Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2009. / The Further Education and Training (FET) and Higher Education and Training (HET) bands in South Africa are characterised by major challenges resulting in the high rate of unemployment in the country despite the promulgation of a plethora of transformative pieces of legislation post-1994. These challenges include failure by post-matric applicants to meet minimum university requirements for admission; unemployed graduates; and tension within the higher education and Training (HET) band among various quality assurance bodies and explicit mutual doubt about each other’s capacity to perform quality assurance of HE learning programmes. In an endeavour to find solutions to these problems, the researcher contemplated whether the cause could not be the current system of quality assurance in South Africa. This perception has dominated the current discourse on quality assurance, which has warranted a need for research in this area to find concrete answers to the current problems, as well as potential solutions. In this study, the Council on Higher Education (CHE) and Sector Education and Training Authorities (SETAs) are used as units of analysis to determine the veracity of the arguments pervading the current quality assurance discourse that there are uneven levels for quality and different and presumably inconsistent varying capacities for quality assurance in the current education system. The objective of the study was to test the veracity of this hypothesis for the purposes of making recommendations informed by concrete and scientific empirical data. The major findings of this study are that the South African Qualification Authority (SAQA) policy, requiring CHE and the Higher Education Quality Committee (HEQC) to coordinate the entire HET band, has not been implemented as envisaged. The degrees of quality assurance and capacity for quality assurance in South Africa vary dramatically between the SETAs and CHE and also among the SETAs when compared with one another, and there is a lack of consistency and co-ordination at National Qualification Framework (NQF) Level 5. Furthermore, the current legislative framework underpinning the SETAs and CHE is fundamentally contradictory. On the basis of these findings it is recommended that the current quality assurance and accreditation system be overhauled by bringing about one council responsible for the quality assurance and accreditation of all workplace and vocationally orientated learning programmes in line with international best practices. CHE should concentrate on learning programmes that are academically orientated. Lastly, the current legislative framework governing the operations of SETAs and CHE should be amended.

Thesis (MSocialWork)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The aim of this study is to develop a theoretical and practical framework which can be utilised as a guideline for performance appraisal of occupational social workers employed by local authorities within the Cape Metropole. The study was preceded by a comprehensive literature study whereby the term performance appraisal was explained, the necessity and purpose of performance evaluation, were identified. Furthermore, the characteristics of performance appraisal in social work have been described. These characteristics serve as a basis for this study. An empirical study was then undertaken, which entailed an exploratory study to achieve the aim of this study. The social workers, who are employed by the local authorities within the Cape Metropole, were included in the study. The study was conducted by means of a group administrative questionnaire. Occupational social work is regarded as a relatively new area of specialisation in social work and very little has been written about it. Therefore a brief overview of occupational social work is provided, with specific reference to the U.S.A., Europe and South Africa. Furthermore emphasis is placed on the structural and functional characteristics of an organisation that influences occupational social work. The nature and scope of the social worker's service rendering, as well as the knowledge and skills that is required to render effective services, is discussed. The evaluation of work performance of social workers, the frequency thereof and the persons involved therein, were investigated to determine the nature and scope of the performance appraisal systems that are implemented. Performance appraisal requires the participation of both the supervisor and the social worker. The nature of communication during performance evaluation was identified and the manner in which communication should take place were also obtained. Social workers' opinions in terms of the manner in which they should be allowed to participate during supervision and performance appraisal were also obtained. Social workers' opinions of the valuable aspects of performance appraisal were explored to determine the value of performance evaluation for them. Hence it could be deduced that they experience performance appraisal as valuable and that they have insight into the fact that