This study explores the nature of pre-service Mathematical Literacy teachers' problem solving with a focus on intra-mathematics and extra-mathematics connections, across two years (2011-2012). The pre-service teachers were enrolled into a new three-year Bachelor of Education course, Concepts and literacy in mathematics (CLM), at a large urban University in South Africa. The CLM course aimed specifically at developing the teachers' fundamental mathematical knowledge as well as contextual knowledge, which were believed to be key components in ML teaching. The fact that the course offered a new approach to professional teacher development in ML (pre-service), contrasting the old model (in-service) reported in ML-related literature in South Africa, where qualified teachers from other subjects were reskilled, coupled with the need to grow the pool of qualified ML teachers, provided a rationale for conducting this study. Data relating to the pre-service teachers' responses to assessment tasks within the course, and their school practicum periods focusing on classroom mathematical working, combined with pedagogical orientations, was collected. PISA's (OECD, 2010, 2013) dimensions of the mathematisation process provided the theoretical framework while Graven and Venkat's (2007a) pedagogic agendas were used to make sense of the pedagogic orientations in practice. The results relating to both learning and practice suggest that the teachers' knowledge relating to model formulation, an aspect of extramathematics connections, was weak across the two years. Nevertheless, improvements in ways in which the dimensions ofthe mathematisation process occurred were noted across the two years, with localised errors. In terms of pedagogic agendas foregrounded by the teachers in ML classrooms, results indicate that agenda 2 (content and context driven) and agenda 3 (mainly content driven) featured more than agenda 1 (context driven) which supports the rhetoric in the ML curriculum. Two implications to teacher training have been noted; first the need for a focus on correctly translating quantities from problem situations into mathematical models, and secondly, the need for promotion of provision of solution procedures with pedagogic links. This study offers two key contributions namely; extending knowledge relating to pre-service ML teacher training, and extending theory for understanding steps in problem solving to incorporate aspects of pedagogy.

A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, South Africa in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) Johannesburg, 2015 / The purpose of this study was to explore and identify the contribution that leadership coaching, facilitated by MBA alumni, could make to MBA students’ leadership development. The research study employed a mixed method sequential exploratory design with data collected from over 350 MBA students and more than 90 MBA alumni coaches. The outcomes of the study indicated that the MBA leadership coaching sessions had provided the MBA students with a new personalised learning experience that had increased their self-awareness, strengthened their self-development skills, and built a foundation for their future leadership development. The research study made a theoretical contribution to the fields of leadership development and coaching, by showing the contribution that a person-centred coaching approach, focused on individual facilitation and development, can make to MBA leadership development. The main contribution to practice was that the study established that using MBA alumni to facilitate MBA students’ leadership coaching could be a highly beneficial and financially viable alternative to using professional coaches for this purpose. A methodological contribution was made by demonstrating how a three-phased mixed method sequential exploratory design could yield a multi-faceted and fully integrated understanding of the outcomes of a study of this nature. Recommendations are made for future research, including exploring whether similar outcomes of MBA leadership coaching can be observed at other business schools in South Africa or elsewhere, as well as the desirability of conducting a follow-up study on the MBA students that participated in this study. This could establish what impact the coaching sessions have had on the MBA students’ leadership development over time. / MB2016

A research report submitted in part fulfilment of the requirements of the Master of Education degree (Coursework and Research Report) of the University of the Witwatersrand. / The purpose of this study was to develop a curriculum for the training of literacy teachers using a needs-based approach. Over 15 million adults are illiterate in South Africa and this could seriously hamper the new nations's reconstruction and development if not tackled effectively. To date the focus in the field has .been the development of a national examination and curricula for learners. However little is being done to prepare the teachers who will have to take learners through the new system. It has therefore been the focus of this research project to establish the needs of these teachers and providers and thereafter to develop a training course that would address their needs.(Abbreviation abstract) / Andrew Chakane 2018

Learning to write is a complex process that students struggle with, particularly those studying through the medium of English as a second language. This research, report is an exploration of how the sub-skills of writing are dealt with from differing theoretical perspectives. Research in the teaching of writing has been increasingly student-centred and focuses attention on writing as a recursive process in which planning, structuring, reading, revising and editing take place throughout the whole task. In line with this . tendency, the research report aims to evolve an approach to the teaching of writing which synthesises the strengths of current paradigms for the teaching of writing. The synthesis approach is applied to an analysis of TELIP (Teachers' English Language Improvement Programme) writing materials in an attempt to determine its effectiveness as an analytic tool.

