Thesis (MBA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Small, Medium and Micro enterprise (SMME) development was identified by the South African government as a priority for creating jobs to solve the problem of the high unemployment rate in South Africa. The government focused primarily on SMMEs in previously disadvantaged communities. SMME training can be approached from different angles. The main areas of concern are: • Business skills training o Covers all the conventional management training areas in a business • Technical skills training o Addresses the ability to use knowledge or techniques of a particular discipline to attain certain ends • Entrepreneurial skills training o Involves the birth and growth of a business enterprise and includes, among other entrepreneurial traits, creativity and innovation, risk propensity and need for achievement. If small business owners are not in a large team environment, with colleagues to offer advice and tasks being covered by people with different strengths, then it is hardly surprising that they make wrong moves in business. This supports the idea that learning from the real experience of a mentor who has been in business proves to be an effective training model for the SMME environment. A number of initiatives are aimed at building the capacity of small business owners in the Western Cape, South Africa. This study will focus on a new initiative presented by the Small Business Academy (SBA) at the University of Stellenbosch Business School (USB). This initiative is an entrepreneurial development programme for small business owners from Khayelitsha, combining an academic training programme with a mentoring programme in one single development programme. The programme was a pilot programme and needed to be evaluated throughout the process. The aim of the study was to evaluate the pilot programme in terms of the selection of participants and mentors, the academic training programme and the mentoring journey. The study proves to highlight the successes of the programme as well as adjustments needed to improve its effectiveness. The evaluation of the programme was crucial for the following critical reasons: • To ensure success and growth of the programme and its expansion to other parts of South Africa and Africa in the future.• To ensure future funding for the programme, as it is at present subsidised by the USB and corporate sponsorships. • To ensure the necessary adjustments to the programme in order to improve its effectiveness. Key findings of the programme were that the pilot programme was extremely successful in all three aspects evaluated. The best of the best were selected, the participants excelled academically and the programme achieved a graduation rate of sixty seven per cent. The mentoring journey had an immense impact on the participants’ view of approaching their way of doing business.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Critical thinking and critical citizenship are generally considered to be desirable outcomes of the educational process as they enable students to make thoughtful choices. Citizenship Education does not currently form a separate part of the National Curriculum Statement (NCS), but is rather one of the main objectives and principles that shape the whole curriculum. In this research study, students took part in a project where the aim was to promote critical thinking and critical citizenship through the investigation of contemporary South African artworks. The purpose of the research was to firstly establish how students’ participation in the project affected their ability to think critically about Post-1994 South African art and the issues it conveys. Secondly the aim was to establish how effective the teaching strategies employed were in facilitating critical thinking and critical citizenship. An interpretative approach was followed in this case study. The nature of this research is predominantly qualitative, but is used in conjunction with quantitative methods to measure the increase of critical thinking applied. During the base-line assessment, students’ initial critical thinking skills were measured through the analysis of previously unseen images. Their ability to critically analyse artworks was assessed by utilising the Artful Citizenship Visual/Critical Literacy Scoring Rubric compiled by Rawlinson et al (2007). In the post-project assessment, the same visual examples and rubric were used, to detect possible changes in the students’ ability to apply critical thinking. Main themes and sub-themes were identified during the project. The main themes were knowledge, power and identity. The subthemes were meaningful knowledge, citing of evidence, experience, multiple opinions, exclusion of voices, power versus rights, binary oppositions and self in relation to other. With these themes, I aimed to unpack and explain the differences that occurred in the results from the pre- and post-project assessment. The findings of the post-project assessment showed a 39% improvement of critical thinking applied subsequent to the project. The teaching strategies followed during this project proved to be effective as the ability of the