performance appraisal could contribute to their professional development. The social workers' opinions in terms of the type of principles that should be implemented during performance appraisal were also explored and the outcome of the study showed that the same principles as identified in the literature, are also viewed as important to them. The respondents' opinions in terms of the importance of guidelines for performance evaluation and that it should be conducted in terms of a specific process has been explored, and the results of the study showed that the respondents were positive about the use of guidelines for performance appraisal, which should amongst others include the utilisation of an educational model, evaluation and program. In conclusion, the responses from the occupational social workers of local authorities in the Cape Metropole are discussed and compared with relevant literature. This serves as basis for the recommendations that are made and can be utilised to establish guidelines for performance appraisal for social workers at local authorities within the Cape Metropole. The most important recommendation is that management of local government should utilise the results of this study to establish guidelines for performance appraisal for their occupational social workers. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel wat as riglyn benut kan word vir prestasiebeoordeling van bedryfs-maatskaplike werkers by plaaslike owerhede binne die Kaapse Metropool. 'n Omvattende literatuurstudie is ten aanvang van die studie gedoen en hiertydens is die noodsaaklikheid en doel van prestasiebeoordeling in maatskaplike werk geïdentifiseer. Verder is die eienskappe wat prestasiebeoordeling in maatskaplike werk kenmerk, beskryf. Hierdie kenmerke dien as onderbou vir die studie. Na die literatuurstudie is 'n empiriese studie onderneem wat behels het dat 'n verkennende studie gedoen is. Die bedryfs-maatskaplike werkers in diens van die plaaslike owerhede binne die Kaapse Metropool is by die ondersoek betrek. Groepgeadministreerde vraelyste is as ondersoekmetode gebruik. Bedryfs-maatskaplike werk word beskou as 'n relatief jong spesialiteitsveld van maatskaplike werk en daar is nog min daaroor geskryf. Daarom word 'n beknopte historiese oorsig van bedryfs-maatskaplike werk gegee met spesifieke verwysing na die VSA, Europa en Suid-Afrika. Verder is daar klem gelê op die strukturele en funksionele eienskappe van organisasies wat bedryfs-maatskaplike werk beïnvloed. Die aard van die dienslewering van die bedryfs-maatskaplike werkers, sowel as die kennis en vaardighede waaroor hulle behoort te beskik, word ook bespreek. Die evaluering van die maatskaplike werkers se werkverrigting, die frekwensie daarvan en die persone daarby betrokke is ondersoek om die aard en omvang van die implementering van 'n stelsel van prestasiebeoordeling te bepaal. Prestasiebeoordeling vereis dat die supervisor en die maatskaplike werker aan prestasiebeoordeling moet deelneem. Die bedryfs-maatskaplike werkers se menings ten opsigte van die redes waarom werkverrigting nie geëvalueer word nie, is ook vasgestel. Die aard van kommunikasie wat tydens die implementering van prestasiebeoordeling gebruik word, is derhalwe geïdentifiseer, en die wyse waarop kommunikasie behoort uitgevoer te word is ondersoek. Die wyse waarop die maatskaplike werkers geleentheid tot deelname aan supervisie en prestasiebeoordeling behoort te verkry, is ook bepaal. Die waarde wat prestasiebeoordeling vir die maatskaplike werker inhou, is ondersoek deur die bedryfs-maatskaplike werkers se menings oor die aspekte wat tydens prestasiebeoordeling vir hulle waarde inhou, vas te stel. Hieruit kan afgelei word dat die bedryfs-maatskaplike werkers prestasiebeoordeling as waardevol beskou en insig openbaar in die feit dat prestasiebeoordeling tot verbeterde werkverrigting en tot hulle professionele ontwikkeling kan bydra. Die respondente se opinie oor die soort beginsels in prestasiebeoordeling is ondersoek en die resultate van die studie was dat dieselfde beginsels as wat in die literatuur geïdentifiseer word, ook deur hulle as belangrik beskou is. Die bedryfs-maatskaplike werkers se menings ten opsigte van die noodsaaklikheid van riglyne vir prestasiebeoordeling en dat dit volgens 'n proses behoort te geskied, is ook vasgestel. Daar is bevind dat die maatskaplike werkers positief ingestel is ten opsigte van die gebruik van 'n stelsel wat die benutting van 'n onderrigmodel, -evaluering en -program insluit en wat sal geskied volgens bepaalde riglyne vir prestasiebeoordeling. Ten slotte word die response van die bedryfs-maatskaplike werkers van die plaaslike owerhede binne die Kaapse Metropool bespreek en vergelyk met relevante literatuur. Dit dien as basis vir die aanbevelings wat gemaak word. Hierdie aanbevelings kan benut word om riglyne daar te stel vir prestasiebeoordeling van bedryfs-maatskaplike werkers by plaaslike owerhede binne die Kaapse Metropool. Die vernaamste aanbeveling is dat die Plaaslike Owerheid die resultate van die studie moet benut om riglyne vir prestasiebeoordeling van bedryfs-maatskaplike werkers saam te stel.

