Thesis (MSocialWork)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The purpose of this study was to investigate the present functioning of occupational social work at local governments in the Cape Peninsula. In order to realise this aim, an exploratory study was undertaken. In this study the historical development of occupational social work, internationally as well as in the South African context, was investigated. From the investigation it became apparent that there is a difference in the pattern between the historical development of occupational social work internationally and in the South African context. In South Africa industrialization occurred almost a century later than in the European countries and the development of occupational social work was further hampered by the political system of separate development. The organizational context of occupational social work practice as well as the roles, functions, knowledge and skills of the occupational social worker were discussed. It is essential that the occupational social worker should not only have insight into the structural and functional aspects of organizations, but should also have the know how to apply this knowledge base to promote social work services in the workplace. Although the roles, functions, knowledge and skills of the occupational social worker are relatively similar to those of social workers in other fields of practice, it is also evident that this field requires more specialized skills and knowledge. Attention was given to social work supervision and management in the occupational context and it became apparent that in the occupational context, social work supervision and management are influenced by a variety of organizational factors. Supervision is extremely important to local governments because it provides the opportunity for these organizations to guide the service delivery of the social workers in a scientific and responsible manner. Lastly the structure and functioning of local governments were discussed with specific reference to occupational social work. The emergence of occupational social work at local governments in the Cape Peninsula as well as the Employee Assistance Program policy and the substance dependency treatment policy of local governments were also discussed. An empirical investigation was undertaken after the literature study, in which eight occupational social workers as well as their six managers at local governments in the Cape Peninsula participated. The questionnaire was used as the technique for data collection. On the basis of the conclusion and findings of this study, certain recommendations on the practical implementation of occupational social work policy and the process of supervision for local governments in the Cape Peninsula are made at the end of the report. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige funksionering van bedryfsmaatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland te ondersoek. Om hierdie doel te bereik is 'n verkennende studie onderneem. In die studie is die historiese ontwikkeling van bedryfs-maatskaplike werk internasionaal sowel as in Suid-Afrika ondersoek. Uit die ondersoek blyk dit dat die historiese ontwikkeling van bedryfs-maatskaplike werk internasionaal en in Suid-Afrika, nie dieselfde patroon gevolg het nie. In Suid-Afrika het industrialisasie bykans 'n eeu later as in die Europese lande plaasgevind en is die ontwikkeling van bedryfs-maatskaplike werk verder ook gestrem deur 'n politieke stelsel van afsondering. Die organisatoriese konteks van bedryfs-maatskaplike werk praktyk en die rolle, funksies, kennis en vaardighede van die bedryfs-maatskaplike werker is bespreek. Dit is noodsaaklik dat die bedryfs-maatskaplike werker nie slegs oor insig van die strukturele en funksionele aspekte van organisasies moet beskik nie, maar behoort hy veel eerder te weet hoe om hierdie insig en kennis-basis te benut ten einde maatskaplike werk in die werkomgewing te bevorder. Alhoewel die rolle, funksies, kennis en vaardighede van die bedryfs-maatskaplike werker tot 'n groot mate met maatskaplike werkers in ander velde ooreenstem, is dit ook duidelik dat hierdie veld meer gespesialiseerde vaardighede en kennis verg. Daar is aandag geskenk aan maatskaplike werk supervisie en bestuur in die bedryfsopset en het dit uit die studie duidelik geword dat maatskaplike werk supervisie en bestuur in die bedryfsopset deur verskeie organisatoriese faktore beïnvloed word. Supervisie is van besondere belang vir plaaslike owerhede, aangesien 'n program vir supervisie aan dié organisasies die geleentheid bied om op 'n wetenskaplike, verantwoordbare wyse met die maatskaplike werkers te kommunikeer en kontrole oor hulle dienslewering en doelbereiking uit te oefen. Laastens is die struktuur en funksionering van plaaslike owerhede met spesifieke verwysing na bedryfs-maatskaplike werk bespreek. Die ontstaan van bedryfs-maatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland en plaaslike owerhede se werknemer hulpprogrambeleid en middele-afhanklikheid behandelingsbeleid is ook bespreek. 'n Empiriese ondersoek is na die literatuurstudie onderneem, waraan agt bedryfs-maatskaplike werkers by plaaslike owerhede in die Kaapse Skiereiland sowel as hul ses bestuurders deelgeneem het. Die vraelys is as tegniek van inligtinginsameling gebruik. Gegrond op die gevolgtrekkings en bevindings van hierdie studie, word daar aan die einde van die verslag bepaalde aanbevelings ten opsigte van die praktiese implementering van bedryfs-maatskaplike werk beleid en die proses van supervisie vir plaaslike owerhede in die Kaapse Skiereiland gemaak.

