“Arts in education are arts that play a radical different role in the open classroom than traditional school. Arts are the real business of reading, writing, math or science” Siberman cited in Mark, (1995:160). This view by Siberman sharply contrasts with my observations in my school. During CASS moderation sessions, teachers bring learner portfolios with no learning activities, others prefer to teach learning areas they are qualified for rather than teaching Arts and Culture because they have no background knowledge in Arts and Culture. The question I wrestled with was: what could be the challenges faced by the Arts and Culture teachers given the fact that training has been conducted since the inclusion of the learning area in the curriculum from 1999 to date? In an implementation evaluation study that I conducted among four schools in the Bizana Area of the Eastern Cape Province, I found out through participant observation, questionnaires and interviews from four sampled senior phase teachers, that some of the participants have stopped teaching Arts and Culture in their schools because ‘they do not know what to teach’. Through the use of a thematic content analysis approach, I found out that many teachers complain about their lack of background knowledge of the art forms and that there is limited time provided in the timetable to teach this learning area. Seemingly, there are still challenges in the implementation of the learning area in this district. The results indicate a serious need for formal training of the Arts and Culture teachers with proper qualifications in more than one art form.

M.A. (Applied Linguistics) / Despite a worldwide drive to eradicate illiteracy, the numbers of illiterates are still soaring. Southern Africa is no exception to this. Even though statistics regarding illiteracy may be misleading, there are an estimated 400 000 illiterate mother tongue speakers of Afrikaans in South Africa. This study tries to establish the reasons for this situation within a historical-political framework. It further provides a sociocognitive basis for mother tongue literacy teaching, relying on the discipline of sociolinguistics. Literacy skills form part of the language user's communicative competence; this study, therefore, endeavours to situate literacy teaching within the communicative approach to language teaching with its emphasis on the needs of the language learner, the functionality of the acquired skills and the active participation of the language learner in the teaching activities. From this perspective a selection of literacy material in Afrikaans, representative of both the mainstream "establishment" type and the more "radical" school, is discussed to arrive at a theoretical and practical rationale for the teaching of literacy to Afrikaans mother tongue speakers, stripped of political undertones which so often direct literacy programmes. The main critique on Afrikaans literacy material is that it is either too behaviouristically structured or that no planned progressive structuring has been built into the courses. Both types of material can lead to dissatisfaction amongst literacy students if the respective course does not fulfil their need for literacy. This situation is often the result of an incomplete needs analysis and the creation of literacy material without a clear image of the target group. The unstructured manner in which literacy material is created and distributed is due to the lack of a national literacy strategy, as well as the nature of adult literacy teaching where specific needs of specific groups of illiterates dictate the type of material. A way of counteracting these problems would be to establish a national organisation to coordinate, amongst others, the development and distribution of literacy material. In this material the needs of the learner will be in a central position with the interaction between the learner and the teacher taking place in meaningful contexts. A thorough knowledge of andragogy and applied linguistics can therefore help to develop literacy material that will benefit Afrikaans illiterates, be they mother tongue speakers of the language or second language users who need to be literate in Afrikaans.

This study investigates to what extent educators’ pedagogical content knowledge affects learners’ achievement in quadratic functions. The components of pedagogical content knowledge (PCK) examined are: (i) mathematical content knowledge (MCK), (ii) knowledge of learners’ conceptions, and misconceptions, and (iii) knowledge of strategies. The participants were seventeen mathematics educators and ten learners from each educator’s class. The sample of educators was a convenient sample, while the sample of learners was selected by means of random sampling. A mixed method design was used to execute the study. Data about educators’ MCK, and knowledge of learners’ misconceptions were collected by means of a questionnaire. An interview was used to gather data about educators’ knowledge of strategies. Data on learners’ achievements and misconceptions was collected by means of a questionnaire. Descriptive statistics were used to describe the effect of each component of the educators’ PCK on learners’ achievements. The result indicates that the achievement of learners who are taught by educators who have strong PCK is higher than the achievement of learners who are taught by educators who have weak PCK. / Mathematical Sciences / M. Ed. (Mathematics Education)