Thesis (MBA)--Stellenbosch University, 2007. / ENGLISH ABSTRACT: In the face of increasing competition, Business Schools increasingly have to evaluate the quality of the service that they offer to current and prospective students. The most significant factor affecting an organisation's performance is the quality of its products and services in relation to the products and services of competitors. Measurement of service quality is a function of customer satisfaction, which in tum is based on a perception of how the service conforms to prior expectations thereof. A widely accepted method of quality assurance used in industry is ISO 9000 certification. For academic institutions the de facto method of providing confidence in the quality of the education they offer is through academic accreditation. The University of Stellenbosch Business School (USB) is unclear - in the light of its academic accreditations - of the benefits to be derived from implementing ISO standardisation within the organisation. The iso 9000 series is a set of quality standards, of which ISO 900 I: 2000 is one, which is primarily concerned with the quality management process. It deals with what the organisation does to enhance customer satisfaction by meeting customer and applicable regulatory requirements, and to continually improve the organisations performance in this regard. It is important to note that compliance with ISO standards is not intended to guarantee the quality of a product or service, it is however intended to provide confidence in the processes which produced or delivered the product or service. In evaluating the applicability of ISO 9000 in the service industry, it is concluded that there is little difference from how its standards and guidelines apply in manufacturing to how they apply in service industries. The USB is found to have implemented an extensive quality management system in order to attain various academic accreditations, most notably EQUIS accreditation. Thus from an academic perspective there would be little to gain from USB implementing ISO 9001: 2000, even though the standard is perfectly suited for academic environments. Where advantages would most likely be realised is in the peripheral business and support functions of the USB. / AFRIKAANSE OPSOMMING: In die aangesig van toenemende mededinging moet bestuurskole gereeld die kwaliteit van diens wat hulle aan huidige en voomemende studente bied, evalueer. Die mees veelseggende faktor in 'n organisasie se prestasie is hoe die kwaliteit van sy produkte en dienste vergelyk met die van sy mededingers. Die meet van die kwaliteit diens wat 'n organisasie lewer is 'n funksie van die tevredestelling van kliente, wat op sy beurt weer gebaseer is op insig tot die wyse waarop die diens ooreenstem met die oorspronklike verwagtinge daarvan. ISO 9000 sertifikasie word algemeen aanvaar in industrie as 'n betroubare maatstaf waarteen kwalitieit gemeet word. Vir akademiese instellings is die de facto metode om vertroue te wek in die kwaliteit van die opleiding wat hulle aanbied, deur middel van akademiese akkreditasie. Vir die Universiteit van Stellenbosch Bestuurskool (USB) is dit in die lig van hulle akademiese akkreditasie onduidelik wat die voordele verbonde aan die implementering van ISO standaardisering binne die organisasie sou wees. Die reeks ISO 9000 is 'n stel kwaliteitstandaarde, waarvan ISO 900 I: 2000 een is, en is hoofsaaklik gemoeid met die proses van kwaliteitsbestuur. Dit bemoei hom met die stappe wat 'n organisasie neem om klientebevrediging te bevorder deur die bereiking van die vereistes van beide sy kliente en die toepasbare voorskrifte. Dit is belangrik om daarop te let dat 'n onderworpenheid aan ISO standaarde geensins die bedoeling het om die kwaliteit van 'n produk of diens te waarborg nie - die oogmerk is egter om vertroue te wek in die prosesse wat die produk of diens veroorsaak of gelewer het. Deur die toepasbaarheid van ISO 9000 in die diensbedryfte evalueer, is dit vasgestel dat daar inderdaad min verskil is tussen die wyse waarop hierdie standaarde en riglyne van toepassing is in die vervaardigingsektor en hoe dit toegepas word in diensbedrywe. Dit is vasgestel dat USB 'n verreikende kwaliteitsbestuursisteem in werking het om verskeie akademiese akkreditasies te bekom, veral die EQUIS akkreditasie. Die gevolgtrekking is dat daar vanuit 'n akademiese oogpunt min rede is vir USB om ISO 900 I: 2000 te implementeer, selfs al is hierdie standaard goed van toepassing op 'n akademiese omgewing. Waar dit tot sy beste voordeel toegepas kan word, is in die omliggende sake- en ondersteuningsfunksies van USB.