Thesis (MSocialWork)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The work environment in South Africa is currently undergoing dramatic changes that are caused by a variety of factors and increasing pressure is placed on industries to take more responsibilities for the wellbeing of their employees. The structure and philosophy of employee assistance programmes provide an unique opportunity to organizations to address the changing workplace and the needs of employees in a potential growth productive way. From an employers viewpoint employee assistance programmes are becoming essential for the success of present day companies and the employee assistance programme practitioner is steadily becoming part of the corporative policy formulating team. Due to the fact that there are no guidelines or much literature in the South African context regarding the application of employee assistance programmes in organizations, and in the absence of any specific practice approach for a social worker in private practice that delivers services within employee assistance programmes, the goal of this study is to provide guidelines that can serve to provide a social worker in private practice who is involved with employee assistance programmes, or that considers entering this field, with accurate and relevant information of such programmes. Guidelines won't only contribute to the application of employee assistance programmes to its full potential, but will also assist a social worker in private practice during negotiations to implement and determine an appropriate model for service delivery in a specific organization. In order to achieve the goal of this study, a literature as well as an empirical study was undertaken. The literature study had a dual purpose. Firstly it was conducted in order to describe the value of the utilization of employee assistance programmes in organizations and included the relevant concepts and elements of employee assistance programmes. Secondly, the literature study has been utilized in order to provide a useful conceptual framework for social workers in private practice by placing employee assistance programmes within the framework of the generic perspective. The findings of the literature study emphasize the re-focusing of employee assistance programmes on the dual client system with alliance to micro- as well as macro activities, as well as the fact that more specialized abilities are required from a social worker in private practice. Further, it emphasizes that employee assistance programmes provides structure to the professional activities of a social worker in private practice and as such contributes to these activities having a more effective impact in organizations. The empirical study was undertaken in order to determine the knowledge and opinion of the key personnel in organizations that are involved in the decision-making whether or not to invest in a program of this kind, and the nature of the employee assistance programme. This step has been taken, not only to make a social worker in private practice aware of the viewpoints of these people, but also to determine the possibilities for introducing an employee assistance programme in an organization and at the same time identify aspects that might be against the adoption of such a programme. The findings of the empirical study indicated that the key personnel maintain a caring philosophy towards their employees that is linked to productivity. Their expectations of an employee assistance programme is linked closely to this, and is only associated with micro level activities. Further more, the findings points to a lack of knowledge as far as the true nature, purpose and function of an employee assistance programme is concerned. In conclusion, recommendations were made based on the deductions and findings of the literature as well as the empirical study. These recommendations also serve as guidelines for a social worker in private practice who is involved with employee assistance programmes. / AFRIKAANSE