is hoped that political risk analysis and management can assist foreign operations in managing the risks that might have otherwise proven to be destructive to profitability and operationability. It is irresponsible to present a potential investor with a risk assessment that does not incorporate political risk factors and their indicators, let alone environmental, societal and socio-economic risk factor indicators. Ultimately any business climate, regardless of the country being studied, is underwritten by a political system, political climate, political culture and business culture of the system in which foreign business wishes to operate profitably. What is often labelled as unnecessary and irrelevant detail in risk analysis often results in a lack of using micro risk factors and their indicators and an underestimation of the importance of such micro risk indicators. Hopefully this study takes up the challenge of showing that political risk can be managed and political risk analysis can be made more precise - that it is possible to measure and manage political risk. / AFRIKAANSE OPSOMMING: Soos die titel van hierdie studie voorstel is een van die grootste uitdagings die ontwerp van 'n model vir die analise van politieke risiko as beleggingsrisiko - 'n model wat ter selfde tyd sensitief is vir en weerspieëlend van 'n land se algemeen omvattende besigheids- en beleggingsklimaat, en nie slegs suiwer politieke risiko in die nouste sin van die woord nie. 'n Literatuurstudie van meer onlangse navorsing, asook navorsing wat in die verlede gedoen is oor politieke risiko en die analise daarvan, dui daarop dat baie outeurs melding maak van die diversiteit en teenstrydighede in die bestaande definisies van politieke risiko. Die teenwoordigheid van versekering teen politieke risiko wys egter daarop dat die primêre politieke risiko's waarteen beleggers hulle belange verseker meesal nasionalisering en onteiening is, asook die beslaglegging op beleggings. Teen die agtergrond van hierdie studie se bevindinge, kan daar egter 'n saak uitgemaak word vir die verbreeding van die konseptualisering van politieke risiko om enige of alle van die mikro-politieke risiko faktorindikatore wat in hierdie studie identifiseer word in te sluit, om sodoende te verseker dat die negatiewe gevolge wat politieke gebeure moontlik mag inhou vir 'n buitelandse maatskappy se belange, sover moontlik beperk word. Buitelandse beleggers stel bates bloot aan risiko's ten einde voorafgestelde doelwitte te bereik en die assessering van hierdie risiko's, insluitende politieke risiko's, is 'n groot bydraende' faktor tot die suksesvolle bedryf van buitelandse beleggings. Geleenthede en risiko's is dikwels twee kante van diesIefde muntstuk en politieke risiko maak 'n groot deel uit van die uitdagende beleggingsomgewing waarin die bestuur van 'n multinasionale korporasie (MNK) daagliks moet funksioneer. 'n Maatskappy se buitelandse beleggingstrategie handel met die posisionering van die organisasie in die onvoorspelbare beleggingsklimaat van 'n vreemde land. Hierdie studie poog ook om te verduidelik hoe die mate waarin 'n firma blootgestel word aan politieke risiko, met ander woorde die sensitiwiteit van 'n firma se voorgenome winsgewendheid en bedryf teenoor veranderinge in die beleggingsklimaat van 'n vreemde land, bestuur en verminder kan word. Daar word gehoop dat politieke risiko analise en die bestuur daarvan 'n bydra kan lewer tot buitelandse besighede se bestuur van hierdie risiko's, wat andersins 'n vemietgende impak kan hê op die winsgewendheid van buitelandse bedrywighede. Dit is onverantwoordelik om aan 'n buitelandse belegger 'n risiko analise voor te lê wat nie politieke risiko faktore en die daarmee gepaardgaande indikatore insluit nie. Die studie argumenteer verder dat faktorindikatore wat die fisiese omgewing, sosiale asook sosio-ekonomiese faktore aanspreek ook in 'n risiko analise ingesluit moet word. Oplaas is enige besigheidsklimaat, nieteenstaande die land wat bestudeer word, onderskryf deur 'n politieke stelsel, politieke klimaat, politieke kultuur en besigheidskultuur van die stelsel waarin die buitelandse besigheid winsgewende resultate as doelwit het. Wat dikwels beskou word as onnodige en irrelevante detail in risiko analise lei dikwels tot 'n gebrek aan die insluiting van mikro-risiko faktore en hulle indikatore weens 'n onderskatting van die noodsaaklikheid daarvan om juis sulke mikro-risiko faktorindikatore in 'n risiko analise in te bou. Hierdie studie aanvaar hopelik die uitdaging om te wys dat politieke risiko tog bestuur kan word en dat politieke risiko analise tog meer eksak gemaak kan word - dat dit wel moontlik is om politieke risiko te meet en bestuur.

Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education. The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis. The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS. / AFRIKAANSE OPSOMMING: Die politieke bestel in Suid-Afrika het na 1994 ‘n ommeswaai op vele terreine beleef. Die land was nie net begroet met ‘n nuwe demokratiese regeringstelsel nie, maar ook met grootskaalse onderwyshervorming, met spesifieke verwysing na kurrikulum- hervorming, wat een van die vernaamste dryfvere sou wees. Hierdie studie fokus op die implementeringsdinamieke van die Nasionale Kurrikulumverklarin (NKV) wat in 2005 ingefaseer was en wat eintlik ‘n heromskrywing of herhaling van bestaande kurrikulumhervorming is. Opvoeders was bekend gestel en van nuuts af opgelei om ‘n nuwe kurrikulum in hul klaskamers te implementeer. Deurlopende assessering (DASS) was die nuwe wagwoord op almal se lippe, want leerders sal voortaan aan die hand van deurlopende assesseringsaktiwiteite geassesseer word. Hierdie assesseringspunte of kodes sal bepaal of leerders na ‘n volgende graad vorder. Dit het ‘n nuwe opvoederpraktyk, naamlik ‘n assesseringspraktyk, genoop en opvoeders het dit problematies gevind om hierdie nuwe praktyk met die onderrig- en leerpraktyk te laat trou. Die hoofuitgangspunt is dat hierdie laerskoolopvoeders se assesseringspraktyke divers en uiteenlopend tot die verwagtinge van die NKV is. Die studie gebruik die analitiese lense van voorwaartse en terugwaartse kartering asook die dubbelsinnige konflikmodel ten einde ondersoek in te stel na die onderliggende verwantskap tussen opvoeders se assesseringspraktyke en die assesseringsbeleid. Die studie hoort tuis binne ‘n kwalitatief-interpretivistiese paradigma, aangesien ek ‘n verstaan rondom die aard en omvang van hul assesseringspraktyke probeer vorm en verstaan. Die klem val op hoe hierdie assesseringspraktyke sigself in die klaskamerpraktyke van opvoeders manifesteer. Kwalitatiewe navorsingsinstrumente, wat individuele onderhoude van laerskoolopvoeders insluit, is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die navorsing toon hoe hierdie opvoeders die assesseringsbeleid op unieke maniere ervaar, beleef, interpreteer en gevolglik in hul klaskamers implementeer. Dit lewer verder bewys hoe elkeen, in hul strewe om aan die verwagtinge van die NKV te voldoen, hul assesseringspraktyke divers en uiteenlopend aanpak en tot volvoering probeer bring en by geleenthede daarvan afwyk.

