M.Ed. / Peoples' daily actions is a display window of their values. In the same way are the creations of people, whether it is art, cultural or technology creations, a reflection of what people (creators) regard as beautiful, meaningful and useful - that which they value. The presence of dualism in the values of educators appears to create confusion in relation to the value orientation of young people. Continuous, rapid changes in all walks of life could be seen as a possible reason for the confusion in relation to values that young people in South Africa are currently experiencing. Economic improvement, the result of technological development, resulted in secularisation as well. Secularisation is responsible for the superficialisation in the value-orientation of people. This superficialisation persists and although the "right things" are said in the education process, it appears from the actions of the very same educators, that other things are right and acceptable. The problem statement of the research is that it is not determined yet that through the integration of values to the learning content of school curricula, the value orientation of the learners could be established and enhanced. In lieu thereof the aim of the study was to determine whether the ethical value orientation of learners can be enhanced by an integrated learning programme. A case study consisting of action research was done. A qualitative research approach was followed and focus group interviews were conducted as a data collecting method. Empathy, an ethical value, was integrated to the learning content of Afrikaans Seconds Language and were taught through following an interdisciplinary approach between Technology and Language, Literacy and Communication. The results of the study shown that as a result of the close interwoveness within valueorientations, not only was empathy intensified, but other values were sensitise too. Although only two learning areas were involved in the case study, it is recommended that values be integrated to the learning content of all learning areas at school level.

M.Ed. (Educational Management) / As a result of the accelerated industrialization which is taking place, organised industry as well as the educational authorities involved, became more aware of the need to have schools where pupils/students could receive technical oriented education (Department of Education and Training, 1981:4). Scientific and technical literacy is increasingly necessary in our society, but the number of pupils who graduate from high school with only the most rudimentary notions of science and technology portends trouble in the decades ahead. This has several implications, inter alia: People in a wide range of non-scientific and nonengineering occupations and professions must have a greater understanding of technology than ever before. Yet, the educational system does not always provide such an understanding. Pupils who take no more mathematics and science after their ninth year in school have effectively eliminated the possibility of science or engineering as a career. The pool from which the future engineering personnel can be drawn is therefore in danger of becoming smaller. Education is t.he route by which upward mobility has been achieved by disadvantaged groups. Increased emphasis must be given to aiding those who have been excluded from careers in science and engineering...

SUMMARY The researcher was primarily concerned with the socio-economic importance of technical education for the South African Indians in the 1980's. His interest was aroused because of the outlook of pupils and parents towards technical education in the 1970's when the system of differentiated education saw the introduction of Industrial Arts in the school curriculum. Indian secondary schools were equipped with modern workshops and supervised by qualified teachers. However, too few pupils elected to study Industrial Arts subjects then. A preliminary investigation by the researcher at that stage revealed that parents were generally not encouraging their sons to pursue technical subjects at all. The general feeling among Indian parents was that Industrial Arts subjects were devoid of intellectual value, that these subjects were inferior and suitable only for the delinquent, the lazy and the retarded certainly not for their children. The technikon was frowned upon as a tertiary institution. In short, parents and pupils were far too academically orientated and regarded technical education and vocational training as second rate and inferior. However, several factors gradually brought a change in the attitude of the community towards this type of education. The economic recession, the almost complete lack of job opportunities, and the difficulty of the student securing a place at the university, (tightening entrance requirements) meant that both parents and pupils were re-examining subjects critically. Presently, greater numbers of pupils are selecting Industrial Arts subjects. Even the Indian female pupils are now studying Woodworking and Metalworking. Economically, the technical subjects can pave the way to many careers. Socially, the pupil who studies technical subjects, has no fear of being looked down upon since the outlook of the community has changed. Parents in the higher income group, for example, those living in Reservoir Hills, had similar expectations for their sons as those parents from the lower income group living in areas such as Phoenix, Chatsworth or Merebank. The status of the technical subjects had been improved in the eyes of the community, due mainly to the tight economic situation. An accelerated and diversified expansion programme has been embarked upon by the Planning Section of the Department of Education and Culture (House of Delegates) to accommodate the rise in pupil numbers in the technical field. Four technical colleges and a secondary technical school are in operation presently, with more being planned. The Planners are aware that the school systern must provide both knowledge and skill components and they have realised that for too long the system over-emphasised the knowledge component because the major purpose of schooling was to direct the pupil towards the university. Very little attention was given towards satisfying the needs of industry and commerce. The pupil, as he develops, must have a basic understanding of the electrical, mechanical and electronic equipment with which he is surrounded. He should possess the skill to operate such equipment and carry out elementary maintenance. This could be achieved with the introduction of the subject Technika which would be offered in addition to Industrial Arts subjects. The researcher trusts that the relevant authorities will continue with their expansion programme in respect of technical education and that it/will not be subjected to a reduction in the budgetting of funds since the future of many pupils depends on technical education. / Thesis (M.Ed.) - University of Durban-Westville, 1986.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / The purpose of this research is to set a structure for the practical training of N-course apprentices. This research focuses on the practical training of apprentices in the telecommunications field. However it has become clear that this structure can be applied to other fields of practical training for apprentices as well. It is important for all training officials who deal with practical training in the technical field to keep pace with the latest development in competency-based training in the technological world. Modular practical training focuses on the ability of the apprentice to master specific skills as required in his field of training. The training program comprises a set of instruction modules with set objectives which can be obtained only if followed by carrying out specific actions. The important characteristic of modular training is that the apprentice is expected to master all the modules set for his particular field of occupation at his own pace according to his individual talents and abilities. The individual trainee is held responsible for succesfully mastering all practical objectives set to him. These modules are arranged progressively and progress is measured with definite performance criteria. A practical module is a complete instructional unit. It comprises aims, objectives, a pre-test, contents with resource material and a final criterium test.