OPSOMMING: Dramatiese veranderinge vind tans plaas in die Suid-Afrikaanse werksmilieu wat te weeg gebring word deur 'n verskeidenheid van faktore en daar word meer druk op bedryfsondernemings geplaas om toenemend groter verantwoordelikheid te neem vir die welstand van hul werknemers. Die struktuur en filosofie van werknemershulpprogramme bied 'n unieke geleentheid aan bedryfsondernemings om die veranderde werksmilieu en behoeftes van werknemers aan te spreek op 'n potensieel groei produktiewe wyse. Van werkgewers oogpunt, raak werknemershulpprogramme essensieel vir die sukses van hedendaagse ondernemings en vorm die werknemershulpprogram-praktisyn algaande 'n deel van die korporatiewe beleidsformulering span. Vanweë die feit dat daar nie in die Suid-Afrikaanse konteks riglyne of selfs veel literatuur ten opsigte van die benutting van werknemershulpprogramme in bedryfsondernemings is nie, asook 'n afwesigheid in die literatuur van enige spesifieke praktykbenadering vir 'n maatskaplike werker in privaat praktyk wat binne werknemershulpprogramme dienste lewer, is die doel van hierdie studie om riglyne daar te stel wat kan dien om 'n maatskaplike werker in privaat praktyk wat gemoeid is met werknemershulpprogramme, of wat dit oorweeg om op hierdie gebied toe te tree, toe te rus met akkurate en toepaslike inligting van sodanige programme. Riglyne, wat nie net daartoe sal bydra dat werknemershulpprogramme tot sy volle reg toegepas word nie, maar ook kan dien as hulpmiddel vir 'n maatskaplike werker in privaat praktyk tydens onderhandelinge ten opsigte van die instel, en bepaling van 'n geskikte model vir dienslewering in'n bepaalde bedryfsonderneming. Ten einde die doel van hierdie studie te bereik is 'n literatuurstudie, sowel as empiriese ondersoek gedoen. Die literatuurstudie is tweërlei van aard, eerstens is dit aangewend om die benuttingswaarde van werknemershulpprogramme in bedryfsondernemings te beskryf en is die relevante konsepte en elemente in die verband uitgelig. Tweedens is die literatuurstudie aangewend om 'n nuttige konseptuele raamwerk vir 'n maatskaplike werker in privaat praktyk te skep deur werknemershulpprogramme te bespreek binne die raamwerk van die generiese perspektief. Die bevindinge van die literatuurstudie beklemtoon die herfokussering van werknemershulpprogramme op die tweeledige kliëntsisteem met 'n verbintenis tot mikro sowel as makrovlak aktiwiteite en ook die feit dat daar as sulks 'n meer gespesialiseerde kundigheid van 'n maatskaplike werker in privaat praktyk vereis word. Verder dui dit ook daarop dat werknemershulpprogramme struktuur aan die professionele werksaamhede van 'n maatskaplike werker in privaat praktyk bied wat bydra daartoe dat dit doeltreffender inslag in bedryfsondernemings vind. Die empiriese ondersoek is gedoen ten einde die kennis en opinie van sleutelpersone betrokke in besluitneming oor die instel en aard van werknemershulpprogramme in bedryfsondernemings te bepaal. Die stap is geneem nie net om 'n maatskaplike werker in privaat praktyk bewus te maak van die sienings van die persone nie, maar ook om die moontlikhede vir die instelling van werknemershulpprogramme in bedryfsondernemings bloot te lê en terselfdertyd aspekte wat dit weerlê te identifiseer. Die bevindinge van die empiriese studie dui daarop dat die sleutelpersone 'n filosofie van besorgdheid teenoor hul werknemers openbaar wat verband hou met produktiwiteit, en dat hul verwagtinge van 'n werknemershulpprogram nou hiermee saamhang en slegs met mikrovlak aktiwiteite geassosieer word. Verder is bevindinge aanduidend van'n positiewe ingesteldheid teenoor werknemershulpprogramme, maar 'n gebrek aan kennis oor die werklike aard, doel en funksie van 'n effektiewe werknemershulpprogram. Ten slotte is aanbevelings gemaak op grond van die gevolgtrekkings soos verkry vanuit die bevindinge van die literatuur sowel as empiriese studie. Die aanbevelings dien terselfdertyd ook as riglyne vir 'n maatskaplike werker in privaat praktyk wat gemoeid is met werknemershulpprogramme.