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n vinnige en betekenisvolle besluit hieroor voor die hand liggend. Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO, soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n veranderende hoëronderwyslandskap beskou is. Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die persepsies en houdings van die respondente verskaf. Die navorser het deurgaans gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n direkte impak gehad het op dit wat in die klaskamer gebeur; en dat assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe ontwikkeling van generiese vaardighede blyk te wees. In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde, holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te bied.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Die beleid van Norme en Standaarde vereis dat sekere kompetensies bereik word. Met ander woorde, die opvoeder as leermediator word bemagtig deur die Norme en Standaarde om sekere kompetensies te bereik. Onder Norme en Standaarde kyk hierdie studie na die verskillende ratio‟s wat op onderwys betrekking het. Hierdie ratio‟s vorm „n sameloop wat Inklusiewe Onderrig tot so „n mate strem, dat die gewenste kompetensies nie bereik kan word nie. Hoewel Inklusiewe Onderrig nie die enigste faktor is wat Norme en Standaarde bepaal nie, is dit wel „n belangrike een, en hierdie studie fokus dus daarop. Saam met Norme en Standaarde is daar ook sosio-ekonomiese faktore wat Inklusiewe Onderrig strem, en dit word ondersoek. In die lig van die probleme ten opsigte van die leerder:opvoeder-ratio, die leerder:m²-ratio, die woonpersele:skoolperseel-ratio, norme- en standaarde-toekenning, ongelykhede (ekonomiese, ouderdoms- en emosionele en fisiese ontwikkeling), enkelouerskap en fetale alkoholsindroom (FAS), word daar in die verhandeling gekyk na die haalbaarheid van die realisering van die drie kompetensies naamlik die praktiese, fondasionele en refleksiewe kompetensies. Die studie bevind dat die bereiking van kompetensies haalbaar is, mits daar aan die ratio‟s en die sosio-ekonomiese omstandighede gewerk word. Na aanleiding van my navorsing kan die meeste opvoeders verslag doen van hul werksaamhede, maar dit is egter nie die positiewe, progressiewe verslag wat van ‟n leermediator verwag word nie. Norme en standaarde is na my mening nog haalbaar omdat daar bewys is dat leerders, ondanks die negatiewe effek van die ratio‟s, asook die ontoereikende voorsiening (geld, menslike hulpbronne en voorrade) en die ekonomiese en ouderdomsverskille en FAS, tog die potensiaal toon om te leer. Die probleem is egter dat te veel leerders onderpresteer, uit die onderwys- en opvoedingstelsel verdwyn en nie deel raak van die ekonomiese hoofstroom nie. Deur dus aandag te gee aan die stremminge wat ek nagevors het, kan verseker word dat Inklusiewe Onderwys tot sy reg kom, kompetensies bereik word en die opvoeder ‟n suksesvolle leermediasie fasiliteer. SLEUTELWOORDE: Opvoeder, leermediator, Norme en Standaarde, Inklusiewe Onderwys, konseptuele / ENGLISH ABSTRACT: The Norms and Standards for Educators policy states that certain competencies must be achieved. To this end the policy empowers the educator as learning mediator. With reference to the Norms and Standards, this study explores the different ratios applicable to education. These ratios form a combination which hamper Inclusive Education to the extent that the competencies cannot be achieved. Although Inclusive Education is not the only aspect which affects Norms and Standards, it is a very important one, and this study thus explores Inclusive Education. Together with Norms and Standards, there are also socio-economic factors that hamper Inclusive Education, which this study also explores. In the light of the problems with the learner:educator ratio, the