The study investigated how the child centred approach is applied in teaching Natural Science (NS) in Johannesburg East schools. Most attention was paid on which teaching methods were used and how they were used to teach NS. Data was collected from 5 randomly selected schools in Johannesburg East through observations of Natural Science teachers teaching, and focus group discussion with them. Data presentation and analysis revealed that NS teachers who participated in the study used a limited range of child centred teaching methods. They only used experiments, class activities, as well as question and answer method. Literature review revealed that there are numerous child centred teaching methods that NS teachers can use. Some of these methods are brainstorming, discussions, games, group/pair work, field trips, case studies and assignments, using Information and Communication Technology (ICT), debates and facilitation. The majority of teachers still used the out-dated lecture method contrary to the Curriculum Assessment Policy Statement (CAPS) 2012 documents that call for an end in the use of traditional teaching methods such as the lecture method. The study also revealed that there are certain challenges and factors that inhibit the implementation of the child centred approach in NS. These challenges among others include the teacher centred curriculum which dictates the pace and content to the child, lack of adequate NS resources, big volumes of learners in classes, different abilities, talents, interests and skills possessed by learners, learners’ lack of discipline, as well as shortage of qualified NS teachers. All these were seen as inhibiting factors in the implementation of the child centred approach in NS. The study among other recommendations recommended that, in order for the child centred approach to be implemented successfully the Ministry of Basic Education should develop a child centred curriculum that does not dictate the pace to the child. The Ministry as well should come up with a specific or customised child centred approach model that is relevant to NS as a subject, in-service all NS teachers and empower them with the child centred teaching methods, principles and strategies, capacitate all schools with all necessary resources such as qualified NS teachers as well as relevant chemicals, materials, apparatus and information and communication technology infrastructure designated for NS. / Science and Technology Education / M. Ed. (Natural Science Education)

Submitted in fulfillment of the requirement of the Degree of Magister of Technology: Language Practice, Durban University of Technology, 2012. / Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS). Conducted within a constructivist paradigm, this study was based on Shulman‟s (1986, 2004) theory of pedagogical and content knowledge, and Vygotsky‟s (1978) zone of proximal development within social constructivism. Using a mixed method approach, this study investigated teachers‟ understanding and implementation of the design process as it relates to teaching TE in the intermediate and senior phases (Grades 4–9) of the General Education and Training Band in KwaZulu-Natal. The study also considered the training of TE teachers in a bid to facilitate teaching and learning in the classroom and to enable learners to become creative and critical problem solvers. Analysis of the questionnaire and semi-structured responses revealed that teachers were interpreting and implementing policy differently and that they were not adequately trained to teach TE. As a result, classroom practice in terms of teaching and learners‟ experience of the design process in TE also differed. Valuable lessons were learned in this study for the structuring of training programmes for teachers in Technology Education to enhance teaching and learning in the classroom. Therefore, based on the findings, this study makes recommendations regarding teaching, learning, assessment, and training of teachers in TE.

Thesis (MCur)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The 21st century teaching environment is unique in its diversity, and challenges academic staff to create a teaching environment that is conducive to all current learners. Various teaching methods are available and affordable, but technology remains an essential investment for the future of higher education institutions. The goal of the study was to evaluate the perceptions of student nurses regarding the effectiveness of the teaching methods which they experienced at a nursing college in the Western Cape Province. The objectives included an evaluation of the effectiveness of teaching methods as perceived and experienced by students of: - The traditional (green/whiteboard) lecture - Group activity - Self-activity - The use of technology such as PowerPoint presentations and video clips. An explorative descriptive research design was applied with a quantitative approach. The target population (N=1238) consisted of nursing students following the programme leading to registration as a professional nurse. Stratified random sampling was used to select the sample of participants (n=267). Data was collected personally by the researcher with a self-administered questionnaire which consisted of predominantly closed questions. Ethics approval to conduct this study was obtained from Stellenbosch University including permission from all other relevant parties. Reliability and validity of the study were assured through a pilot study, consultation with experts in nursing, education and statistics. The reliability of the