Thesis (MBA (Business Management))--Stellenbosch University, 2008. / ENGLISH ABSTRACT: The aim of this paper was to prove the contribution of the Works Order Close-Out Meeting process at Nampak Flexible Ndabeni, through the development of a Close-Out Meeting contribution evaluation model. Although the value of the Close-Out Meeting process is intuitively understood, a formal measurement would underscore the importance of the process. Using a funnel-based analysis, a total of 63 Close-Out Meeting findings was identified for formal benefit review and were categorised into five finding groups. For each of these five groups a contribution measurement methodology was developed. The methodology was rooted in sound management and ERP theory and then applied to the findings in each group. The following key groups were identified and discussed: Incorrect standards. The importance of correct standards was shown, and the potential misstatement due to incorrect standards was quantified. The analysis showed that effective, ongoing variance review can identify errors in standards and that changes can be initiated and authorised in a short timeframe. ERP process review. Findings that specifically addressed lack of proper process were reviewed and real benefit was calculated for three categories, namely information misstatement, risk mitigation and productivity gains. Formulas were developed and applied for the benefit calculation. The analysis showed it is dangerous to assume that processes are cast in stone or fundamentally sound, and that the Close-Out review process not only identifies deficiency of these processes, but initiates corrective action. Shop floor process review. The investigation into findings that addressed process conformance showed that in most cases the process breakdowns related to the accuracy of information captured into the ERP. The impact of poor information, process non-conformance and corrective action was clearly shown. Actions to improve performance. Targeted actions to improve production performance were subdivided into actions that improved productivity and actions that reduced the risk of recurrence of a negative event. Benefits were calculated using established methods, and in both cases the benefit was substantial. Business decision confirmation. The Close-Out Meeting sometimes forced analysis that did not lead to action but to a better understanding of the business reality. What was shown is that the ability to identify, list and analyse findings of this nature added value. By expanding the benefit analysis beyond a simplistic implementation of corrective action, the scope of benefits was increased. The study achieved several objectives. The analysis showed that corrective actions taken by management have a scientific base and that the implementation of corrective actions delivered real business value. This allowed the business to place the Close-Out Meetings in the correct context, as the business could conclude that Close-Out Meetings were fundamental to its continued success. From a theoretical point of view the body of knowledge around Close-Out Meetings was expanded, while the results also supported the Nampak ERP value case. Close-Out Meetings at Nampak Flexible delivered clear, measurable benefits when discussion points were converted to actions that were acted upon by the business. The value was of such a nature to confirm the importance of Close-Out Meetings as a component of good ERP-manufacturing practice. / AFRIKAANSE OPSOMMING: Die doel van hierdie werkstuk was om die bydrae van die "Works Order Close-Out Meeting" proses by Nampak Flexible Ndabeni te bewys met behulp van 'n "Close-Out Meeting" evaluasiemodel. Alhoewel die waarde van die "Close-Out Meeting"-proses intuitief aanvaar word, aksentueer die ontwikkeling van 'n formele maatstaf die belangrikheid van die proses. 