learner:m² ratio, the residential erven:school erf ratio, the allocation of norms and standards, unequal economic circumstances, unequal development phases (emotional, physical and age), single parenthood and fetal alcohol syndrome, this thesis explores the feasibility of the realisation of the three competencies namely the practical, foundational and reflexive competencies. This study finds that, providing that attention is paid to the ratios and socio-economic factors, the achievement of competencies are feasible. My research shows that, while most of the educators can report on their activities, it is not the positive and progressive report which one expects from a learning mediator. Norms and Standards, in my view, is feasible since there is evidence to suggest that learners, despite the negative effect of the ratios and inadequate resources (finances, human resources and supplies), economic and age differences, Fetal Alcohol Syndrome (FAS), still displays the potential to learn. The problem, however, is that too many learners underperform, and then leave the school and education system. They then fail to become part of the main economic system. I conclude that, by giving attention to the hindrances I researched, it can be ensured that Inclusive Education reaches its full potential, that competencies are achieved, and that educators facilitate a successful learning mediation process. vi KEY WORDS: Educator, learning mediator, Norms and Standards, Inclusive Education, conceptual analysis, ratios, urbanisation, norms- and standards allocation, migratory labour, single parentwood, migratory labour, urbanisation, and Fetal Alcohol Syndrome.

M.Sc. (Aquatic Health) / Sediments can contain a variety of organic and inorganic contaminants. These contaminants accumulate, resulting in extremely high concentrations even once the overlying water concentrations are at or below acceptable water quality guidelines. Any changes in the physical parameters'of the overlying water can cause these pollutants to be released back into solution. Accumulated contaminants can be released at even higher concentrations than previously detected. In recent years, sediment contamination has highlighted the need to monitor these previously overlooked pollutant sources that have accumulated in aquatic ecosystems. South Africa does not currently have standardised methods to assess sediment toxicity. Although international methods exist, they are largely untested in South Africa and the organisms needed to conduct these tests are not readily available. Over the years numerous culture methods have been develop globally for culturing organism to be used for water and sediment toxicity tests. In South Africa, the focus has mainly been on culturing organisms for water. toxicity testing. Sediment toxicity testing with indigenous organism however, was not developed. Established international culture methods from the United States Environmental Protection Agency, the Organisation for Economic Cooperation and Development, and Environment Canada were taken into consideration when developing the laboratory culture method for two (2)of the selected organisms (Chironomus spp. & Hydra sp.) from this study. A preliminary culture method was also developed for the third selected organism, Melanoides tuberculata (gastropod). The organisms cultured in this study were selected based on their extent of contact with the substrate, ease of handling, availability, culture maintenance as well as their reproductive cycle. The Hydra, Chironomids and M. tuberculata cultures were successfully breeding under laboratory conditions and remained stable. The Chironomus sp. and M. tuberculata maintain contact with the sediment making them suitable as ecologically relevant organisms for use in whole sediment toxicity testing in South Africa.

