M.Ed. (Eucational Media) / The training of student-teachers in media selection, integration and utilization in Venda is not done according to expectations. To investigate this problem it was necessary to identify problem areas in the theoretical and practical training of media of teachers in Venda. In order to reach possible solutions to the set problem in confirmation of the purpose of the study, a literature survey on teacher education with special reference to pre-service education and media training was undertaken. An empirical study was also conducted which included four groups of respondents, namely: Rectors of Colleges and the Dean of the Faculty of Education at the University. Heads of Departments at these institutions. Lecturers at these institutions. Final year student-teachers at colleges and the university. The research as stipulated above yielded the following results: * The lecturer of student-teachers in training cannot use the available teaching media at the College/University because he himself has not been trained in the'use of available teaching media in the didactic situation. * The training programme of student-teachers is congested, which limits the time for training in and practising of the use of media in didactic situations. * The student-teacher completes his training without enough knowledge on how to use teaching media in a teaching-learning situation. * The rejection of using teaching media by lecturers and student-teachers Js il result of lack of knowledge on how to use teaching media. * There is no in-service training for lecturers and teachers to update them in teaching media. * Mainly three teaching media can be used by student teachers, lecturers and teachers, that is Chalkboard, Maps and Wall Charts. * Schools where student-teachers do teaching practice have a lack of audiovisual materials and other equipment. * The period of teaching practice is not enough to practise teaching media in the real teaching-learning situation, is, where some of the teaching media are available. * Teachers at schools cannot offer guidance to student media during practice * Student-teachers have a good theoretical knowledge but no practical knowledge of teaching media in the didactic situation.

M.Ed. (Media Studies) / Since the use of media could contribute greatly to the solving of many problems in the teaching situation in South Africa, knowledge of all aspects of media use in education has become essential. Schools have a responsibility to provide serving teachers with training in this respect. An attempt is made to - define· in-service t r a i n i nq r discuss critically two in-service training models currently in practice, i.e. course-based in-service training and school centred in-service trainingj and - create a strategy and make recommendations to be implemented by the media committee when planning in-service training for teachers in the meaningful use of media. A school centred in-service training model has the greater potential for the training of teachers in media use. With this as a point of departure, a strategy is created and recommendations are made for planning a programme for in-service training of teachers in media use. The media committee will need to adapt the general approach outlined in this study to the circumstances and/or requirements of a particular school. In-service training for teachers in the use of media should be a team effort, and the school management should be made thoroughly aware of the importance of such in-service training. Without a clear policy, it is unlikely that this strategy will be applied in any meaningful way. For it to be successful, the media committee (under leadership of the headmaster), the media teacher and the teachers should all be involved in the various phases of planning and implementation of such o. in-service training. Media teachers in particular should be fully trained in the field of Educational Media Science, the nature and extent of adult education and principles of planning, organisation, gu i dance and con tro I .. Empirical research may be necessary later to support this study; such research, however, lies presently beyond the scope of this dissertation. There is also a clear need for research into the implementation of a scientifically accountable core curriculum for the in-service training of teachers in media use. This need extends to the training of all teachers in media use in a multi-cultural milieu.

M.Ed. / There is a great need for technical artisans in South Africa. Unfortunately the previous educational dispensation did not do much to remedy the situation, and now education, especially in the technological field, suffers a crisis as far as credibility, provision and relevance are concerned. Technology is changing every day, and to keep up to date, one must realise that learners do not choose technical subjects at school, or for that matter, do not pursue a career in technology. A qualitative approach was followed, interviews conducted at selected schools, and the result analysed to find out what the perceptions of learners are for not choosing technical subjects. The data yielded four categories, namely experience, ambition, status and technology. It seems that past experiences of parents cause learners not to go into technical careers for the perception exists that it entails is called "dirty work"; these jobs also have no status and learners would prefer to pursue university careers. Some recommendations are made, one being that the government of the day should take up the responsibility to get involved to make the technological field more attractive to prospective job seekers. Better salaries, especially for teachers, upgrading of schools and technical centres, better job opportunities and fighting perceptions of prejudice might solve this problem.

Submitted in full compliance with the requirements for a Master’s degree in Technology: Dental Technology, Durban University of Technology, Durban, South Africa, 2017. / Post-apartheid restructuring of the South African Higher Education system has brought about significant changes. Institutions of Higher Learning have implemented minor and major changes in their objectives, delivery of knowledge, functions, accreditations and overall outcomes (Du Pre 2006, Reddy 2006, Department of Education 1997). One of the more significant transitions within South Africa’s Higher Education landscape has been the conversion of technikons into universities of technology (UoTs) (Powell & McKenna 2006). This thesis investigates the discourses of academics within a university of technology, exploring their responses to and constructions of institutional shifts. The study has an ontological focus in that it is interested in the ‘being’ of Dental Technology academics. It is interested in the discursive constructions not only of themselves as academics, but also of their work in this changed institutional context. By conducting interviews with the Dental Technology academics lecturing in universities of technology in South Africa, it was the intention to explore these academics’ discourses on institutional shifts. Adopting discourse analysis as the primary method of data analysis enabled the exploration of how academics constructed the notion of academic identity, how they discursively constructed students and knowledge, as well as other core issues related to their work. / M

