M.Cur. / The revision of education legislation in South-Africa has brought about a changed approach in teaching which requires that students' background knowledge and frame of reference be accommodated in courses. Adult learners registering for post-basic courses at tertiary education institutions already possess acquired knowledge and experience, and have certain preferences in teaching and learning methods. They have also developed a personal interest in their vocational fields. Moreover, they are able to assume responsibility for their own learning, and they desire to become involved in the planning of their teaching. The principle of active involvement of adult learners in their learning, as well as the structuring of own knowledge, is endorsed by the literature as being the most effective approach to learning. Guidance by learning facilitators must take this into account. It appears that the active involvement of adult learners in the drawing up an agreement between learner and learning facilitator can offer a possible solution. The aim of the study was to formulate guidelines for framing an individualised learning-teaching agreement between adult learners and learning facilitators for the completion of a selected module in Community Health Nursing or Occupational Health at a residential Technikon. A contextual, qualitative, exploratory and descriptive research design was selected, in which an inductive strategy was followed. The study had three phases. During the first phase, focus-group interviews were conducted to explore adult learners' views of teaching, learning and a possibile agreement. The analysed data were summarised in a table of 37 consolidated statements. During the second phase, a literature study was carried out by using the main categories of the data of Phase 1 as a point of departure. A second table of 42 consolidated statements was drawn up. After completion of this phase, the main categories were represented in a conceptual framework. The data from the first two phases were consolidated and by logical inferences 11 guidelines were formulated, as well as the rationale and operationalision of each, for drawing up a teaching-learning agreement. These guidelines were validated during a critical discussion with fellow learning facilitators. The guidelines direct the learning facilitator and adult learner in jointly drawing up an individualised teaching-learning agreement, according to which the needs of the adult learner and the vocational requirements of the educational institution and occupational councils can be reconciled in order to ensure that effective learning and vocational preparation can eventually be achieved.

D.Ed. (Science Curriculum) / The main problem investigated in this research is the identification of cognitive skills required for the present day labour market which should be included in technikon instructional programs. The aim of this research 'is to identify those cognitive skills which are relevant to the work/labour milieu of the technikon, and to describe the importance of these skills in the context of the teaching program ...

D.Litt.et Phil. (Information Science) / Schools of library and information science, like all professional schools, are tied to the profession they prepare their students for. They must balance the needs and demands of the profession they serve and the needs and demands of the educational institution they form part of. In South Africa and elsewhere, there is a perceived gap between the product the library schools deliver and the needs of the library and information profession. The technikons in South Africa are relative newcomers to the training and education of librarians and information workers. Their task is seen mainly as the training of paraprofessional library workers, since it is the aim of technikons to provide relevant, vocational education and training through co-operation with the relevant industries/professions. The qualification structure of technikons makes provision for different levels of undergraduate qualifications in the form of national certificates, national higher certificates, diplomas and since 1994, technikon degrees. The conventional qualification structure used for library and information science training, does not however make provision for certificate qualifications - technikons at this stage offer only the National Diploma: Library and Information Practice. There is presently no possibility for technikon diplomates to upgrade their paraprofessional qualification to professional level. The education and training of librarians and information workers through the medium of distance education is well established in South Africa. The distance education institutions use the same qualification structure as the residential institutions, despite the fact that qualifying through parttime distance education takes much longer. Distance learners therefore could benefit from interim qualifications like certificates, since it could serve as indication to their employers that they are making progress with their studies. There are indications from the library and information science profession that there is a need for more undergraduate levels of qualifications because of the different needs of the different communities in South Africa, especially those of the disadvantaged communities. The qualification structure for library and information science education at Technikon SA, which teaches through the medium of distance education, can however not be changed without consulting the library and information profession. The aim of this study is to determine whether the profession would accept a changed qualification structure. To determine this, the Delphi method is used. The Delphi method is a technique that makes use of the opinions of experts for forecasting future events. The Delphi study is supported by a literature study which serves to put the research into context by ...

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