students to think critically was positively affected. The research indicated that activities which exposed students to multiple perspectives were conducive to the development of critical thinking. / AFRIKAANSE OPSOMMING: Kritiese denke en kritiese burgerskap word beskou as gunstige uitkomste van die opvoedingsproses omrede dit studente toerus om deurdagte besluite te neem. Burgerskapopvoeding vorm nie deel van die Nasionale Kurrikulum Verklaring (NKV) nie, maar is eerder een van die hoofdoelwitte en beginsels wat die hele kurrikulum uitmaak. In hierdie navorsingstudie het studente deelgeneem aan ‘n projek wat kontemporêre Suid-Afrikaanse kunswerke ondersoek. Die projek het beoog om daardeur kritiese denke en kritiese burgerskap aan te moedig. Die doel van hierdie navorsing was eerstens om te wys hoe studente se deelname in hierdie projek hulle vaardigheid beïnvloed om krities te dink oor Post-1994 Suid-Afrikaanse kunswerke, asook die kwessies wat dit kommunikeer. Dit was verder die doelwit om te wys hoe effektief die geïmplimenteerde onderrigstrategiӫe was in die fasilitering van kritiese denke en kritiese burgerskap. ‘n Interpreterende benadering is gevolg in hierdie gevallestudie. Die navorsing is oorwegend kwalitatief, maar word in kombinasie met kwantitatiewe metodes gebruik om die verbetering in aanwending van kritiese denke te bepaal. Gedurende die grondlynassessering is die studente se aanvanklike kritiese denkvaardighede bevestig deur die analise van onbekende kunswerke. Hulle vaardigheid om kunswerke krities te analiseer is gemeet deur middel van die Vaardige Burgerskap Visuele / Kritiese Geletterdheid-Telling-Rubriek saamgestel deur Rawlinson et al (2007). Dieselfde visuele voorbeelde en rubriek was gebruik in ‘n na-projekassessering om moontlike veranderinge in die studente se kritiese denke te bespeur. Hooftemas en subtemas was geïdentifiseer gedurende die projek. Die hooftemas is kennis, mag, en identiteit. Die subtemas is betekenisvolle kennis, ervaring, verwysing na bewyse, meervuldige opinies, uitsluiting van stemme, mag teenoor regte, binêre opposisies en die self in verhouding tot ander. Met hierdie temas het ek gepoog om die verskil in die resultate tussen die grondlyn- en na-projekassessering te verstaan en te verduidelik. Die bevindinge toon ‘n 39% verbetering in die aanwending van kritiese denke na afloop van die projek. Die onderrigstrategiӫe wat aangewend is in hierdie projek was effektief omrede die vaardigheid van die studente om krities te dink positief beïnvloed was. Die navorsing het aangedui dat aktiwiteite wat die studente blootstel aan meervuldige perspektiewe, bydra tot die ontwikkeling van kritiese denke.

Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: South African society is currently undergoing a process of reconstruction and development, in social, economic and various other areas. South Africa struggles with problems such as unemployment and crime, which is also the case in many other countries. Socio-political and cultural factors, for example, poverty, unemployment, hunger and a shortage of housing, lends itself favourably towards criminal activities. These individual problems are regarded as reasons for the escalating crime in the country. The statistics pertaining to violence reflect that the level of acceptance of crime is embedded in the South African culture. As a result of the high crime figures, only the minority of the South African population have peace of mind. This situation influences the learners of the country because the school is directly connected to their society. Without peace, South Africa will be unable to prosper on any level and therefore it is essential that the present generation of learners be taught to resolve conflict in a peaceful manner. The statistics in respect of crime indicates that learners are influenced negatively and because of the democratic values of the country the various aspects of the rights of children do not carry any weight. The process of democracy has led to a total transformation at the educational level. A teaching system has evolved whereby teaching is more developmental, thereby stimulating people physically, emotionally, critically, aestheticaely and mentally. Outcomes Based Education is therefore regarded as a valuable shift in the direction for a better educational system. This education system strives to breach the social and historical inequalities. Aspects such as freedom, equality and peace which connect strongly to the process of Continuous Learning is emphasised in the White Paper of Education and Training (1995). The new education system requires that crime in schools be resisted and that education be utilised as an instrument for the promotion of peace in the country. The teaching of values and skills to handle conflict, conflict resolution, mediation, tolerance and co-operation can promote stability and peace within schools. These critical elements form part of Education for Peace. According to the literature, Education for Peace is seen both nationally and internationally as a possible solution to crime. Outcomes Based Education has made a tremendous impact on schools and educators. The National Qualification