M.Cur. / In the basic vocational preparation of the student nurse, the field of clinical tuition takes on special significance due to the fact that the major part of the student nurse's professional preparation takes place within this field. The clinical practice offers a wide variety of learning opportunities and forms an indispensable bridge between the vast body of knowledge and the world of endeavour the student nurse has to master. There are, however, many traumatic experiences which deeply affect the student nurse in her involvement with the sick, with the result that she has need for an adult in whom she can confide. An adequate number of registered nurses with the necessary subject knowledge and professional skills should be available in the clinical practice in order to provide optimal accompaniment. The participation of the college tutor in clinical practice accompaniment once again manifested itself prominently following the affiliation of nursing colleges with universities. The National Health Council has formulated constitutional guidelines in terms of which accompaniment of student nurses by tutors has been made obligatory. According to the South African Nursing Council, accompaniment encompasses the conscious and purposeful guidance and support of the student nurse, by creating learning opportunities that make it possible for her to grow from passiveness to involvement to independent clinical practice. This process of accompaniment takes place in conjunction with the direct participation and physical presence of the tutor (SANC, 1988 : 4). Such active participation by the college tutor in the process of clinical practice guidance is not functioning optimally "at present. The purpose of the present study was to determine the extent of involvement by the college tutor in this process, and to establish certain guidelines for the implementation of effective participation. In order to obtain the necessary background for the study, a descriptive exploratory survey was undertaken by means of a questionnaire. Input was obtained from tutors, clinical training personnel and ward nurses. Analysis of the data indicated an urgent need for the active participation of the college tutor in the process of clinical practice guidance. . The planning, organisation, and implementation of nursing tuition at the college must be adapted to provide for the active participation of the tutor in this process. Clear guidelines with operational goals have been formulated with respect to the implementation of clinical practice guidance by the tutor.

M.Ed. / The general aim of this research project was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The group aim of this research project was to investigate the teacher's leadership and how this can enhance the management of teaching competence. It was the specific aim of this research paper to: determine the contribution of a professionally inviting classroom culture towards a teacher's leadership style; obtain teacher opinion as to the extent that teachers use a professionally inviting culture as an aspect of their leadership style; and devise a possible strategy whereby a professionally inviting classroom culture can support the teacher's leadership style and enhance teacher competence. South Africa is undergoing huge changes particularly in the educational sphere. One of the most urgent problems that needs to be addressed is that of teacher competency.

D.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Educational Management) / As a result of the accelerated industrialization which is taking place, organised industry as well as the educational authorities involved, became more aware of the need to have schools where pupils/students could receive technical oriented education (Department of Education and Training, 1981:4). Scientific and technical literacy is increasingly necessary in our society, but the number of pupils who graduate from high school with only the most rudimentary notions of science and technology portends trouble in the decades ahead. This has several implications, inter alia: People in a wide range of non-scientific and nonengineering occupations and professions must have a greater understanding of technology than ever before. Yet, the educational system does not always provide such an understanding. Pupils who take no more mathematics and science after their ninth year in school have effectively eliminated the possibility of science or engineering as a career. The pool from which the future engineering personnel can be drawn is therefore in danger of becoming smaller. Education is t.he route by which upward mobility has been achieved by disadvantaged groups. Increased emphasis must be given to aiding those who have been excluded from careers in science and engineering...

