This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements. Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill, adults intentionally search for educational settings that support their way of learning. / Education Leadership and Management / M. Ed. (Education Management)

Text in English / This research project, within the context of security risk management in general and aviation security in particular, aimed to explore the impact of the application of international and local air cargo security regulations on South Africa, with specific reference to the regulations of the International Civil Aviation Organisation (ICAO), as well as the European Union (EU) and the United States of America (USA). In South Africa, since the early 2000s, the South African Civil Aviation Authority (SACAA) has been the lead agency for dealing with and managing the needs for air cargo security. This oversight by SACAA culminated in 2009 with the promulgation of the SACAA Regulation commonly known as Part 108. Accordingly the primary research focus was on the impact Part 108 has had on the air cargo industry in South Africa. In addition, it compared the South African regulations with those of the USA and EU regulations; explored the compliance of the various roleplayers; sought to understand the enforcement of the regulations; and examined the effectiveness of the available security and screening methods. Furthermore, the research attempted to determine whether these regulations had any effect on preventing or deterring crime in the air cargo sector. / Criminology and Security Science / M. Tech. (Security Management)

One of the recognised ways through which a firm may increase its market share or reorganise its presence in a market is through a merger. A merger occurs when independent firms combine their businesses. Section 12A of the Competition Act, 1998, provides two grounds in terms of which mergers must be evaluated by competition authorities. These are competition and public interest considerations. The Act is reticent on which, between the two considerations, should take precedence in the event that the two conflict. The anterior purpose of this study is therefore to provide an in-depth analysis on which consideration must take precedence in the event of conflict. On analysis, the majority of case law suggests that the competition considerations must take precedence. This observation is also buttressed by a significant amount of literature, which holds that in merger analysis, the public interests only play a secondary role to the competition inquiry. / Mercantile Law / LL.M. (Mercantile Law)

Many child and youth care organisations in South Africa struggle to implement adequate supervision structures for their child and youth care workers. If supervisors in this field had adequate knowledge and skills, they could enable child and youth care workers to grow and develop competently and provide more professional services to troubled young people in South Africa, This qualitative research sought to identify what knowledge and skills supervisors need in child and youth care settings in South Africa to provide effective supervision to workers. This research confirmed that there are specific skills and knowledge required by supervisors in child and youth care settings in South Africa and while there is an awareness of these in some settings, they are not being fully utilised in organised supervision structures. / Social Work / M.Tech. (Child and Youth Care)

The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans. Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda. The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory 15 practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)

Text in Afrikaans / Hierdie studie het ten doel gehad om die effek van gesinsgeweld op die Suid-Afrikaanse kind te bepaal. Die Opvoedkundig-Sielkundige Relasieteorie is gebruik in die identifisering van die effek van gesinsgeweld op die kind. Die volgende is in die studie bevind: Die geweldsvraelys kan gebruik word om die effek van gesinsgeweld by die kind te identifiseer en ook as hulpmiddel dien vir die terapeut in die verband. Die Opvoedkundig-Sielkundige Relasieteorie kan gebruik word om die effek van gesinsgeweld by die kind te identifiseer. Kinders wat geaffekteer word deur gesinsgeweld toon sterker deursettingsvermoe en wilskrag ten einde 'n sukses te maak van hulle toekoms en om nie in dieselfde omstandighede te beland nie. Seuns en dogters se emosionele ervarings toon weinig verskille. Relasie met ouers in gesinsverband word negatief be"invloed, terwyl relasie buite gesinsverband positief voorkom. Kinders wat geaffekteer word deur gesinsgeweld kan gehelp word, al is dit om die kind te verwyder uit die omgewing asook met terapie, gesinsterapie, ensovoorts. / The study was conducted to determine the effect of family violence on South-African children. The Education-Psychological Relation theory was used to identify these effects. In the literature, the following was concentrated on: The questionnaire can determine the effects of family violence on a child and assist a psychologist in this regard. Education-Psychological Relation theory can determine the effects of family violence on a child. Children affected by family violence show a stronger determination and willpower to succeed in their future and not to stay in similar situations. The emotional experiences of boys and girls show little difference. Relationships with parents are negatively affected, but relationships outside the family circle tend to be positive, Finally, children affected by family violence can be helped, albeit to remove the child from the enviroment and to use psychological therapy, family therapy, ectera. / Educational Studies / M. Ed. (Guidance and Counselling)

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

Apartheid left a legacy that is spatially skewed. This is reflected in the present patterns of poverty and inequality in South Africa. While a number of global and national initiatives are in place to reduce the levels of poverty and inequality in rural South Africa, this research aimed at the development of a tool that would be able to assist communities themselves in reducing their own levels of poverty and inequality. This research was undertaken in collaboration with the Greater Rustenburg Community Foundation and a variety of rural communities in South Africa. The Community Asset Mapping Programme (CAMP) has as its purpose the achievement of sustainable and responsible high impact social change within communities. CAMP enables community members to map their own assets and empowers them to use these assets sustainably to create a better life for themselves. Communities are empowered to identify their own entrepreneurship and livelihood strategies and opportunities in an attempt to generate their own wealth. Unlike many existing asset mapping applications, CAMP advocates that the success of any roots-driven change depends on the inclusion of processes that will provide a cognitive shift in terms of a variety of processes such as wishes, fears, trust, self-worth, and power mapping, all providing different components that ensure a process of sustainable change within communities. The research presents an argument that if communities are to achieve effective roots-driven change they would require partnerships with Non Profit Organisations, government, civil society, business, and institutes of higher learning, who are willing to stand aside and allow communities to decide their own priorities in their journey to achieve their own wealth, but who would be willing to provide funding, mentorship, skills, and a continuous monitoring process over the medium to long term. / Sociology / Ph.D. (Geography)