Framework requires of the educator to be a facilitator, which changes the task and nature of the teacher. The teacher must realise that change is an ongoing process and that the process of empowerment is necessary. Empowerment in Outcomes Based Education system and also in respect of Education for Peace demands a prominent role from the teacher as curriculum agent and developer. The development of an effective curriculum is rather difficult and demands dynamic teachers that can positively handle these changes. The teacher is regarded as the stimulant of behavioural changes within the learner. Teachers are therefore responsible to empower learners within the school context to think critically about social problems, conflict and crime. In this study acknowledgement is given to the importance of participation of the teachers in decision making. The opinions of teachers with regard to Education for Peace are obtained by an empirical investigation through interviews and questionnaires. Responding teachers have indicated that there is a vacuum in respect of Education for Peace. In this study teachers have: taken cognisance of Education for Peace and highlighted its critical elements; declared that Education for Peace (and the critical elements within) be applied as a mechanism to combat crime; determined that Education for Peace is essential within Outcomes Based Education and that specific skills be carried over to learners and that certain critical outcomes be reached. In response teachers have indicated that South Africa is not a peaceful country and that each teacher and learner make a personal contribution to the attainment of peace in schools, as well as in the community. Through Education for Peace learners can realise that they have an important role to playas peace makers in South Africa. This research has led to the compilation of a theoretical curriculum framework which has specific critical elements of Education for Peace as its foundation. The curriculum framework can be changed or adapted according to the needs of the learner and the community. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans op ekonomiese, sosiale en ander terreine in 'n proses van heropbou en ontwikkeling. Soos baie ander lande worstel Suid-Afrika ook met probleme soos werkloosheid en misdaad. Sosio-politieke en kulturele faktore, byvoorbeeld armoede, hongersnood werkloosheid en 'n tekort aan huise, verskaf 'n ideale omgewing vir kriminele aktiwiteite. In hierdie studie word enkele van die probleme as agtergrond vir die toenemende geweld in die land aangedui. Die statistiek ten opsigte van geweld toon aan dat die aanvaarding van geweld diep gewortel is in die Suid-Afrikaanse kultuur. As gevolg van die hoë misdaadsyfer het slegs 'n klein persentasie van die Suid-Afrikaanse bevolking algehele gemoedsrus. Hierdie situasie beïnvloed die leerders van die land omdat die skool inherent deel ls van die samelewing. Sonder vrede kan Suid-Afrika nie op enige terrein vooruitgaan nie en daarom is dit so essensieel dat die huidige generasie leerders geleer moet word om konflik vreedsaam op te los. Die statistiek ten opsigte van geweld dui egter daarop dat die leerders van die land nadelig beïnvloed word omdat die demokratiese waardes en die regte van kinders nie gewig dra nie. Die proses van demokrasie het gelei tot 'n totale verandering op opvoedkundige gebied. 'n Onderwysstelsel is gevestig waar onderwys tans in 'n ontwikkelingsproses is en sodoende mense verstandelik, fisies, emosioneel, krities en esteties ontwikkel. Uitkomsgebaseerde onderwys word daarom beskou as 'n waardevolle skuif in die rigting van 'n beter onderwysstelsel. Met hierdie onderwysstelsel word daarna gestreef om die sosiale en historiese ongelykhede in gemeenskappe te oorbrug. Aspekte soos vryheid, gelykheid en vrede wat aansluit by die proses van lewenslange leer, word in die Witskrif oor Onderwys en Opleiding (1995) beklemtoon. Die nuwe onderwysstelsel vereis dat geweld in skole teengestaan moet word, en dat opvoeding benut kan word as 'n instrument vir die bevordering van vrede in die land. Die onderrig van waardes en vaardighede in konflikhantering, konflikresolusie, mediasie, verdraagsaamheid en samewerking kan vrede en stabiliteit in skole bevorder. Hierdie kritiese elemente vorm deel van Opvoeding vir Vrede. Volgens die literatuur word Opvoeding vir Vrede, internasionaal sowel as nasionaal, as 'n moontlike oplossing vir geweld gesien. Uitkomsgebaseerde onderwys het 'n geweldige impak op skole en die onderwyser. Omdat die Nasionale Kwalifikasieraamwerk van die onderwyser verwag om 'n fasiliteerder te wees, verander die aard van die onderwyser se taak. Die onderwyser moet besef dat verandering 'n voortdurende proses is en dat die proses van bemagtiging noodsaaklik is. Bemagtiging in 'n uitkomsgebaseerde onderwysstelsel, en ook ten opsigte van Opvoeding vir Vrede, vereis dat die onderwyser as kurrikulumagent en ontwikkelaar In groter rol moet speel. Die ontwikkeling van 'n effektiewe kurrikulum is uiters moeilik en vereis dinamiese onderwysers wat hierdie veranderinge positief kan hanteer. Die onderwyser word beskou as die stimuleerder van gedragsverandering in die leerder, en is