'n Evaluasieproses het 'n totaa1 van 63 bevindinge opgelewer vir analise. Die bevindinge is ingedeel in vyf groeperings en vir elke groepering is 'n ste1 maatstawwe ontwikkel ten einde die bydrae van die bevindinge te meet. Hierdie maatstawwe was gebaseer op bestaande, aanvaarde ERP- en bestuursteorie. Die volgende vyf groepe was geidentifiseer en bespreek. Foutiewe standaarde. Die belangrikheid van akkurate standaarde in die stelsel is bewys, en die skaal van informasiefoute as gevolg van verkeerde standaarde is gekwantifiseer. Daar is bewys dat effektiewe, voortdurende variasie-analise foute kan identifiseer en dat die nodige korrektiewe aksie vinnig implementeerbaar is. ERP-proses. Bevindinge wat voortspruit uit swak prosesse is geidentifiseer en die waarde van die korrektiewe aksie is op drie vlakke geanaliseer, naamlik informasiefoute, risikobeheer en produktiwiteitsverbetering. Formules is ontwikkel en toegepas om die waarde van die korrektiewe aksie te bepaal. Daar is bewys dat dit gevaarlik is om aan te neem dat besigheidsprosesse fundamenteel korrek is, en dat die "Close-Out Review"-proses nie net foutiewe prosesse uitgewys het nie, maar ook die nodige korrektiewe aksie gedryf het. Fabrieksvloerproses. Die ondersoek na bevindinge wat prosesafwykings uitgewys het, het aangedui dat afwykings meestal voorgekom het as gevolg van foutiewe informasie in die ERP-stelsel. Die impak van foutiewe informasie, prosesafwykings en inisiatiewe om die akkuraatheid van informasie te verbeter is duidelik gewys. Produksieverbetering. Bevindinge wat gelei het tot inisiatiewe om produksie te verbeter is verdeel tussen produktiwiteitsverbetering en risikobeheer. Die waarde van die inisiatiewe is bereken met die gebruik van ontwikkelde metodes en in beide gevalle was die resultate baie positief. Ondersteuning by besluitneming. Die "Close-Out Meeting"-proses het somtyds gely tot analise wat nie aanieiding gegee het tot korrektiewe aksie nie, maar wel daartoe gelei het dat bestuur se begrip van besigheidsrealiteit verbeter het. Daar is bewys dat 'n proses wat besigheidsinformasie aan bestuur kan weergee ter ondersteuning van bestuursbesluite, waardevol is. Die mate van voordeel wat uit die proses stem is vergroot deur die waarde-analise uit te brei sodat dit meer is as die blote analise van korrektiewe aksie. Die berekende voordeel uit die "Close-Out Meeting"-proses is groter wanneer die hestek van die voordeel vergroot word om meer as net die direkte waarde van korrektiewe aksie in te sluit. Die studie het voldoen aan verskeie doelwitte. Daar is bewys dat bestuursaksie 'n wetenskaplike basis het en die uitvoer van hierdie aksies besigheidswaarde toevoeg. As gevolg hiervan kon die besigheid "Close-Out Meetings" in die regte konteks plaas en tot die slotsom kom dat hierdie proses 'n fundamentele drywer van besigheidsukses is. Ten slotte is die teorie oor "Close-Out Meetings" uitgebrei en die resultate het ook die waarde onderskryf wat Nampak uit sy ERP-implementasie gekry het. "Close-Out Meetings" by Nampak Flexible het duidelike meetbare voordele opgelewer wanneer die probleme wat geidentifiseer is gelei het tot korrektiewe aksie. Die waarde was van so 'n aard dat die belangrikheid van "Close-Out Meetings" as 'n komponent van goeie vervaardigingsbestuur in 'n ERP-konteks duidelik bewys is.

Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change. / AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.