questions were tested using the Cronbach alpha coefficient test which varied between .89 and .94. The data was analysed with the support of a statistician and was expressed as frequencies in tables and histograms. Descriptive statistics and post-hoc analyses including tests for statistical associations were performed. Results include a significant difference in generation X participants and the green/whiteboard teaching methods (Spearman p-value = 0.02) and their preference of the traditional lecture as a teaching method (Spearman p-value = <0.01). The perceived effectiveness of the teaching methods on student performance varied between very helpful and not helpful. Only (n = 49/19%) of participants experienced the traditional lecture as being very helpful on their general academic performance, in comparison to the effect of group work (n = 69/26%) and self-activity (n = 102/39%). Furthermore, no significant results were obtained between the participants and the perceived effect of the teaching methods. Open-ended questions showed that participants regarded the teaching strategies as boring and ancient and that much of the unhappiness expressed stems from the difference in the needs of millennials and the lack of change and obstinacy existing amongst academics. Recommendations include an increase in the use of technology, a blended approach to teaching, the re-training of academic staff, measures in counteracting a boring classroom environment, orientation for neophyte academics and students, workload perception of students and class size. In conclusion should recommendations be implemented a complete transformation of the college under study will result. It may force the education institution to move out of complacency, to a more vigorous and dynamic education environment that enables them to emerge as an Higher Education Institution (HEI) of good standing. / AFRIKAANSE OPSOMMING: Die een-en-twintigste-eeuse onderwysomgewing is uniek wat betref diversiteit en daag akademiese personeel uit om teenswoordig ’n onderwysomgewing te skep wat bevorderlik is vir alle leerders. Verskeie onderwysmetodes is beskikbaar en bekostigbaar, maar tegnologie bly ’n noodsaaklike belegging vir die toekoms van hoër onderwysinstansies. Die doel van hierdie studie was om die effektiwiteit van die gebruik van onderwysmetodes wat waargeneem en ondervind word deur studentverpleegkundiges by ’n spesifieke Verpleegkollege in die Wes-Kaap, te evalueer. Die doelwitte sluit in die evaluering aangaande die effektiwiteit soos waargeneem en ondervind deur studente van die volgende onderwysmetodes: - Die tradisionele groen/witbord lesing - Groepaktiwiteit - Selfaktiwiteit - Die gebruik van tegnologie soos PowerPoint-aanbiedings en video-insetsels. ’n Ondersoekende, beskrywende navorsingsontwerp met ’n kwantitatiewe benadering is toegepas. Die teikengroep is (n=1238) wat uit verpleegstudente bestaan wat die program vir die van ’n geregistreerde professionele verpleegster volg. ’n Gestratifieerde ewekansige steekproef is gebruik om die deelnemers (n=267) te selekteer. Data is self deur die navorser ingesamel deur gebruik te maak van ’n selfgeadministreerde vraelys wat hoofsaklik uit geslote vrae bestaan het. Etiese goedkeuring om die studie na te vors, is verkry van die Universtiteit van Stellenbosch, asook die van al die betrokke partye. Betroubaarheid en geldigheid van die studie is verseker deur ’n loodsondersoek, sowel as raadpleging met deskundiges op die gebied van Verpleging, Opvoedkunde en Statistiek. Die betroubaaarheid van die vrae is getoets deur gebruik te maak van die Cronbach-alpha koëffisiënt toets wat tussen .89 en .94 gevarieer het. Die data is geanaliseer met die ondersteuning van ’n statistikus en word voorgestel as frekwensies in tabelle en histogramme. Beskrywende statistieke en post-hoc analises, insluitende toetse vir statistiese assossiasies, is uitgevoer. Resultate sluit in ’n beduidende verskil in generasie x-deelnemers en die groen- of witbord onderwysmetodes (Spearman p-waarde = 0.02) en hul voorkeur vir die tradisionele lesing as ’n onderrigmetode (Spearman p-aarde >0.01). Die effektiwiteit van die onderwysmetodes op studenteprestasies wat waargeneem is, varieer tussen baie waardevol en van geen waarde nie. Slegs (n=49/19%) van die deelnemers het die tradisionele lesing as baie waardevol vir hul algemene akademiese prestasie ervaar, in vergelyking met die effek van groepwerk (n=69/26%) en self-aktiwiteit (n=102/39%). Vervolgens, is geen beduidende resultate verkry tussen die deelnemers en die effek van die onderrigmetodes wat waargeneem is nie. Ope vrae bewys dat deelnemers die onderwysstrategieë as vervelig en verouderd beskou en dat baie van die ongelukkigheid wat deurgevoer is, voortspruit uit die verskil in die behoeftes van die milleniums en die gebrek aan geneentheid, asook halsstarrigheid by akademici om te verander. Aanbevelings sluit in ’n toename in die gebruik van tegnologie, ’n saamgestelde benadering tot onderrig, die heropleiding van akademiese personeel, maatstawwe om ’n vervelige klaskameratmosfeer teen te werk, oriëntering vir neofiet akademici en studente se persepsie van werklading en klasgrootte. Ten slotte, indien aanbevelings geïmplementeer word, sal ’n volslae transformasie van die kollege onder die soeklig, plaasvind. Dit mag die opvoedkundige instansie forseer om te beweeg vanuit ’n toestand van gemaksugtigheid na ’n meer ondernemende en dinamiese onderrigomgewing wat in staat sal wees om as ’n Hoër Onderwysinstansie van formaat te funksioneer.