daarom verantwoordelik om leerders binne die skoolkonteks te bemagtig om krities oor sosiale probleme, konflik en geweld te dink. In hierdie studie word gefokus op die belangrikheid van die onderwyser se deelname aan besluitneming. Die menings van onderwysers ten opsigte van Opvoeding vir Vrede word in "n empiriese ondersoek uit onderhoude en vraelyste verkry. Responderende onderwysers het aangedui dat daar "n leemte is ten opsigte van Opvoeding vir Vrede. In die ondersoek het responderende onderwysers: bepaalde gebreke ten opsigte van kennis en vaardighede met betrekking tot Opvoeding vir Vrede getoon en is bepaalde kritiese elemente daarin geïdentifiseer; verklaar dat Opvoeding vir Vrede (en die kritiese elemente daarin) aangewend kan word as "n meganisme om geweld te bekamp; bepaal dat Opvoeding vir Vrede essensieel is binne uitkomsgebaseerde onderwys. Bepaalde vaardighede word op hierdie wyse aan leerders oorgedra en sekere kritiese uitkomste kan bereik word. Responderende onderwysers het aangedui dat Suid-Afrika nie "n vreedsame land is nie en dat elke onderwyser en leerder "n persoonlike bydrae kan lewer tot die verkryging van vrede in die skole, asook in die gemeenskap. Deur Opvoeding vir Vrede kan leerders besef dat hulle "n belangrike rol as vredemakers in Suid-Afrika het. Hierdie navorsingsondersoek het gelei tot die opstel van "n teoretiese kurrikulumraamwerk wat die geïdentifiseerde kritiese elemente van Opvoeding vir Vrede as onderbou neem. Die kurrikulumraamwerk kan verander en aangepas word na gelang van die behoeftes van die leerder en die betrokke gemeenskap.

M. Tech. Language Practice / The study examines students' motivation in and attitude towards third language learning among undergraduate University of Technology students of isiZulu as a third language. It investigates whether University of Technology students are instrumentally or integratively motivated to study isiZulu. The study also looks at the relationship between University of Technology students' motivation and their achievement in isiZulu. Furthermore, the study also investigates the role that language attitude, be it positive or negative, can play in L3 acquisition. Forty students, studying isiZulu as a third language at the University, participated in the study. These students had, as their language background, different L1s which included four African languages, English L2, which is the language of teaching and learning, and additionally, a language subject. For these students, the acquisition of an L3 was a course requirement, and isiZulu is one of the language options.

M.Cur. (Nursing Science) / Please refer to full text to view abstract

M.Ed. / It is the task of curricular planning and syllabus design in non-formal fields of education to make available to adults the possibilities for learning the language they need for the purposes for which they need it. A decisive answer should be found to the question about what type of syllabus or course would be able to provide for the real operation needs of adult learners, to translate these needs into learning objectives and at the same time justify the semantic and structural components of the target language...

D.Ed. / The general objective of this study is to illuminate the challenges experienced by educators in the provision of Environmental Education at schools in Curriculum 2005. In order to realize this general aim, the following serve as specific aims: Firstly, to provide a theoretical base for Environmental Education with a view to increasing the understanding of this relatively new discipline. Secondly, to examine and analyse the factors hindering the successful implementation of Environmental Education in schools. Thirdly, to identify and discuss potential solutions. An extensive literature review was undertaken to examine core areas impeding effective teaching of Environmental Education and its emphasis on Curriculum 2005. The investigation included data collection from experienced educators who have been incorporating Environmental Education in their subject teaching. The qualitative research design was utilized. The data collection methods the researcher applied include observation where personal visits were made to schools promoting Environmental Education. Phenomenological interviews were conducted with different individual educators; in schools with more than four environmental educators, focus group interviews were preferred. The data of this research were collected in schools in Gauteng Province through qualitative data collection techniques. The data collected was also analysed, coded, clustered and categorized. The empirical findings of the study were confirmed by using different methods and sources. The main findings indicated that where Environmental Education is well coordinated and all educators are involved, it is carried out in a more effective way compared to schools where Environmental Education is left to one educator and poorly coordinated. The study recommends that Environmental Education should not be left to one committed environmental educator, but that all educators need to be trained to incorporate Environmental Education into their school curriculum.