A research report submitted to the Faculty of Commerce, Law and Management in partial fulfilment of the requirements for the degree of Master of Commerce (specialising in Taxation), 8 May 2017 / Online resource (iii, 69 leaves) / A Chartered Accountant performs a number of roles including that of a tax adviser. In performing such duties, Chartered Accountants provide tax advice and devise tax-planning strategies. Recently, tax planning and tax avoidance strategies, including the ethical behaviour of tax professionals, have come under the spotlight, as the ideas of fairness, morality and ethics have become part of the global tax debate. This report examines how accredited academic programmes training Chartered Accountants effectively incorporate ethics into the taxation curriculum for both undergraduate and postgraduate students. As the foundation of the Chartered Accountancy profession entails responsible leaders who uphold the highest ethical standards, the report evaluates how ethics and ethical behaviour can be incorporated into the current taxation curriculum of academic programmes accredited by the South African Institute of Chartered Accountants. The purpose of this study is to understand what areas within the tax curriculum ethics can be incorporated into, the definition of ethics, the teaching of ethics and whether a need for teaching ethics in taxation exists. This research was conducted based on an extensive review of relevant literature. The findings define ethics and ethical behaviour and suggest that a need exists for teaching tax ethics, considering the reality of tax avoidance and the role of tax professionals. Furthermore, the research finds that ethics and ethical behaviour can be taught. The report concludes by suggesting teaching methods that could be used to incorporate ethics into tax. Keywords: Taxation, ethics, education, accounting / GR2018

D. Tech. Language Practice / The teaching of English concepts by non-mother tongue (L2) speakers of English poses serious challenges to primary school teachers in South Africa. The study therefore addressed three problem areas relating to inappropriate teaching of concepts by Grade 7 L2 English teachers of the Vhembe District in the Limpopo Province. They included the teachers' non-implementation of professional knowledge and practices, their inadequate mastery of prescribed concepts, and lack of use of suitable teaching methodologies and strategies.

M. Tech. Language Practice / This study was conducted in selected Senior Secondary Schools in Alice District in the Eastern Cape Province with the following purposes: (1) to understand the styles of learning English as First Additional Language (L2) of Grade 8 'educationally-disadvantaged' learners, and the teaching styles used by their teachers; (2) to examine the extent to which teachers' teaching styles are congruent to the learners learning styles; and, (3) to understand how knowledge of these learning styles could contribute to upgrading the pedagogical knowledge base of teachers about learning styles, and find new English (L2) teaching styles, to enable learners to acquire the knowledge and skills they need to become more proficient in the English language.

M. Tech. Tourism and Hospitality Management / The tourism industry has received a great deal of attention where economic development issues are discussed. South Africa is not an exception to this trend. The country places a high premium on tourism in terms of economic growth. As the attention paid to the tourism industry has increased, attempts to resource the tourism industry through tourism education have also increased. In spite of the increased provision of tourism education, it still faces criticism for its limited ability to meet the needs of the tourism industry. Tourism employers complain about skills mismatch resulting in the inability of tourism students to perform tourism jobs once they have qualified from a tourism programme. A host of studies have investigated the content and the relevance of tourism education. However, these studies are concentrated on first world countries, particularly the United Kingdom and Australia. Very little is yet known about the South African curriculum content for tourism higher education. The primary aim of this research is to determine whether students with a National Diploma: Tourism Management meet the Human Resource requirements of tourism employers using the Tshwane University of Technology (TUT) in Gauteng as a case study. TUT is a public higher education institution located in Gauteng, South Africa.

Town and regional planning in South Africa is challenged by global-and local-economic, social and political changes; the weight of its history in the apartheid past; a poor image; and ultimately, a functional change in the traditional role of planners. South African planning schools have to more and more deal with under-prepared students and cope with competition from other disciplines. The crucial question is: does planning education prepare graduates adequately to make a contribution to the profession within this context? This thesis examines the relevance of planning education at South African universities. This is done firstly by comparing South African trends in planning to international trends, and secondly, by assessing practitioners' views on the relevance of planning programmes, and whether their skill requirements match the skills seen as important by planning educators and those offered by graduates. The empirical research was done by assessing four universities' planning programmes, interviewing senior staff at these universities, and surveying 40 planning practitioners in the corresponding four metropolitan areas. The main issues under enquiry were: the relevance of planning curricula; students' practical experience during training; specialist versus generalist education; undergraduate and/or postgraduate education; life-long learning, and the core skills and competency requirements upon entering the planning profession. The world needs planning, and planning education is the key to the survival of the profession. With certain reservations, it is concluded that planning education, through the teaching of appropriate skills, is relevant for planning practice. To a large extent, planning education at South African universities follows international trends. / Thesis (M.Sc.U.R.P.)-University of Natal, 2002.

Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.