M.Ed. (Education) / Ever since its inception, the technical college has had the task of providing vocational education. In fact, it would not be incorrect to say that the provision of vocational education to the broad mass of the South African population has always been the raison d'etre of the technical college. The call for our education system to become more relevant and more oriented towards the world of work is becoming increasingly persistent. Consequently the contribution of the technical college towards relevant vocational education has recently been intensively researched in an attempt to establish the following: * its role in the provision of vocational education, and * whether it is in fact equipped to perform this very challenging function, taking into account the economic realities and manpower requirements of South Africa. It has been established beyond any doubt that an educational system which places the emphasis on teaching technical and vocational skills, from the primary to the secondary and tertiary levels, that would lead to meaningful employment, needs to be devised. Various investigations have been carried out, as overseas and different vocational education Urgent attention is being given to vocational. Towards this end locally as well systems studied. Education within the wide education family and all the vocational education experts of the various departments, in conjunction with commerce and industry and other interested parties, are at present fully involved in the joint planning and/or renewal of vocational education in the RSA. The concept of partnership, which has obtained a new meaning in education, has been a logical outcome of all these investigations, simposia, conferences and talks. Apart from the natural partnership of education, which include the organised teaching profession and the parent community, a new and powerful partnership is developing which includes the private as well as the public sector. A study· into the role and function of all the parties in this partnership has established that each partner has a particular place, role and function to fulfil in order to achieve a common goal, namely the provision of a relevantly trained manpower for South Africa. This study has made it abundantly clear that the contribution of each partner towards education and training is of vital importance and that not one of them can afford it any longer to remain uninvolved in vocational education which has become a national priority. The study has furthermore identified the technical college as a very significant partner in this partnership, along with the schools, the technikon, the university and the various training boards.

M.Cur. / It is a well known fact that the environment plays an important rol in the development of the individual. In an intensive care unit, a child is exposed to an enormous amount of stimuli that is confusing and frightening and also has no meaning for the child. The experience of a child in an intensive care unit, upon whom major procedures are performed, is observed. The purpose of this study is to examine and describe the intensive care experience of children between the ages of 3 and 12 so that guidelines for the nursing of these children can be provided. This is a qualitative study and the phenomenological method of research was used. Interviews were conducted with the help of three photographs. These were shown to the respondents and they were asked to tell a story about the child in the photo. Fieldnotes were taken immediately after each interview to describe the situation and the researchers impressions. A taperecording was made of each interview and was transcribed verbatim. The transcriptions were analised and conclusions were reached. Guidelines can thus be drawn up for the nursing of a child in an intensive care unit.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

D.Ed. (Teaching Studies) / Institutions of higher education in South Africa are being affected by widening access to students since the eighties. Student numbers have risen dramatically Since then and the composition of the student population has also been altered considerably with, for example, the enrolment of black students in historically white universities as well as the enrolment of white students in historically black universities becoming a trend (Wade, Hodgkinson, Smith and Arfield, 1994:12; Saunders, 1992: 67; Education reporter, 1996:1; Taylor, 1992:36). Pressure for the expansion of post-secondary education is inherent in the development of modem society and is seen as a global trend, which means that South Africa is part of this expansion (Trow, 1987:289; Hinchcliffe, 1987:1; Aamodt & Arnesen, 1995:65; Fransman, 1995:173; Kirkwood, 1996: 41).This expansion in student numbers is often without a proportionate increase in the funding resources available . The situation, with regard to South Africa, was predicted by, amongst others, Booysen (1990: 1), who maintains that South Africa faces many challenges in ,the field of education because of the expected removal of the disparities in the provision of education amongst the various race groups. The historical and political circumstances in this respect are seen as factors aggravating the complexity of such a challenge. A simple case of numbers seeking higher education would be a serious misconception leading, for example, to the misunderstanding which prompted ministerial action a few years ago through which an injunction of zero growth on ten out of the fifteen residential universities in South Africa was decreed. A different approach to dealing with numbers seeking admission at higher education institutions was seen a few years before the Government of National Unity was in place. It is, noticeable that since 1986 there has been an urge to change higher education admission practices in South Africa