Thesis (MCurr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The profession of nursing is a twofold vocation that has a scientific theory as the foundation of all nursing intervention or skill. Despite clinical preceptorship being a useful strategy of teaching, many training hospitals and clinical facilities are without this avenue of learning and where available, it is often not optimally utilised. The aim of this study was to explore the role of the clinical preceptor in enhancing nursing education at Edendale Hospital and Edendale campus of a nursing college. A mixed method approach was applied utilizing both qualitative and quantitative methods to collect information about the experiences and challenges as well as clarify existing problems. Samples were drawn from all stakeholders of nursing education i.e. nursing students, nurse educators and ward managers of Edendale Hospital and Campus using random and purposive sampling respectively. Data were collected using selfadministered questionnaires for students and nursing managers and an interview guide for focus group interviews for nurse educators. Ethical approval was sought from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences at Stellenbosch University, the Department of Health, the Kwazulu-Natal College of Nursing and Edendale Hospital and Campus. The findings of this study support Weidenbach’s Prescriptive Theory in which the author maintains that nursing is a practice discipline designed to produce explicit desired results which here refers to the enhancing of nursing education with the contribution of clinical preceptorship. Patricia Benner’s Dreyfus and novice to expert models were used to express the need for meaningful practical experience in nursing students and to shows nurse educators how to identify the practical learning needs of the students and assist them acquire competence. The results of the study suggest that the clinical preceptor is a mentor and a guide who facilitates the correlation of theory and practice in nursing education. The results also suggest that students are experiencing problems in clinical practice and that clinical preceptorship is needed. A number of recommendations are made based on limitations identified in the present teaching-learning process. One of the recommendations is that partnership building strategies be fostered between the hospital, the campus and the Faculty of Nursing Education. This team approach could clearly define the role of the clinical preceptor to ensure optimum nursing education. Further research is recommended. / AFRIKAANSE OPSOMMING: Verpleging is ’n tweeledige beroep met ’n wetenskaplike teorie as grondslag vir elke verpleegintervensie of -vaardigheid. Ten spyte daarvan dat kliniese instruksie (“preceptorship”) ’n nuttige onderrigstrategie is, ontbreek dit by baie opleidingshospitale en kliniese fasiliteite, en waar dit beskikbaar is, word dit dikwels suboptimaal aangewend. Die doel van hierdie studie was om ondersoek in te stel na hoe belanghebbendes by verpleegopleiding by Edendale-hospitaal en -verpleegkampus kliniese instruksie ervaar, en om sodoende vas te stel of kliniese instruksie verpleegopleiding by daardie fasiliteite versterk. ’n Gemengde benadering van sowel kwalitatiewe as kwantitatiewe metodes is gevolg om inligting oor die ervarings en uitdagings in te win en bestaande probleme te verklaar. Steekproewe is met behulp van onderskeidelik lukrake en doelbewuste seleksie uit alle belanghebbendes by verpleegopleiding by Edendale-hospitaal en - verpleegkampus geneem, met inbegrip van verpleegstudente, verpleegopvoeders en saalbestuurders. Data is deur middel van selfvoltooiingsvraelyste vir studente en eenheidsbestuurders, en ’n onderhoudsgids vir fokusgroepgesprekke met verpleegopvoeders ingesamel. Etiekgoedkeuring is verkry van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Geneeskunde en Gesondheidswetenskappe aan die Universiteit Stellenbosch, die Departement van Gesondheid, die KwaZulu-Natalse Verpleegkollege sowel as Edendale-hospitaal en - verpleegkampus. Die bevindinge van die studie ondersteun Wiedenbach se voorskriftelike teorie, waarin sy volhou dat verpleging ’n praktiese dissipline is wat ontwerp is om bepaalde gewenste resultate te behaal. Patricia Benner se Dreyfus- en beginner-tot-kennermodel is ook gebruik om die behoefte aan sinvolle praktiese ervaring by verpleegstudente te staaf, en om verpleegopvoeders te wys hoe om studente se praktiese leerbehoeftes te bepaal en hulle vaardighede te help ontwikkel. Die resultate van die studie dui daarop dat die kliniese instrukteer as mentor en begeleier die korrelasie tussen teorie en die praktyk van verpleegonderwys fasiliteer. Die resultate dui verder daarop dat student probleme in kliniese praktyk ervar en kliniese instruksie benodig. ’n Aantal aanbevelings word gedoen op grond van beperkinge wat in die huidige onderrig-en-leer-proses uitgewys is. Een van die aanbevelings is die ontwikkeling van strategieë om vennootskappe tussen die hospitaal, die verpleegkampus en die fakulteit verpleegkunde te bou. Hierdie spanbenadering kan die rol van die kliniese instrukteur duidelik omlyn ten einde optimale verpleegopleiding te verseker. Verdere navorsing word aanbeveel.