Dissertation submitted in partial fulfillment of the academic requirements for the Master of Technology Degree: Graphic Design, Durban Institute of Technology, 2004. / This project has investigated African graphic systems, both writing systems and systems of symbolic graphics. These systems are commonly used in Graphic Design, but those of African origin have been largely ignored in both the applied discipline, and in its History and Theory. The project has attempted to explain this in historical and theoretical terms: its motivation is described in terms of countering the exclusion of African visual culture in the face of historical and ideological factors such as colonialism and globalisation. The project's research aims were to collect as much information as feasible on these systems; and to classify them according to such criteria as their language or cultural group, their location, and the functional nature of the systems. From this body of information a smaller number of representative systems were selected for further description and discussion, in order to highlight the variety of systems existing in Africa, their historical development, and techniques and materials used. These selected systems were then used as inspiration and raw material for a body of applied Graphic Design work, which is intended to provide a visual introduction to the material, and to promote and advocate the revaluation of this cultural material. Information has mainly been gathered by means of library and internet search, in order to establish approximately the extent of the literature in the public sphere. Because of the obscurity of most of this information, it has been gathered from such other disciplines as Linguistics, Anthropology, or History. The project has established the existence of a large number of graphic symbols and systems, and gathered a body of literature and references about them. Many are poorly documented, if at all, and even those for which extensive literature / M

M.Ed. / Please refer to full text to view abstract

D.Ed. / In the past number of years the practical training of apprentice aircraft technicians has undergone a major change when it moved over to Modular Criterium Based Training. The theoretical training at technical colleges did not change phenominally over the past number of years. The aircraft industries thus requested that something should be done about the overlapping of the training. This problem could be effectively attended to by the present renewal that is busy occurring in the education and training in South Africa. If the technical colleges' learning programs could be curriculated and presented as outcome based programs, as suggested by the discussion document of the Department of Education (Department of Education, 1997b), it could be to the advantage of apprentice aircraft technicians and the whole aircraft industry in the future. An outcomes based curriculum framework is suggested in this study for the design of a curriculum framework for Aircraft Theory. Guidelines were discussed on how such a curriculum framework could be designed for Aircraft Theory, but these guidelines could be used with good results on the other trade theory subjects in the technical colleges in order that these courses could also be re-curriculated to be presented as outcomes based. The curriculum framework which was determined by the suggested outcomes based framework, have a situation analysis and critical outcomes as a first step in order that specific outcomes could be determined in the next step. The assessment is done according to assessment criteria and range statements as a third step and after this the performance indicators are left to the lecturer/facilitator to, in co-operation with the learners, determine it. These different steps have a close relationship with each other and need not be determined as rigid steps which have to follow each other. A point that should be kept in mind is that the changes in technical colleges could not only be of a cosmetic nature, to present outcomes based courses the daily timetable will be different and it will have many other administrative implications. The course will concentrate much less on subjects like Mathematics, Engineering Science and Engineering Drawing, although these subjects will still be there present in them, but not with such intensity. The writer would prefer a system which is used in Germany (Bayerisches Staatsministerium far Unterricht, Wissenschaft and Kunst, 1994: 4) where the "Fachtheorie" is prominent and the "Fachrechnen" and "Fachzeichnen" are much less prominent. The necessary implications at the National Qualification Framework will have to be addressed in order that the course will enjoy recognition in this setup too. The training of apprentice aircraft technicians could be improved further if the technical colleges and the training centres of the aircraft industry would take the time to determine which training will be done in which organisation and to spell it out clearly. Furthermore they should be closely working together to the advantage of the aircraft technical apprentices and eventually to the advantage of the aircraft industry as a whole.