Submitted in partial fulfillment of the requirements for the degree Master of Education in the Department of Educational Psychology and Special Education, Faculty of Education, at the University of Zululand, South Africa, 2011. / This study examined the effectiveness of student support programmes at a tertiary institution. The aims of the study were:  To determine the students’ perceptions about the existing support programmes.  To determine the students’ satisfactions about the existing support programmes. In accordance with these aims, an investigation of students’ perceptions of different student support programmes was undertaken. The participants were 198 full-time, trained undergraduates assisting in providing/rendering/offering the various student support programmes at different sites/campuses of Walter Sisulu University. Using purposive sampling to select the research respondents, data was collected. A quantitative data analysis was used in order to draw conclusions about the effectiveness and satisfaction of respondents with the existing student support programmes offered at Walter Sisulu University. Research results indicated that:  The objectives of the support programmes are clearly stated and that it is possible to achieve set objectives.  The support programmes contribute to the holistic development of the students.  The majority of the respondents were satisfied with the effectiveness of the support programmes. On the basis of the findings, recommendations for enhancing or contributing to the holistic student support and development were put forward. / Walter Sisulu University

A Thesis Submitted to the Faculty of Education in Fulfilment of the Requirements for the Degree of Doctor of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2006. / The present study examines the prevailing and preferred learning practices in students support programmes. The aims of the study were: • To determine the nature of learning practices that prevail at the University of Zululand. • To determine the learning practices that student prefer. • To determine the students' perception of the prevailing and preferred learning practices. • To find out if such factors as gender, age, year level and faculty influence the students' perceptions of the prevailing and preferred learning practices. In accordance with these aims, an extensive study on models of support was undertaken. Using purposive sampling to select research respondents, data was collected. A questionnaire was administered to students at the University of Zululand. Qualitative and quantitative data analysis was used in order to draw conclusion about the prevailing and the preferred state of learning practices at the University of Zululand. Research findings led to the following conclusions: • The nature of support that prevail at the University of Zululand is biased towards assisting students with academic matters. Personal support is provided. • The results also show that students had their preference in terms of an ideal support structure. • The results revealed that prevailing and preferred learning practices were viewed differently. Sixty six percent of students held a positive perception towards preferred learning practice. • The findings revealed that the variable of year had an influence on the student's perception. • The results show that males and females differed in their perception of prevailing and preferred learning practices. Another interesting finding however, was that both prevailing and preferred learning had no influence on perception. The factor of faculty only influenced the perception of preferred learning practices. • Findings emanating from additional information revealed that students preferred that intervention should involve more than enhancing content. In other words students preferred an intervention programme that would embrace all their needs. On the basis of the findings recommendations for handling issues of student support were put forward.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.

Thesis (MBA.) --University of Limpopo, 2008 / Land reform is divided into three sub-programmes, which are redistribution programmes, restitution and tenure reform. The redistribution programme consists of Land Redistribution for Agricultural Development settlement and non-agricultural enterprises. Land Redistribution for Agricultural Development programme was established to redress the imbalances of land owners aroused from the previous government and its policies. A person who qualifies to purchase farms through the Land Redistribution for Agricultural Development programme is a previously disadvantaged person, that is, an African, Coloured and Indian. If a person belongs to a previously disadvantaged group and that particular person works for the government he/she does not qualify to be funded by the Land Redistribution for Agricultural Development programme. The National Department of Agriculture introduced a new programme called the Comprehensive Agricultural Support Programme. The primary aim of the Comprehensive Agricultural Support Programme is to make provision for agricultural support to targeted beneficiaries of the land reform and agrarian reform programme. This dissertation proposed an investigation of the success factors of Comprehensive agricultural Support programme on the farms allocated under the Land redistribution for Agricultural Development in the Waterberg District of the Limpopo Province. The objectives of study were: i. To determine factors influencing the success of the Comprehensive Agricultural Support Programme projects on farms allocated under the Land Redistribution for Agricultural Development farms ii. To suggest recommendations for the improvement of the implementation of the Comprehensive Agricultural Support Programme. iv A case study approach was used to investigate the Comprehensive Agricultural Support Programme funded projects. Personal interview questions were posed to participants who were the farmers who receiving the Comprehensive Agricultural Support Programme grant and managers who were managing the Land Redistribution for Agricultural Development farms. Open-ended questionnaires were used to collect data and four farms allocated under Land Redistribution for Agricultural Development funded by the Comprehensive Agricultural Support Programme and four municipal managers in the Waterberg District of the Limpopo Province were interviewed. The qualitative approach was used to process the data The chapter layouts of this research are as follows: Chapter 1: Problem Statement, Aims and Objectives of the Study, Chapter 2: Literature Survey, Chapter 3: Research Design, Chapter 4: Analysis of Data and Interpretation, and Chapter 5: Recommendations and Conclusion. The analysis of the data revealed that Comprehensive Agricultural Support Programme is a success on the farms allocated under the Land redistribution for Agricultural Development in the Waterberg District of the Limpopo Province.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1992.