Thesis (DPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study is a structured evaluation of the integration of ICTs (Information and Communication Technologies) in teaching and learning activities at the University of Stellenbosch. Although anecdotal evidence exists of the success of the e-Learning initiatives at the University of Stellenbosch, this study addresses these questions in a more structured approach within the global and local higher education context in order to: - Improve the e-Learning project (as part of the e-Campus initiative) and other e-Learning initiatives, - Generate knowledge to improve our understanding of how the e-Learning initiatives work and how people change their attitudes and behaviours because of successful interventions, - Evaluate the institutional characteristics of successful integration, - Evaluate the technological environment and, more specifically, the use of WebCT as learning management system, and - Assess the overall progress of the e-Learning initiatives at the University of Stellenbosch. This evaluation is done taking the broader global and changing local higher education landscape and, more specifically, the interplay of three of the main global drivers into account. The three drivers discussed are: knowledge as a driver of growth in a networked society, the information and communication technology revolution and new competitors in the higher education marketplace The first part of the study is therefore a literature review of the changing global higher education landscape, with a specific focus on how these changes are contextualised within the unique South African post-1994 higher education landscape. After considering the global and South African higher education landscape, the study then provides a critical overview of the status of the integration of ICTs into teaching and learning activities world wide, the possible benefits of the integration of ICTs into teaching and learning activities and the implications of these changes for the lecturers, students and the higher education institutional and technological environment. These overviews of both the global changing higher education landscape and the integration of ICTs into teaching and learning activities serve as the backdrop for the case study and retrospective assessment of e-Learning initiatives at the University of Stellenbosch. The study contains a description of the e-Campus initiative, the e-Learning project and other e-Learning initiatives. In the retrospective assessment, the main focus of the study, I make use of quantative and qualitative methods to analyse the results of two Web surveys administered to students andlecturers who use WebCT. These results are integrated with other data sources to assess the progress made at the University of Stellenbosch. This retrospective assessment of the e-Learning activities at the University of Stellenbosch, set against the backdrop of the global changing higher education landscape, enables me to make general recommendations for: - Dealing with changes in the higher education context on an institutional level as a result of the three forces discussed, - Integrating ICTs at the institutional level in all business process at a higher education institution, - Integrating ICTs in teaching and learning activities, paying attention to the enabling institutional and technological environment, as well as to good teaching and learning practice, and - Improving the implementation of the e-Campus initiative and, more specifically, the e- Learning project and other e-Learning initiatives at the University of Stellenbosch. / AFRIKAANSE OPSOMMING: Hierdie studie is ‘n gestruktureerde evaluering van die integrasie van IKTs (Informasie- en Kommunikasietegnologieë) in leer- en onderrigaktiwiteite by die Universiteit van Stellenbosch. Alhoewel daar wel anekdotiese bewyse is dat die e-Leer inisiatiewe by die Universiteit van Stellenbosch suksesvol is, spreek hierdie studie die vrae binne ‘n gestruktureerde benadering aan met inagname van die globale en plaaslike hoër onderwys konteks om: - Die e-Leer projek (as deel van die e-Kampusinisiatief) en ander e-Leer inisiatiewe te verbeter, - Kennis te genereer om ons begrip van hoe e-Leer inisiatiewe werk en hoe mense hulle houdings en gedrag as gevolg van suksesvolle intervensies verander, te verbeter, - Die institusionele eienskappe om sukses te behaal met die integrasie, te evalueer, - Die tegnologiese omgewing, en meer spesifiek die gebruik van WebCT as leer bestuurstelsel te evalueer, en - Die totale vordering met e-Leer inisiatiewe by die Universiteit van Stellenbosch te evalueer. Hierdie evaluering