Thesis (MPhil)--University of Stellenbosch, 2006. / Please refer to full text for abstract

Thesis (MPhil (Curriculum Studies)--University of Stellenbosch, 2007. / A new Outcomes-based Education (OBE) system, as well as a new Further Education and Training (FET) framework, has been proposed by the government to address past inequalities and provide a skilled labour force. The introduction of OBE has necessitated a paradigm shift in both educational and assessment practices. The FET policies, led by the introduction of the Green Paper for FET in 1998, aimed to inform the FET institutions on the implementation of outcomes-based assessment. However, the implementation of these policies has posed many obstacles and challenges. Lecturers are unsure about the implementation strategies, and their attempts to cope with these uncertainties are seldom effective. Consequently, lecturers struggle to bring their assessment practices in line with the policies. This was the research problem of the study. The aim of the study was to determine discrepancies between the policies and the practices. The FET policies and related literature were consulted to determine how assessment practices should change. Subsequently, a questionnaire and focus group discussions were used to determine the current assessment practices of lecturers at the Klerksdorp campus of Vuselela College. Thereafter, the requirements of the policies and the current assessment practices of the lecturers were compared to determine the extent to which the lecturers had adopted the new assessment practices. Various discrepancies were found. The first discrepancy existed between the implementation strategies of the new FET curriculum and the actual implementation process at the college. No learnerships had been implemented in the N-courses and the implementation process had been delayed several times. A second discrepancy existed between the requirements for lecturers to be registered as assessors and the registration process. Lecturers completed the training courses but struggled to register as assessors. A bottleneck existed with the registration process because of the number of lecturers that had to be registered. In addition, the training did not provide the lecturers with sufficient knowledge to implement outcomes-based assessment while the training was presented on the wrong National Qualifications Framework (NQF) level. Another discrepancy existed with regard to the implementation of the learnerships and the implementation of outcomes-based assessment. Lecturers were only expected to implement outcomes-based assessment in courses where learnerships had been implemented. This meant that lecturers who lectured on N-courses were still required to use more traditional assessment methods. While some lecturers preferred paper-based assessment methods, other lecturers felt that the restrictions imposed by the DoE were depriving them of the opportunity to use more alternative methods. Problems such as an increase in the workload, administration and paperwork and learner numbers were also experienced. Regarding these discrepancies, it was firstly recommended that the DoE be realistic about implementation dates and be transparent about delays and problems. Lecturers could assist the DoE in the implementation process by writing unit standards. Secondly, it was recommended that the DoE should have an efficient structure in place to deal with the vast number of lecturers that would have to register as assessors. This can be done by employing extra human resources. Better training is necessary to support and empower lecturers to implement outcomes-based assessment. Thirdly, lecturers could be encouraged to implement the new assessment practices by giving them recognition for good work, providing them with assistance and appointing lecturers who act solely as assessors. These discrepancies are more related and the recommendations more useful to this particular college than the assistance that is provided by the DoE by making the college aware of the obstacles and challenges that the new assessment practices pose.

Thesis (MEd)--University of Stellenbosch, 2006. / When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE], 1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were sufficiently trained to teach Life Orientation. Higher Education Institutions had only then started to adapt teacher-training programmes to meet the needs of an outcomesbased curriculum for all aspiring teachers. Some in-service teachers had been trained as subject specialists in some of the focus areas contained within Life Orientation, like Physical Education, Guidance and Religious Education, but no teacher had been trained, pre-service or in-service, to be a specialist in all of the focus areas contained within Life Orientation. The Department of Education prepared teachers for the implementation of C2005 (DoE, 1997b) by means of a weeklong orientation programme. Teachers were orientated to an outcomes-based philosophy and teaching approach, and to specific outcomes and assessment criteria, but no content training was offered. A Life Orientation teacher is expected to have a body of knowledge on a range of subjects or focus areas as prescribed by the specific outcomes (DoE, 1997b). This study is aimed at researching the Life Orientation learning area and investigating the ways and level of preparation teachers had received to equip them to implement Life Orientation in the Senior Phase of the General Education and Training Band. A case study was used as a research design and specific schools in the Education Management and Development Centre Metropole North were selected to participate in the case study. Qualitative and quantitative data were obtained through questionnaires, interviews and observations. A descriptive research strategy was employed to capture, analyse and interpret the data. The research found that there were gaps in the preparation of Life Orientation teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard to training and support programmes to ensure that teachers are adequately empowered to implement Life Orientation in the Revised National Curriculum Statement (DoE, 2002b) in the General Education and Training Band and in the National Curriculum Statement (DoE, 2003b) in the Further Education and Training Band.