This study is aimed at investigating how quality of teaching in higher educational institutions can be improved and how staff development programmes can play a role in the enhancement of the tertiary teaching profession. Over the years, the field of Academic Development has (AD) undergone many changes and has faced enormous challenges as the South African higher education terrain has shifted in the wake of political transformation. The field of Academic Development has grown into a multidisciplinary endeavour with practitioners working in areas such as curriculum and staff development, assessment of student learning, evaluation, educational technology and student development. In recent years, the demise of soft funding and the financial constraints caused by falling student numbers have resulted in a situation where many Academic Development units have faced job losses and even closure. At the same time, challenges facing the higher education system have opened opportunities for AD practitioners to use their expertise to cope with the demands of teaching and learning. The Academic Development programme contributes to the assurance of this performance by supporting staff in meeting the demands of teaching at a Southern African university with international standards. It does this by running an on-going staff development programme and by providing assistance with curriculum development, assessment and evaluation. The Institute for Higher Education Policy engages in research and provides practical advice and background on key issues in higher education policy for a clientele comprised of public and private organisations, individuals and government structures within South Africa as well as abroad. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in the Department of Educational Psychology at the University Of Zululand, 2018 / The rapid increase in HIV/AIDS infections and its effects in families and communities are vast. Around the world, young people are at the centre of the HIV epidemic. They are at high risk for HIV/AIDS infection and are, therefore, in need of targeted interventions. As a result, South African Government has established HIV/AIDS Care and Support Program to be implemented in schools by educators. The purpose of this study is to explore educators ‘attitudes towards this HIV/AIDS Care and Support Program for high school learners in Zululand District. The study seeks to explore how educators in high schools view schools as centres of care and support for learners infected and affected by HIV/AIDS; and also explore their beliefs about HIV/AIDS Care and Support Program being implemented in schools by educators; as well as factors that affect the effective implementation of the program. The results of this study should contribute to the research in the area of Sexuality Education in schools and influence the design and the implementation of HIV/AIDS Care and Support Program in high schools. The structured interviews with ten educators from ten high schools in Zululand District, comprising of five females and five males Life Orientation educators were conducted. The results reveal that the educators have positive attitudes towards HIV/AIDS Care and Support Program. However, they believe that the implementation of the program does not form part of their responsibility as educators due to lack of expertise, time, and support from school management and parents. The study also found that factors such as lack of effective training, lack of support from school management, lack of parental involvement, as well as confidentiality, hinders the effective implementation of HIV/AIDS Care and Support Program.

Small and medium-sized enterprises (SMEs) are the engine of economic growth and job creation. Governments have devoted considerable resources to increase their competitiveness in the market. Several design support programmes (DSPs) have emerged from this investment to promote design as a strategic resource for innovation and business growth. Although existing research indicates that an effective use of design can enhance the business performance, a lack of interest amongst SMEs to work with designers is cited in several studies. Despite the great amount of money, energy and time that has been spent on design support for SMEs, there is still a lack of knowledge about effective delivery and evaluation. This thesis focuses on the problem of finding better ways to assist SMEs with design for economic growth by evaluating the effectiveness of design support for SMEs. This research, therefore, has examined the activities of UK-based DSPs, investigated the expertise of design consultancies and inquired about the self-image of designers in order to expand the knowledge of design support for SMEs. The research applied an interpretive paradigm, where multiple realities are recognised as socially constructed. Data was gathered through interviews with individuals representing DSPs, SMEs, design consultancies and government support agencies assisting SMEs. Observation of business support events and publicly available documents were used as additional sources. A thematic analysis and a systematic metaphor analysis were employed to examine the resulting data. The research has highlighted a number of key issues that are pivotal to the success of design support for SMEs. This PhD research also proposes two explanatory frameworks to contribute to design theory and practice: a seven-step evaluation framework for planning and evaluating the outcomes of DSPs and a re-framing of the generalist-specialist dilemma that can inform the activities of design consultancies and DSPs and can guide designers to improve their expertise.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background: Academic support programmes have an important part to play in addressing the needs of students experiencing difficulties. A quality assurance exercise by the national accreditation body highlighted the fact that academic staff involved in non-academic counselling had no prior training. Aim: The aim of this study was to evaluate the academic advisor programme in a Malaysian medical school from the academic advisors’ perspective in order to determine their understanding of their role, their experiences and needs. Method: Focus group discussions (FGDs) involving 10 academic advisors were conducted using a semi-structured interview schedule. Results: Study participants demonstrated some instinctive understanding of their role (especially as role models in their professional development) although they did not have clear guidelines. They strongly expressed a need for training in counselling skills and better administrative support. There was some reluctance to undertake the task of academic advising as there were no perceived rewards or incentives. Conclusions: The training of academic advisors needs to be addressed in faculty development programmes. Strong institutional administrative support is important with efficient channels of communication to academic advisors on student performance and other relevant information. Teaching activities need due institutional recognition and reward. / AFRIKAANSE OPSOMMING: Geen opsomming

In South African secondary schools there are learners who undergo a daily struggle with social and emotional problems. The problems learners struggle with include problems like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia, bulimia, stress, bullying, and many more. These problems often result in learners experiencing a great deal of pressure. They sometimes feel hopeless as they fail to find suitable solutions for their problems. They often feel alone and as though there is no one whom they can share their problems with and who truly understands. A Peer Helper Programme is a programme that focuses on training a selective group of learners to be peer helpers. A peer helper is someone who understands or someone of more or less the same age as the person seeking for help, has empathy, good listening and communication skills, and offers help and understanding in times of need. A literature study has been undertaken to give the precise description of the concept of peer help, to determine the task and function of a peer helper and to establish what exactly the training of a peer helper should encompass. The results obtained from this information allowed the setting of guidelines for the implementing of a peer helper programme for the effective training of peer helpers. An empirical study was executed to establish the nature and scope of the problems learners in secondary schools in the Klerksdorp school district experience and their needs concerning peer helping. From this study it was concluded that a need exists for peer helping programmes as well as guidelines for the design and implementation of a peer helper programme. Questionnaires were used and the following can be concluded from the investigation: There is an existing need for a peer helper programme as learners who experience problems will rather share this with a peer before telling an older person. A set of guidelines need to be put into place for the implementation of a peer helper programme. To conclude the recommendation is made at the end of this study that a peer helper programme needs to be implemented in every school in the various school districts and that it should stand under the management of the school principle and the assistance of the guidance teacher. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.