word gedoen met inbegrip van die breër globale en plaaslike veranderende konteks, met spesiale inagname van die wisselwerking tussen drie van die hoof globale drywers. Die drie drywers wat bespreek word is: kennis as drywer van groei in ‘n netwerksamelewing, die revolusie in informasie en kommunikasie tegnologieë, en nuwe kompetisie in die hoër onderwys landskap. Die eerste deel van die studie is dus ‘n literatuuroorsig van die veranderende globale hoër onderwys landskap, met ‘n spesifieke fokus op hoe hierdie veranderinge binne die unieke Suid-Afrikaanse hoër onderwys landskap ná 1994 gekontekstualiseer word. Na ʼn oorweging van die globale en Suid-Afrikaanse konteks, voorsien die studie ‘n kritiese oorsig van die status van die integrasie van IKTs in leer- en onderrigaktiwiteite wêreldwyd, die moontlike voordele van die integrasie van IKTs in leer- en onderrigaktiwiteite en die implikasies van hierdie veranderinge vir dosente en studente, sowel as vir die institusionele en tegnologiese omgewings van hoër onderwys. Hierdie oorsigte van beide die veranderende globale hoër onderwys landskap en die integrasie van IKTs in leer- en onderrigaktiwiteite verskaf die agtergrond vir die gevallestudie en retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch. Die studie bevat ‘n beskrywing van die e-Kampus inisiatief, die e-Leerprojek en ander e-Leer inisiatiewe. In die retrospektiewe evaluering, wat die hooffokus van die studie uitmaak, maak ek gebruik van kwantitatiewe en kwalitatiewe metodes om die resultate van twee vraelyste teontleed wat aan studente en dosente wat WebCT gebruik, versprei is. Hierdie resultate is geïntegreer met ander databronne om die vordering wat reeds aan die Universiteit van Stellenbosch gemaak is, te evalueer. Hierdie retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch teen die agtergrond van die veranderende globale hoër onderwys landskap, stel my in staat om algemene aanbevelings te maak om: - Op institusionele vlak veranderinge te hanteer wat ‘n resultaat is van die drie kragte wat bespreek is, - IKTs op institusionele vlak in alle besigheidsprosesse van die instelling te integreer, - IKTs in leer- en onderrigaktiwiteite te integreer, terwyl aandag geskenk word aan die institusionele en tegnologiese omgewing wat dít moontlik maak, asook aan goeie leer- en onderrigpraktyk, en - Die implementering van die e-Kampus inisiatief, en meer spesifiek die e-Leer projek en ander e-Leer inisiatiewe by die Universiteit van Stellenbosch, te verbeter.

Thesis (MLitt)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Linguistic scholars have been exploring an effective, contextual and multidisciplinary approach to language education, following the global increase in multilingual societies. This study aims to explore properties of writing related to genre-based literacy in Siswati as a first language for learners in South Africa in a multilingual context. The research is concerned with the properties of writing in Siswati at the high school level and the instruction associated with it. In reality, the educational context of the learners entails that English is the language of instruction or an educational lingua franca in all subjects in schools with learners who have an African language as home language, although English is a second language (L2) for most learners. Therefore, the learners’ first language (L1) is only taught as a subject. In this situation, learners and teachers are faced with problems of language (L2) proficiency. According to the South African language policy, all national languages spoken in South Africa should be prioritized in education. This study advances a proposal for a multilingual approach in education through genre-based teaching. Hence, this study presents an investigation of the implementation of genre in the home language classroom context in respect to the textlinguistic features of agricultural sciences genres. The genre-based theoretical framework and related methodology is explored and elaborated in this study with regards to how Siswati first language learners can be taught linguistic skills acquired in their mother tongue Siswati to writing in content subjects, e.g. biology. The methodology of this study involves the translation of six agricultural science texts for Grade 12 which are then analysed according to systemic functional linguistic (SFL) grammar. The study also investigates issues and challenges in multilingualism and Education policy. The findings of this study present support of the view of the transfer of genre-based skills in texts across the curriculum. / AFRIKAANSE OPSOMMING: Taalkundiges het oor die afgelope