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school. Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time. This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy. The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2006. / On the surface the National Assessment Policy is transformative in nature because it promotes notions of shaping educational practice that will enhance the interests of learners in a meaningful way. It promotes ideas of transparency and a partnership between learners and educators that presupposes that learners are fully involved at every stage of their learning in decisions that affect their progress. This creates the impression that teaching and learning take place in a democratic environment where constant consultation and consensus are the order of the day. The policy ultimately envisages a kind of learner who would have the ability to participate as a critical citizen in society. Looked at from a critical perspective, this criteria-referenced outcomes framework seems to be a contradiction to transformative policy and practice. The predetermined criteria outlined in the policy seem to negate its intention of creating a schooling system through which critical citizens can emerge. The focus of this thesis, therefore, is firstly to make a critical analysis of assessment in OBE and its stated transformation objectives and, secondly, to reconceptualise assessment practices in South African schools by making an argument for critical action. This analysis will explore the issue of power relations in the classroom and their impact on participatory, deliberative and democratic classroom interaction as a condition imperative for a transformative OBE curriculum. This issue is pertinent and central not only to the improvement and promotion of teaching and learning, but also because of the profound implications it has for how we view educational transformation in South Africa.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper 6 for Inclusive Education (Department of Education, 2001, p.49) states that the principle of inclusion is applicable to the assessment process in: considering special circumstances, the adaptation of assessment tasks, the adaptation of the time allocated for the completion of a task, individual assessment strategies and techniques, and the provision of extended opportunities. This study therefore aimed to understand educators' experiences of adapted assessment in the inclusive classroom and to gain insight into the challenges encountered and the support needed. The researcher worked from an interpretive paradigm. An action research design was used, as action research attempts to actively involve participants in the research process. A qualitative research methodology was followed and included the following: purposive sample selection to identify research participants, open questionnaires, individual and focus group interviews and field notes to generate data, and content analysis to analyze data. Research findings indicate that educators experience the use of adapted assessment positively, because of the space it provides to meet individual needs and address barriers to learning in the inclusive classroom. Furthermore, it became evident that educators need support and guidance to adapt assessment to the individual needs of learners appropriately. / AFRIKAANSE OPSOMMING: Assessering in 'n inklusiewe klaskamer stel bepaalde uitdagings aan die opvoeder. Daar ontstaan 'n behoefte vir die aanpassing van assessering as gevolg van die diversiteit van leerderbehoeftes. Een standaardvorm van assessering voldoen nie aan die individuele behoeftes wat weens die invloed van verskillende hindernisse op leerders bestaan nie. Die strewe na menseregte, demokratiese beginsels en die bevordering van gelykheid is juis gelee binne die erkenning dat die verskille van alle leerders in ag geneem moet word, ook tydens die proses van assessering. Met verwysing na Onderwys-witskrif 6 vir Inklusiewe Onderwys (DoE, 2001, p.49), moet die beginsel van inklusie tydens die assesseringsproses geld: die inagneming van spesiale omstandighede, die aanpassing van assesseringtake, die aanpassing van die tyd wat toegelaat word vir die voltooiing van take, individuele assesseringstrategiee en -tegnieke en die daarstelling van uitgebreide geleenthede. Daarom het hierdie studie gepoog om die opvoeder se ervaring van aangepaste assessering in 'n inklusiewe klaskamer te verstaan en insig te bekom met betrekking tot die uitdagings wat hulle ondervind en die ondersteuning wat hulle benodig. Die navorser het binne 'n interpretivistiese paradigma gewerk. 'n Aksienavorsingsontwerp is gebruik, omdat dit ten doel het om die deelnemers aktief betrokke te maak by die proses van navorsing. 'n Kwalitatiewe navorsingsmetodologie is gebruik en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste, individuele onderhoude, fokusgroeponderhoude en veldnotas om data te genereer, en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die opvoeders se ervaring van die gebruik van aangepaste assessering positief was, juis omdat dit voldoen aan die individuele behoeftes wat in 'n inklusiewe klas ontstaan. Uit die studie was dit egter duidelik dat opvoeders leiding en ondersteuning benodig om die assessering toepaslik aan te pas by die behoeftes van die individu.