M.Ed. / South Africa needs to spread its available and required competence, skills and educational basis among its broad population (Valchanges, 1992:23). This is reflected in South Africa being rated 43rd out of 47 countries in the human development and skills level, or put differently, 14th out of 15 Group II countries in the World Competitiveness Report of 1992 (Gerber, Nel and Van Dyk, 1995:6). The South African educational system also ranked 14th of the 15 Group II countries in the same report (Gerber, et al, 1995:7). The situation is even worse if the World Competitiveness Report of 1995 is taken into consideration. South Africa ranked. 44th of 46 countries regarding its human resource development (Buffington and Associates, 1996; Rossouw, 1996:3; Pretoria News, 29 May 1996). If the above is taken into consideration it is clear that the start of the National Training Board (NTB) process that began in 1993 was necessary. The initial debates in the process were located within the vocational training context (HSRC, 1995:34). Four stakeholders entered the initial NTB process; namely: The government of the day with official representation by the departments of Education and Labour (called the Department of Manpower at the time); Representatives of different employers organisations; Representatives of organised labour; and Providers of learning. Different concerns from each of the above stakeholders caused a shift in the debate from a concern about vocational training to a broader concept of vocational education and training. This lead to the argument of an integrated approach. Thus: The field of education, training and development should adopt an integrated approach to all activities and systems currently classified as education and training and, unlike the past concentrate on vocational training only (HSRC, 1995:35). As part of such an integrated approach, education, training and development should not be seen as separate entities, but as one unit within the larger field of human resource development, i.e. the development of all those involved in Education, Training and Development (ETD), must be ranked as one of the biggest priorities in South Africa (National Training Board, 1995a:5). In November 1993, Working Committee 3 of the NTB submitted a report on "Trainer Development", under the title of "Education, Training and Development Practitioner" (NTB Annexure A, 1995c:2) thus starting a process of integrating the ETD field. Those involved in ETD were referred to as Education, Training and Development Practitioners (ETDP). The original task given to Working Committee 3 reads as follows: "Develop a South African competency-based model for trainers. Identify requirements for registration, certification, accreditation and recognition of existing qualifications and experience or competency in a national integrated certification/qualification structure." The ETDP competency model must be based on outcomes/outputs as a central focus, that will link the ETDP competency model with the National Qualifications Framework (NQF), thus ensuring registration, certification, accreditation and recognition of existing qualifications and experience (NTB, 1995c:21. To ensure that the ETDP Model complies to the requirements of the NQF (NTB, 1995a:5) it must be described in terms of: Roles; Outputs/Outcomes; Quality Standards; Competencies linked to outputs/outcomes; Range variables; and Levels of complexity.

M.Sc. (Geography) / Over the last three years, a number of environmental impact assessment reports (EIARs) pertaining to renewable energy (RE) projects have been submitted for environmental authorisation in South Africa. However, the quality of EIARs have been criticised internationally as well as in South Africa. Poor quality EIARs has the potential to negatively impact environmental decision-making processes and therefore it is vital to provide baseline data regarding the appraisal of such EIARs in South Africa. The present study has evaluated the quality of basic assessment reports (BARs) dealing with RE projects in South Africa. This is crucial in providing key insights to environmental management practice, especially if we are to determine whether or not RE projects have the potential to achieve sustainable development goals linked to clean development mechanisms (CDMs). Apart from assessing quality aspects, the goal of the study was also to analyse the strengths and weaknesses inherent in the EIARs involved. To address the research problem adequately, the Lee-Colley Review Package was utilised with minor adaptations where feasible. Based on the analyses derived from the review package selected, the overall quality of EIARs was found to be 70% satisfactory whilst 80% of the overall scores were borderline quality grades. The review areas pertaining to the description of the development and environment, together with the identification and evaluation of impacts, were better performed than the review areas concerning alternatives, mitigation measures and communication aspects of the EIARs. The strengths of the EIA processes related to the description of the project (purpose, objectives and nature) and site descriptions. Weaknesses of EIARs pertaining to RE projects were identified as insufficient non-technical summaries and poor summaries of the main issues. The review categories pertaining to waste management, mitigation measures and emphasis were not graded as weaknesses of the EIARs. Nevertheless, low numbers of satisfactory quality scores were documented for these review categories, which are particularly concerning. The fairly marginal quality of EIARs pertaining to RE projects may be attributed to lack of sufficient (human resources) capacity and transparency throughout the EIA process in South Africa. These aspects became evident through vague descriptions of impact prediction methods, insufficient elucidation of mitigation measures, a high degree of subjectivity and generally poor communication of EIA results to stakeholders involved. Apart from these findings, the study also made some recommendations for further studies such as the need to examine the following EIA aspects, namely, (1) the characterisation and reduction of elements of subjectivity within existing reports, (2) an assessment of the effectiveness of screening processes in South Africa and (3) the identification of obstacles and barriers hindering effective communication in the presentation of EIA results.