This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms. The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)

Final draft report presented to the Graduate School of Business Leadership, University of South Africa / The main purpose of this study is to ascertain the major service quality variables that determine customer satisfaction for the Carbonated Soft Drink market which is dynamic and is also part of the highly competitive impulse beverage industry in South Africa. Amalgamated Beverages Industry (aka Coca Cola) still holds the lion’s share of the market although its share has fallen in the last 5 years presumably due to the growth in the consumption of substitutes such as bottled water, 100% fruit juices, energy drinks and dairy juice blends. The proliferation of “diet conscious” consumers has exacerbated the situation. These alternatives are the primary growth areas in the impulse beverage market. This has obviously threatened the viability and profitability of major players in this industry. To date the performance of Carbonated Soft Drinks (CSDs) has been less than satisfactory. There are other key players which have penetrated this market namely Pepsi, trading as Pioneer Foods, Royal, Pioneer Foods, California Cola, Pick ‘n Pay and Quality Beverages. For purposes of this study the three key players were chosen namely ABI, Pepsi and Quality Beverages. These key players have made huge investments in this industry at the level of production and distribution. In addition heavy investments go towards advertising and promotional campaigns. This research is exploratory in nature and makes way for further research in order to reach a more logical conclusion. This study is conducted within the confines of Gauteng region and more specifically Johannesburg North and Central. These two regions were chosen because the researcher resides close to these regions and wanted to minimize the costs involved in this study. The researcher also assumed the findings are a true representation of the broader picture of the South African scenario. Before collecting information the researcher initially consulted recent articles, books, magazines, company reports and even the internet in order to develop a clear understanding of the industry. This also helped the researcher to make logical decisions in the course` of undertaking the research. To that effect the researcher adopted the service quality SERVQUAL and the Gaps models in coming up with a measurement instrument for the research. The CSD companies have two broad categories of customers namely the trader and the end user or consumer. The trader purchases the product for purposes of research whilst the end user buys for consumption. This research focused on the trade customer. According to research experts a sample of more than 5% of the total population does not compromise validity. However the researcher opted for more than 10% of the total population in order to increase reliability of the results. Thus from the population size of 965 trade outlets the researcher arrived at a sample of 100. The traders were classified into four major categories namely retail outlets, wholesalers, restaurants and service stations. Information was collected from these 100 traders using personal interviews. The researcher is the one who conducted all the interviews. Information was gathered from buyers, managers and owners. The researcher took advantage of the Statistical Package for Social Scientists in order to make a meaningful analysis of the data collected. Many service oriented recommendations have been promulgated by this research. They are neither exhaustive nor prescriptive given the time constraint within which this research was conducted.

M.Ed. / Renewal represents an improvement in accepted existing practice. This implies that the old practice is just not good enough any longer. Similarly, the knowledge and training base of lecturers at technical colleges fell short with the introduction of the new National Intermediate Certificate, as well as the National Senior Certificate in 1992. The subject-related problems which emerged, could have been solved by various techniques. The quality circle, self-directed work team and support groups, are three group-related problem-solving techniques to be assessed in this study. The three techniques share group participation as a common characteristic. Each of these techniques still maintains a unique approach and method in solving a problem. One would have a remarkable problem-solving technique if one could capitalise on all the positive aspects of the various techniques. The introduction of the new National Intermediate Certificate and the National Senior Certificate, is a direct result of adherence to community needs. The new courses demanded implementation of computer training in various fields of study at technical colleges. A curriculum analysis focusing on Parktown College, led to the identification of three fields of study affected by the introduction of the computer. Lecturers responsible for computer training experienced and still experience various problems. These problems were identified by means of a focus group interview.