When the first democratic government came into power in 1994, it was faced with a number of challenges. One of these challenges was to ensure that the public service is transformed in order to redress the imbalances of the past. The National Archives of South Africa as a branch of the public service was therefore no exception. Prior to the 1994 elections, this branch was known as the State Archives Service. It was converted into the National Archives of South Africa through the passing of the National Archives of South Africa Act (Act No. 43 of 1996). It is important to note that before the 1994 election the exercise of hegemony by the government was through the control of social memory, and this control involved remembering and forgetting. Furthermore, this control demonstrated an extraordinary capacity to secure the support of most white South Africans and the minority of blacks who collaborated with this system. Therefore, the promulgation of the National Archives of South Africa Act (Act No. 43 of 1996) was of crucial significance in South Africa, since it portrayed the death knell for archival legislation moulded by apartheid. This Act converted the State Archives Service into the National Archives of South Africa with the new mandate of serving all the people of South Africa. This study examines a strategic approach to the management of the National Archives of South Africa. Firstly, the National Archives of South Africa Act (Act No. 43 of 1996 is discussed in detail, with emphasis on its formulation and implementation. This act came into operation on 1 January 1997. Secondly, the strengths, weaknesses, opportunities and threats experienced by the National Archives of South Africa during its conceptualisation and launching are discussed. Thirdly, the transformation of the National Archives of South Africa was examined and discussed using the public management functions, namely, policy-making, organising, planning, leadership, motivation, control and evaluation. The strengths, weaknesses, opportunities and threats experienced by the National Archives of South Africa are focused on. Lastly, conclusions and recommendations end the study. / Thesis (MPA)-University of Durban-Westville, 2001.

The purpose of this study was to look at how principals and educators managed and experience the implementation of Quality Assurance policies in secondary schools in KwaZulu Natal focusing on the bttegrated Quality Management System that is currently in place. This study was designed as a qualitative exploratory and descriptive survey. Data was collected in 2007 by visiting schools and conducting interviews with the principals and educators. School managers fell into two groups. One group was positive about Integrated Quality Management System and other group negative. Even though there were differences, all agreed that lntearated Quality Management System was good if it was to be introduced at a pace suitable to the educators. Educators preferred Integrated Quality Management System to systems that were not transparent. They then recommended that Integrated Quality Management System should not be linked to the educators' remuneration as this destroys what could be good about IQMS / Educational Studies / M.Ed. (Education Management)

The challenge of satisfying the demand for basic services in the current dispensation has intensified. It is anticipated that once this initial challenge has been overcome, the tide will turn and secondary services such as transfer of ownership of forestry plantations will become the new challenge. The quest for efficient and effective service delivery is paramount, regardless of whether services delivered are basic or not. This research investigation puts performance management (which focuses on individual and organisational performance), as a necessity for service delivery. The focus was on service delivery within the Chief Directorate: Forestry in the Department of Water Affairs and Forestry. The findings demonstrated that the presence of performance management and other supporting systems does not guarantee automatic improvement in service delivery. The distinction is how effective an organisation can apply performance management in conjunction with a complete set of functional policies, systems and instruments to improve its impact on service delivery. / Public Administation / M.Tech. (Public Management)

This dissertation investigates the relationship between work performance and the sense of coherence, using the salutogenesis approach and the influence of employees' biographical variables on work performance. The sense of coherence construct is discussed and conceptualised in terms of its comprehensibility, manageability and meaningfulness. Similarly, work performance is discussed and conceptualised in terms of its dimensions and dynamics. The integration of the literature study characteristics such as the cognitive, affective, conative and interpersonal characteristics were discussed. The research was conducted among 80 employees at a banking institution. The quality of life questionnaire and performance appraisal ratings were used. The relationship between biographical variables such as age, marital status, gender, qualifications, tenure, functional department and work performance were investigated. The results confirmed the empirical investigation that there was not a significant relationship between work performance and SOC. However, a significant relationship was found between job category and work performance, and between age and work performance. Finally, recommendations made for future research included using a bigger sample size in order to improve the generalisation of the findings to other organisational environments, and to further determine the relationship between other aspects of work performance (not just the KPAs) such as the human attributes of work performance and SOC. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)