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.

This small-scale study explored teachers’ conceptions of caring within teaching in the Foundation Phase at a combined school outside the greater Durban area. The school serviced children from the nearby squatter camps and surrounding working class community. In this study, I wanted to know how conceptions of caring were made by Foundation Phase teachers’ within the context of their work experiences. Their meaning making and their practice was important to consider. A qualitative approach was suitable for this study. The data for the study was obtained by semi-structured interviews and focus group interviews. The findings show that Foundation Phase teachers have multiple conceptions of caring within teaching. This is influenced by the context they teach in and the frames of references they use. It was evident that teachers were using frames of reference from child development in vulnerable situations, teaching and learning with lack of strong support (from the home and education department) and the futuristic image of the child in order to shape caring within teaching. Teachers position themselves as caring teachers who do culturally situated practice through forming relationships with the children. As such, they identify characteristics that are supportive and responsive to the needs of young children. Their conceptions in relation to pedagogy are supportive of the idea that they need to connect with their learners and create an inclusive environment. This, however, is challenged by circumstances which limits the type of caring that is made possible. A demanding curriculum and large class numbers are limiting the possibilities for caring acts within teaching in the Foundation Phase. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

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

In this study, an analysis and an evaluation of the feedback comments made by fourth year law students on legal writing assignments of first year law students is made. The purpose is to formulate a sense of the student tutors' shared capacity to critique legal writing, and thereby assist in developing the writing skills of first year students at one South African law school. A review of the literature on legal writing from the United States of America suggests that there has been a shift away from the current-traditional paradigm, which focussed on formal features of legal writing. The 'new legal rhetoric' approach, based on research and theoretical understandings which view writing as a recursive process , has now been widely adopted. This approach has been further extended by the 'social perspective,' which acknowledges writing as a social practice. which novice writers can learn from experts within the legal discourse community. Finally, critical reading and writing theorists propose a politicised approach to writing, encouraging critiques of alienating discourse practices. Legal writing pedagogy in the United States has reflected these changing theoretical perspectives. The 'process' approach to teaching writing requires intensive writing instruction and practice by novices. Several drafts of assignments are submitted, and instructors respond with appropriate written (and verbal) feedback comments, which are intended to motivate revisions. The implications of this approach are that increased numbers of trained writing instructors are required to implement such a labour-intensive pedagogy. Resource constraints, and the difficulties of staffing such programmes, have resulted in innovative models being devised. The use of student tutors to assist in teaching legal writing inspired the introduction of a comparable tutor-training course at the University of Natal, Durban Law School, in 1999. In this study, eighteen pieces of writing: three different examples of first year law students' writing, on which six tutors had each written feedback comments, were analysed. The number, accuracy and type of comments were tabulated, and the tone and quality of the responses were evaluated against the theoretical frameworks reviewed above. A descriptive, qualitative interpretation of their commenting practice develops a detailed sense of their successes and deficiencies. The conclusions which emerged suggest that modifications to the tutors' education and training , and closer supervision/monitoring procedures would enhance the tutors' theoretical understandings, as well as their commenting practice. The value and viability of such a programme is confirmed by the empirical information, and indicates that student tutors can extend teaching resources, to provide the assistance necessary to implement intensive legal writing instruction. In a South African context, where academic literacy skills are so often deficient in first year students, a programme which builds capacity and extends limited teaching resources can be extremely beneficial. / Thesis (M.Ed.)-University of Natal, 2001.