jare ‘n doeltreffende, kontekstuele, multidissiplinêre benadering ondersoek tot taalonderwys, gegee die wêreldwye toename in meertalige gemeenskappe. Die studie het die doelwit om die eienskappe van skryf te ondersoek soos wat dit verband hou met genre-gebaseerde geletterdheid in Siswati, as ‘n eerste (huis) taal vir leerders in Suid-Afrika in ‘n meertalige konteks. Die navorsing hou verband met die eienskappe van skryf in Siswati op hoërskoolvlak en die onderrig daarmee geassosieer. In die werklikheid van die onderrig is Engels oorwegend die medium van onderrig in vakke in skole waar die leerlinge hoofsaaklik ‘n Afrikataal soos siSwati as eerste (of huis) taal het, alhoewel Engels ‘n tweede (of addisionele) taal is van die leerders. Gevolglik word leerders slegs in hulle eerste taal onderrig in die taalvak (van die spesifieke Afrikataal) self. In hierdie medium van onderrig situasie (waar leerders se tweede/ addisionele taal gebruik word vir die onderrig van inhoudsvakke) word sowel leerders as onderwysers gekonfronteer met die probleem van onvoldoende tweede taal (Engels) vaardigheid. Volgens die nasionale taalbeleid in Suid-Afrika, behoort alle nasionale tale in Suid-Afrika voorrang te geniet in onderwys. Hierdie studie betoog vir ‘n meertalige benadering in onderwys deur gebruik van die genre-gebaseerde benadering. Aldus, bied hierdie studie ‘n ondersoek van die implementering van teksgenres in die huistaal-klas konteks ten opsigte van die teks-linguistiese kenmerke van verskillende genres in landbouwetenskappe. Die genre-gebaseerde teoretiese raamwerk en verbandhoudende navorsingsmetodologie word ingespan in hierdie studie met betrekking tot hoe die tekslinguistiese vaardighede, onderrig aan siSwati eerstetaalleerders soos opgedoen in die onderrig van hulle huis (of eerste) taal, uitgebrei kan word na inhoudsvakke soos landbouwetenskappe. Die metodologie gebruik in hierdie studie behels die vertaling in Siswati (vanuit Engels) van ses landbouwetenskaptekste vir Graad 12, wat dan ontleed word volgens die sistemiese funksionele linguistiek (SFL) model wat onderliggend is aan die genre-gebaseerde benadering. Die studie ondersoek voorts vraagstukke en uitdagings rakende taalbeleid en –beplanning in onderwys. Die bevindinge van hierdie studie bied ondersteuning van die standpunt van die oordrag van genre-gebaseerde vaardighede in tekste oor die kurrikulum heen. / SiSWATI ABSTRACT: Bongcongcoshe betilimi bebasolo baphenya indlela yefufundzisa lulwimi lesebenta kahle, lohambelana nesimo, nalosebenta etifundvweni tonkhe letiniketwa esikolweni, kulandzela kutsi emhlabeni wonkhe jikelele sibalo semimmango lecuketse tive letehlukene netilimi letehlukene siya ngekukhula. Lombhalo uhlose kucwaninga timphawu letihambelana nelwati kutemfundvo eluhlangotsini lwekubhala ngekusebentisa tinhlobo temibhalo elulwimini lweSiswati, lolululwimi lwemdzabu/lwekucala kulabanye bafundzi eNingizimu neAfrika esimeni lesinetilimi letinyenti. Lombhalo lona ukhatsatwe yindzaba yekubhala kubafundzi belibanga lelisetulu, libanga lelishumi nakubili nendlela lebafundziswa ngayo. Ecinisweni, bafundzi basesimeni lapho khona Singisi sisetjentiswa njengelulwimi lwekufundzisa tonkhe tifundvo letinemtsamo noma ke lulwimi lolusetjentiswa esikolweni etifundvweni tonkhe kantsi phela Singisi akusilo lulwimi lebalumunya ebeleni labafundzi. Ngaleso sizatfu, lulwimi lwemdzabu lwalabafundzi lufundziswa kwangatsi lusifundvo phaca njenge lwati lwendalo yonkhana, isayensi. Esimeni lesinjengalesi bafundzi nabothishela bahlangabetana nebulukhuni ekucudzelaneni nalabanye babe basebentisa Singisi. Ngekubeka kwemitsetfo yetemfundvo eNingizimu neAfrika, tonkhe tilimi letisemtsetfweni letifaka ekhatsi tembuso wase Ningizimu neAfrika, tebachamuki, temdzabu, naletihlanganisa emave ngemave tinelilungelo leliphelele lekusetjentiswa esikolweni. Loku kusetfulo sendlela yekufundzisa leshwambakanya tilimi letinyenti, lesolo ingakacali kusetjentiswa. Kungako lombhalo uhlolisisa kutsi ingasetjentiswa njani indlela yekufundzisa ngetinhlobo temibhalo endlini yekufundzisa. Luhlaka lwemdvwebo wekufundzisa ngetinhlobo temibhalo kanye nendlela lekufundziswa ngayo kunconywe ngu (Christie na Derewianka (2008), (Knapp na Watkins (2005), (Martin na Rose (2008), (Rose na Martin (2012), na (Feez na Joyce (1998). Loluhlaka lubuke kutsi simo sivuma kanganani kutsi bafundzi labaceceshwe eSiswatini basebentise emakhono elulwimi lwemdzabu ekubhaleni etifundvweni letinemtsamo, njenge bhayoloji. . Indlela lelandzelwe ekusebenteni lombhalo ifaka ekhatsi kuhunyushwa kwetinhlobo temibhalo letisitfupha letitsetfwe encwadzini yelwati lwendalo kutekulima yelibanga lelishumi