Thesis (MBA)--Stellenbosch University, 2001 / ENGLISH ABSTRACT: The technical college sector is facing major changes and challenges. Various new demands will be set to the further education and training colleges and their management. It will be expected of these colleges to be managed according to a well developed strategic plan. Strategic management will form an integral part of the institution's management activities. In this study the core elements of strategic management and the development of strategic plans, as applicable to sectors inside as well as outside the education sector, are investigated with the aim of developing a strategic management model for further education and training colleges. A strategic management model for further education and training colleges was developed and presented for implementation. / AFRIKAANSE OPSOMMING: Die tegniese kollege sektor staan op die vooraand van verskeie veranderinge en uitdagings. Verskeie nuwe eise sal aan die verdere onderwys en opleidingskolleges en hul besture gestel word. Dit sal van hierdie instansies vereis word om ooreenkomstig 'n goed ontwikkelde strategiese plan bestuur te word. Strategiese bestuur sal 'n integrale deel van die bestuursaktiwiteite van die instansies uitmaak. In hierdie studie word die kern elemente van strategiese bestuur en die ontwikkeling van strategiese planne soos dit in sektore binne en buite die onderwys omgewing toegepas word, ondersoek, met die doel om 'n strategiese bestuursmodel vir verdere onderwys en opleidingskolleges te ontwikkel. 'n Strategiese bestuursmodel vir verdere onderwys en opleidingskolleges word ontwikkel en voorgelê vir implementering.

Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by the fundamental impact of the transformation taking place within a democratising new South Africa. The transformation of the education processes is also consistent with international trends. The drift towards decentralisation, away from the rigid formal structures and systems of the old dispensation, and the crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist thinking. This study has found that technical colleges, throughout their complex history, have admirably withstood and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their indispensable position in the education and training system of South Africa. In spite of the wealth of instructional and training opportunities in the local and global market, colleges once again find themselves at a new crossroad with the restructuring of the South African Education system as a whole. These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist view and include, inter alia, the following: control and management, funding, level of programmes that ought to be offered, curriculum, composition of staff corps, instructional approach, evaluation and admission policy. The only constant in most cases are the physical facilities and buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of confusion. The lack of leadership on the part of the provincial education departments and the lack of involvement of the business sector only add to the anxiety and unanswered questions at colleges. The researcher has found that technical college have enormous potential and a central role to fulfil in the development of future human resources in South Africa. Policy-makers should, therefore guard against introducing restrictive measures that would limit the focus of the colleges to the FET level. It would hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain the development of existing qualities. For once in the history of education in South Africa, there is an urgent need for policy-makers and those responsible for implementing such policies to give their undivided attention to this 'orphan', who has such a vital role to play in the economy and educational system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie. Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en losser bestel, weerspieel ook die postmoderne denke. Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem. Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps, onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by kolleges. Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en ekonomie is, sal gee.

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

Abstract not available. / Thesis (M.Ed.) - University of Natal, 1968.

From Introduction: As headmaster of a technical high school it is my responsibility to admit standard six pupils to this school. Often the refrain from parents is heard: "My son is weak in mathematics but good with his hands." These parents desperately seek a secondary education for their non-academic children. To what extent has the vicious circle of low achievement - negative attitude - lower achievement - despair already been established in these pupils as far as mathematics is concerned? How does this low self-concept in mathematics ability serve as a factor in deciding upon which career to follow, which type of high school to attend? Parents and the public at large seem to be ill-informed about the subjects offered at technical high schools. The mathematical character of these schools is especially undervalued. People often seem to think that the mathematics at a technical high school is easier than at other high schools. Furthermore, people do not realize that mathematics forms the cornerstone of any technical field of study. Failure in mathematics will inevitably lead to low marks or failure in technical subjects. It seems that many pupils who have already developed a defeatist attitude towards mathematics, seek entry into this type of high school. If so, then why? This study aims to elucidate the mathematical cognitive demands made by mathematically related subjects in a technical high school. At the same time possible relationships will be investigated between choice of type of high school (technical vs non-technical) and : i) attitudes to mathematics; ii) achievement in mathematics; iii) general academic achievement; iv) attitude to school. Pupils at standard five level have already established their attitudes towards subjects. For this study standard five boys from East London English and Afrikaans-speaking primary schools were involved. The reason why girls were not considered was to eliminate the variables of sex-related behaviours. Also, girls do not report in any large numbers for technical education as yet. The results of this study should be of use to those advising standard five pupils on their choice of type of high school. If satisfactory relationships are found between affective-cognitive variables and choice of high school, future researchers may use this towards the construction of a required profile for prospective pupils of technical high schools. There are of course, many other factors in the issue. Variables like social status, parents' own experiences, vested interests of academic high schools and many more are not considered in this study. It is conceded that any in-depth study into attitudes towards mathematics or into choice of type of high school is a many-faceted problem, the scope of which lies beyond this thesis. Suffice to admit that attitudes are complex dispositions resulting from the interactions between a number of affective, cognitive and psychomotor variables.