A research report submitted to the school of education, University of the Witwatersrand, Johannesburg in partial satisfaction of the requirements for the degree of Master of Education Johannesburg, September, 2016 / School development planning (SDP) is a major driving force to achieve improvements in the quality of teaching and learning, and participation of stakeholders in school management. This study discusses research findings on the planning practices in primary schools based on the perceptions and experiences of principals of the impact of development planning towards improving learner achievement in Johannesburg District East in Gauteng, South Africa. A qualitative methods approach involving survey and case study was utilized to address research questions. This study identifies principals’ leadership, networking and teamwork amongst stakeholders, and improvements in teaching and learning as some of the benefits of SDP. This is premised on the fact that SDP is a highly technical process that requires skills and know-how to be executed successfully. However, the implementation of development planning is limited by inadequate Department of Education support, resources and continuous professional development of principals. It is argued that SDP is fraught with numerous challenges that require an approach that focuses on its, that is, school improvement and management of planned change. The findings will assist the district to design strategies to improve management schools through SDP. / MT2017

This study explored the way in which teachers use formative assessment in an “underperforming” school. Specifically, the study was designed to examine which of the types of feedback that teachers provide in formative tasks best improves engagement for learning in the school chosen for investigation, since the lack of effective feedback for learning was identified as a possible reason for the poor performance of the grade 7 learners in the National Assessment and Common Examinations. Written feedback in Mathematics and English was evaluated by analysing comments and rated them according to criteria in a rubric which had been designed for the purpose. Three books from each of three classes (9 books), one from a strong, average and weak learner, were examined over a period of three months. Verbal feedback, as being indicative of feedback given on a day-to-day basis, given during grade 7 Mathematics and grade 7 English classes, was analysed by rating criteria which would indicate an ideal learning environment on a four point Likert scale, after classroom observation. I found that learners were not adequately engaged into tasks or required to use critical thinking which would promote deep learning. The teachers of these classes were taught to use an interactive classroom response system (CRS), and classes were observed again to investigate whether use of the technology had created opportunities for meaningful engagement to enhance learning. The mathematics class was observed prior to an intervention in which a university lecturer, who had used the system extensively, explained how the system should be used pedagogically to promote critical engagement, and an English class was observed post-intervention. It was found in English classes observed (post-intervention) that learners were far more engaged and encouraged to think critically because they were given a chance to justify their answers or reasoning.. This was in contrast to the mathematics classes observed (before intervention), where the technology had increased engagement but had not increased critical thinking because learners were not given an opportunity to justify their answers. Learners were interviewed to establish their opinions about the different types of feedback received in their learning environment. In this respect, their responses were evaluated in the context of how they felt the feedback received encouraged them and promoted engagement. Thereafter the different modes of feedback were compared and evaluated to explore which could best improve engagement for learning. Teachers were also interviewed to ascertain their opinions on teaching, learning and assessment, both in general and in this school environment, and the factors influencing the time taken for teachers to provide written feedback to their learners, as well as the factors influencing the level of feedback that teachers provide in formative assessment tasks was probed. The study led to the conclusion that in this school, the conception of the value of x feedback has had to be reconsidered by both learners and teachers so that both parties recognise that it is not whether a response is correct or not that carries the most value, but rather the ability to provide a justifiable or defendable response which encourages deep learning. Therefore, this study established that feedback through any medium can enhance learning if it encourages learners to reason or to think more carefully about concepts and ideas. The interactive classroom technology has changed perceptions of learning in some of the classrooms in the school examined as it enables learning to takes place in a manner that incorporates formative assessment, effective feedback, and promotes social constructivism.

M. Tech. Busness Administration / Existing research suggests that the Public Sector Performance Management Systems are used to some extent, in support of strategic planning and other governance and managerial functions. However, there is still a gap on the effectiveness of the performance management system. In recent years, organisations have implemented performance management because it leads to better organisational results as reported in many articles and case studies. However, there is little solid empirical evidence of the actual effects performance management has on the quantitative results of the public sector. This study aims to describe the results of a study that explores the quantitative research on the effectiveness of performance management and development in the Department of Cooperative Governance by examining the actual practices in performance management and discuss the rationale for performance management as well as the political and organisational factors influencing this process within this Department.

