This research study describes an evaluation of social work field instruction offered by universities in the Eastern Cape, South Africa. Qualitative data was collected from agency field instructors, university fieldwork coordinators and social work students. This study’s findings indicated that field instruction needs a good foundation of experiential learning that is facilitated by report writing, journal writing and agency and university supervision. Findings also indicated a need for the screening, selection and training of agency field instructors. There was also an indication that universities should develop selection procedures to ensure that the best possible students are accepted into the Bachelor of Social Work (BSW) programme. All findings indicated that field instruction programmes are most effective when there is a strong university agency partnership. The study concludes by making recommendations for future development of standards relating to field instruction programmes in the Eastern Cape and South Africa. Key words: Social work, evaluative research, field instruction, experiential learning, reflection, agency field instructor, university supervisor, university fieldwork coordinator, social work student, social work education, social work training.

The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.

It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.

The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.

The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.

It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.

D.Ed. (Psychology of Education) / A democratic and prosperous society necessitates responsible behaviour from its members. The observation is often made that responsible behaviour is often absent or underdeveloped in society, especially amongst the schoolleaving youth. The development of responsible, well-trained schoolleavers is universally seen as the task of the school. This is because the development of responsibility is usually associated with the aims of the education process and the attainment of adulthood. It is at school that the opportunities may arise to teach, take and experience responsibility. Any of the activities at school may present opportunities which either contribute to the development of responsibility or inhibit it. Great emphasis is placed on the rights of children, yet too little is made of the opportunities which may assist in creating the perception amongst children that they are able to accept and act responsibly. The aspect of creating positive perception about a pupil's own ability is a very important aspect of education as a whole and should be developed to the fullest extent, in order teach and develop responsibility. Schools should take cognizance of this and endeavour to create a climate for pupils in which to accept responsibility. The invitational approach in education is based on the assumption of the perceptual tradition that all people have unrealized potential that may be developed within a climate of trust, intentionality, respect and optimism. In this approach all the participants in the educational process are regarded as responsible, capable and valuable. What teachers believe the pupils to be, they convey to them through their actions, words and the opportunities they present to them. These perceptions influence behaviour. It is therefore imperative that positive perceptions about pupils' ability to accept responsibility and to act independently are created and enhanced. The role of the school in the development of responsibility, the opportunities present for the development of pupils' acceptance of responsibility and the lack of responsible behaviour amongst school leavers, as indicated by employers, prompted the following questions: • does the school present pupils with opportunities to accept responsibility? • to what extent do pupils experience the opportunities to accept responsibility as such?

M.Cur. / The Government has committed itself to primary health care as the only way of providing an affordable health service to all the Inhabitants of the Republic of South Africa, namely by a partnership service between the State and the private sector. A team approach In the provision of primary health care is essential to ensure Its success. Eskom has a responsibility towards Its employees to ensure that the occupational health nurse receives the necessary training to enable her to provide an effective health service. Eskom has obtained permission to provide health services In accordance with Section 38A of the Nursing Act, 1978 (Act No 50 of 1978) and has committed Itself to give the occupational health nurse the necessary training for her extended role under Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). Section 38A of the Nursing Act, 1978 (Act No 50 of 1978) authorises the occupational health nurse to do a physical examination, diagnose a physical defect and identify an illness in any person. The keeping of prescribed medicines and the supply and administering thereof by the occupational health nurse, subject to the prescribed conditions, as well as the promotion of family planning, are also authorised by the said Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). An exploratory and descriptive study was done within a contextual framework, with the occupational health nurse, In-service training and the syllabus asthe maln concepts. The occurrence of health problems was thoroughly explored by means of statistics, a literature study and discussions with a panel of experts In Eskom. The learning needs of the occupational health nurses In Eskom were then investigated by means of a questionnaire. It was established that occupational health nurses In Eskom already possess sufficient knowledge In respect of certain health problems. Knowledge of these problems was made a prerequisite In the syllabus for In-service training for Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). A syllabus was designed for the In-service training of the occupational health nurse in Eskom for Section 38A of the Nursing Act, 1978 (Act No 50 of 1978).

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

D.Ed. (Psychology) / To adhere to present day demands, leadership in the primary as well as in the secondary schools requires a specific form of education and training to enable our youth to cope with these requirements. Educational authorities - especially school authorities- are therefore compelled to address the matter of training, identification and utilization of leaders in a different way. Leadership development should also therefore be part of the educational programme and not an accessory or fractional component thereof. Leaders should undergo training in such a way that leadership potential can be nurtured and exploited to the utmost. These goals could in particular be achieved if the theories in regard to systems, as well as specific approaches in regard to teaching and learning, are taken into account. For the above mentioned reasons this research was centred around the construction of a model for leadership development in the primary school. The specific aim of the model is to ensure that as many pupils as possible - if not all - will be involved in a long term leadership training programme. The reward for such a venture in the short term is directly linked to what a schools benefits can be in a number of ways ranging from assista?ce of teachers to the enhancement of the school's managerial structure. In the long term, of course, the ultimate benefit lies in the fact that our future leaders are secured on all levels of society. A theory generational approach was used in the design and description of the model for leadership development in the primary school. The methodology of Chinn & Jacobs (1987) was combined with that of Dickoff, James & Wiedenbach (1968) as well as that of Mouton & Marais (1992) in this process. The following steps were included in this combined approach a) The identification, definition and classification of concepts central to the model. Concepts were identified by utilizing two different methods a literature survey of the systems theory - a dictionary and literature survey of the concepts concerned ; The definition of concepts proceeded according to Wandelt's three-step method (In: Wandelt & Stewart, 1975), after which concepts were classified by means of the survey list of Dickoff, James & Wiedenbach (1968) b) The identification of the assumptions upon which the model is based c) The clarification of the aim and parameters of the model d) The formulation of relationship statements between concepts e) A description of the structure and processes inherent to the model. The description of the structure and process of the model was followed by an evaluation of the model by experts in their field. That was followed by the formulation of certain guidelines and conclusions concerning the model as well as the indication of specific shortcomings or limitations of the research. The research was concluded with recommendations referring to various aspects in connection with the field of study. 'The result of the study is a model for developing leadership in the primary school by involving all the pupils in the school on a continuous basis within the existing academic programme. It is possible to achieve the goals that have been set in the model, especially if all the teachers who are involved in the programme are well informed and motivated in regard to the ~rocess of leadership development within the framework of this model.