nakubili.Lemibhalo iyahlatiywe ngenhloso yekutfola emasu latfolakala elulwimini lweSiswati labhekene nekusebenta kwelulwimi nakukhulunywa ngekwakhiwa kwemisho, tinhlobo temisho, nekuhlanganiswa kwemisho; emasu lasetjentiswa ekwendluliseni tinkhulumo kubalaleli betigaba letehlukene, kanye nemasu ekuhlanganisa emagama kuze akhe umbhalo lonemcondvo lophelele nalovakalako. Ngetulu kwaloko, lombhalo lona uhlolisisa indzaba yekufundzisa leyengamela tilimi letehlukene kanye nemtsetfo wetemfundvo. Lombhalo wetfula indlela yekucecesha bafundzi ekubekeni imibono nemicabango yabo ephepheni, lekuyindlela lesebenta etifundvweni tonkhe letinemtsamo, letifundziswa etikolweni.Lombhalo futsi uphenculula luphikiswano netinsayeya letihambelana nekusetjentiswa kwendlela yekufundzisa lefaka ekhatsi tilimi letehlukene nemtsetfo wetemfundvo. Imiphumela yaloluphenyo kulesifundvo iniketa siciniseko sebukhona nekusebenta kwemasu lahambelana nendlela yekufundzisa ngekusebentisa tinhlobo temibhalo kulo lonkhe luhlelo lwetifundvo. Loku kugcwalisa inhloso yalombhalo lona.

Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Entrepreneurship potentially offers to make a contribution to some of South Africa's most crucial problems for instance poverty and an extremely high youth unemployment rate. Furthermore it empowers people not to wait for others or external factors to change their destiny, but to become pro-active. Literature indicates that there is internationally a renewed interest in entrepreneurship (as demonstrated in research and the number of tertiary institutions offering entrepreneurship education), with a resulting sophisticated body of knowledge becoming available. In South Africa limited success was reported on the renewed emphasis on entrepreneurship. Although the proportion of entrepreneurs in the country compares favourably to international figures, the proportion of necessity entrepreneurs (people who start businesses as a result of the absence of other options) is considerably lower than that of other developing countries and the success rate of businesses is below the international average. Entrepreneurs often do not have the business skills needed to identify business opportunities and manage a business. In the development of business attitudes, knowledge and skills formal education received extensive attention, but informal education may play a more important role to build positive attitudes, while practical experience is also essential to skills development. The economic future of South Africa will be closely linked to the emerging generation of entrepreneurs. The research indicated that they are willing to take on the challenges, but need help with developing the necessary knowledge and skills. Special measures should be taken to include people from previously disadvantaged population groups, women and rural areas in skills development programmes. / AFRIKAANSE OPSOMMING: Entrepreneurskap kan 'n beduidende bydrae lewer om ernstige probleme in die Suid- Afrikaanse samelewing soos armoede en die hoë werkloosheidsyfer onder die jeug te help verbeter. Dit kan ook help om mense te motiveer om self iets aan hulle situasie te probeer doen. Die literatuurstudie het getoon dat daar 'n internasionale golf van belangstelling in entrepreneurskap is. Meer en meer bestuurskole sluit dit in by die vakke wat hulle aanbied en daar is 'n sterk toename in navorsing oor entrepeneurskap. Suid-Afrika is deel van hierdie nuwe golf, maar het nog heelwat uitdagings op hierdie gebied. Die persentasie plaaslike entrepreneurs vergelyk goed met internasionale syfers, maar die aantal mense wat deur nood gedwing word om hulle tot entrepeneurskap te wend, is laer as die gemiddelde persentasie van ontwikkelende lande waarvan die statistiek bekend is. Dit wil ook voorkom asof die persentasie van besighede wat nie in die langtermyn suksesvol is nie, hoër is as die internasionale syfer. 'n Groot persentasie van die sakelui beskik nie oor die vaardighede om sake-geleenthede raak te sien en besighede te bestuur nie. Opleidingsgeleenthede moet nie net fokus op formele opleiding nie, maar moet informele opleiding en geleenthede vir praktiese ervaring insluit. Op ekonomiese gebied gaan die nuwe geslag entrepreneurs 'n beduidende rol speel in Suid-Afrika se toekoms. Die onderhewige navorsing het getoon dat hierdie groep mense gretig is om hierdie uitdagings te aanvaar, maar hulp nodig het om hulle daarvoor toe te rus. Dit is van wesenlike belang dat alle groepe ingesluit moet word in hierdie toerusting, veral groepe wat op die oomblik nog gemarginaliseerd is soos bruin en swart bevolkingsgroepe, vroue en mense van plattelandse gebiede.