An evaluation was conducted on a credit-bearing module that has recently become compulsory for second year students in four of the six schools in the Faculty of Science and Agriculture at the University of Natal, Pietermaritzburg. The module was based on a course that has been run for Agriculture students since the 1980s. The module "Information Retrieval Skills" (Agri220) is run over a two week period at the beginning of the first semester and covers the library computer catalogue, OPAC and other retrieval tools such as print-based abstracts and indexes, SABINET Online and the CD-ROM databases in the library. The study sought to determine students' perceptions of the Agri220 module, to determine whether the outcomes as described in the Agri220 module template were evident in students, and to determine the use students made of the library. The method that was used in the evaluation was summative, and thus conducted after students had completed the module. Furthermore to find out their views about the contribution of the module to their studies, the study focused on students who had done the module over a year previously. The respondents were students in the School of Agricultural Sciences and Agribusiness as these were the students for whom the module was compulsory in 1999. A survey was done of five third year classes , which consisted of both third and fourth year students, and questionnaires were distributed and completed in the classes. Students were very positive in their feedback about the module and reported becoming more efficient in their use of the library. They were largely familiar with the interlibrary loan service and OPAC but were aware to a lesser extent of the print-based abstracts and indexes in the library. The study found that students predominantly used books and to a lesser extent journals. Electronic retrieval formats were popular. The students who supplemented their notes with extra readings relied on reserved material and reading lists. Students made suggestions about changes to the module: such as extending the length of the module, bringing it forward to first year, and teaching the module in smaller groups. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2001.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Since 2001 an inclusive approach is being followed in education in South Africa. According to this approach all learners must be taught in one education system and according to the same curriculum, namely the National Curriculum Statement Grades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevant and effective in the teaching of learners with a severe intellectual disability, it is important to evaluate the curriculum and to adapt it if necessary. Learners with a severe intellectual disability form a distinctive educational community marked by their high need for continuous support, specific educational strategies and appropriate learning content. In the past, these learners received their education outside the mainstream of education according to an own, appropriate curriculum. However, since 2004 they have been required to receive their education according to the National Curriculum Statement Grades R to 9 (Schools). The aim of this research was to establish the effectiveness and relevance of the National Curriculum Statement Grades R to 9 (Schools) in the education of learners with a severe intellectual disability. A mixed-method research design, which included a literature survey, an empirical, as well as focus group interviews, was applied. By means of the literature survey, the demands were determined that are made on the curriculum by learners with a severe intellectual disability, their parents, the community, and the work community. The demands that educators make on the curriculum were determined by means of an empirical survey. This survey revealed that outcomes-based education is not generally implemented in the 21 schools included in this study. These findings formed the basis on which curriculum evaluation criteria were developed and according to which the National Curriculum Statement Grades R to 9 (Schools) was evaluated. By applying these criteria it was established that in some instances the National Curriculum Statement Grades R to 9 (Schools) does not comply with the demands of the determinants. The deduction could however be made that the National Curriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-in features to be effective and relevant for learners with a severe intellectual disability. Recommendations were made on how best to make the necessary adaptations. / AFRIKAANSE OPSOMMING: In Suid-Afrika word sedert 2001 'n meer inklusiewe benadering tot onderrig gevolg. Hiervolgens moet alle leerders binne een onderwysstelsel volgens een kurrikulum, naamlik die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole), onderrig word. Ten einde te verseker dat hierdie uitkomsgebaseerde kurrikulum relevant en doeltreffend is in die onderrig van leerders met verstandelik erg-gestremdheid is dit noodsaaklik om die kurrikulum te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Leerders met verstandelik erg-gestremdheid vorm vanweë hul intellektuele vermoëns 'n duidelik herkenbare onderwysgemeenskap wat gekenmerk word deur hul behoefte aan deurlopende ondersteuning, spesifieke onderrigstrategieë en toepaslike leerinhoude. In die verlede het hul onderrig buite die hoofstroomonderwys geskied aan die hand van 'n eie, toepaslike kurrikulum, maar sedert 2004 moet hul onderrig ook volgens die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geskied. Die doel van hierdie navorsing was om die doeltreffendheid en relevansie van die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) vir leerders met verstandelik erg-gestremdheid te bepaal. 'n Gemengde-navorsingsmetode-ontwerp wat 'n literatuuroorsig, 'n meningsopname asook fokusgroep-onderhoude ingesluit het, is gevolg. By wyse van die literatuurondersoek is die eise bepaal wat leerders met verstandelik erg-gestremdheid, hul ouers, die gemeenskap, en die werkgemeenskap aan die kurrikulum vir leerders met verstandelik erg-gestremdheid stel. Die eise wat opvoeders stel is deur middel van 'n empiriese ondersoek bepaal en dui aan dat uitkomsgebaseerde onderrig nie algemeen aangewend word in die 21 skole in die ondersoek nie. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geëvalueer is. By die toepassing van die kriteria is gevind dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) in sekere opsigte nie behoorlik aan die eise van die determinante voldoen nie. Die gevolgtrekking is gemaak dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) egter genoeg aanpasbaarheidselemente het om doeltreffend en relevant te wees vir leerders met verstandelik erggestremdheid. Aanbevelings is gedoen oor hoe die aanpassings gemaak kan word.