M.Ed. (Media Studies) / Curricular media use can be considered as the utilisation of media by a subject-teacher. This implies the selection and integration of media in the tuition study procedure in order to form an integral part of the total teaching-learning procedure. The problem identified in this study is that no research has been done on the Witwatersrand to establish the position of curricular media use in primary schools in the senior primary phase. The objective of this study is to attempt to establish the position of curricular media in the senior primary school phase on the Witwatersrand. This study will essentially be undertaken on the basis of literature and empirical research. In chapter one the context in which the study will be done is set, after which the problem and purpose of the study will be mentioned. In chapter two a study of the literature is undertaken with the focus on curricular media use in the senior primary school phase. Chapter three devotes attention to an exposition of the method of the empirical investigation, the use of this research instrument and the interpretation of the data obtained from the questionnaire. In chapter four a resume is given of the findings in an attempt to consolidate and a few recommendations regarding curricular media use are made. Within the context of the set target and on the grounds of the findings in chapter two and three, the following conclusions are made: It would appear that the position of and attitude towards curricular media use are reasonably positive. Not all of the respondents received tuition in curricular media use during their training as teachers and this is a field that calls for improvement. In-service training is given at schools but not on a regular basis. Teachers are not fully informed on curricular media use and media selection and they are aware of the features of the various educational media but their choice of media in the implementation of curricular media use contradicts their replies. Lack of funds is an important factor. Most of the schools do not have a budget for each subject for curricular media. There is a need for guidelines for the implementation of curricular media use in the senior primary school phase. The following recommendations are made: Primary schools need guidelines on how curricular media use can be implemented. In-service training must be given on a quarterly basis. In-service training must include curricular media use, media selection and media features make provision for this. Teacher training must also Funds must be made available by management for the purchase of curricular media. Further research can be done to establish guidelines for the implementation of curricular media use in the different subjects in the senior primary phase. A comparative study can be done to establish the difference (s) between scholars receiving education through curricular media use and those who do not. Herewith the research into the status of curricular media use in the senior primary school phase within the context of the set aim is provisionally completed.

M.Ed. (Subject Didactics) / Knowledge and understanding of computers and those skills essential for using a computer are legitimate goals of education. It is not questionable that computer literacy is the most important skill for any work-seeker to posses. It is thus essential for school-Ieavers to be equipped with computer skills. If school-going children are really going to benefit from the new computer technology, then there must be teachers who are comfortable with facilitating the learning of children. In order to facilitate the development of teachers in order to use computers to enhance learning, teacher-training support needs to be increasingly diversified. We need to find methods of empowering the limited number of formally and semi formally trained teaching resources with the ability to impart computer knowledge and skills to the widest population of both teachers and students. Computer usage in education within existing subjects will be characterised by the incidental nature of its application by individual teachers. Since the aim is to integrate computers in existing subjects, in the context of the revised curriculum, it has to be noted that to achieve this aim, further growth in the usage of computers in education is needed. The intention of this study is to provide guidelines designed to help teachers in schools use computers as well as to expose the need for the inclusion of teachers with exper~ise in software development teams. What has triggered the researcher to conduct this study is the fact that she has noted the following: inadequate emphasis has been placed on implementation of computers in the classroom, effective the training of teachers for the use of computers in the classroom is generally lacking, and the need for the inclusion of teachers with subject expertise in software development. The findings of this study indicate that for computers to be implemented in schools, there should be pressure on the requirements for efficiency, effectiveness and quality performance of staff to carry out the innovation. This suggests that there is need for sufficient and appropriate teacher training and provision of ongoing support to teachers.

M.Ed. / With the implementation of outcomes based education in 1998, Technology-education as a learning area became a reality in South African schools. Technology-education's purpose is to help learners use knowledge, skills and resources to satisfy human needs and to help solve problems, through the technological process. Technology-education improves higher order manipulation and thinking skills enabling a person to persevere in a technological environment and to improve his/her own life through technological knowledge. Such a complex learning area will need a special kind of classroom in which the technological processes and skills can be practised. The classroom must be able to accommodate pupils as they exercise skills such as thinking, planning, designing, conversing, building, drawing, experimenting, evaluating and report writing. The process to transform existing classrooms to accommodate Technology-education has not yet been researched in South Africa. The aim is to research the possible transformation of existing classrooms into technology classrooms and to find guidelines for a technology classroom to conform to. A case study in the form of qualitative research was undertaken to find a workable solution to the problem. Current and applicable literature were studied and document analyses, a semi-structured interview and observations were used as data collection methods. This research focussed only on one case, namely RAUTEC. The reliability and validity of the study are ensured by triangulation. Results from the document-analyses, interview and observations were analysed, explained and discussed. The results can be divided into five guidelines with a mutual relationship between them. These guidelines influence the functionality of: Guideline 1 — Furniture and equipment in the technology classroom must accommodate the various phases of the technological process. Guideline 2 — Suitability of work areas and surfaces for the activities in a technological classroom. Guideline 3 — Storing facilities for the variety of supplies and tools and products must be provided. Guideline 4 — Teaching aids for the variety of learning processes to assist critical and creative thinking should be present. Guideline 5 — Safety in the technology classroom when equipment is used is imperative. After mentioning the possible limitations of the research, the final results of the study are set out as guidelines.

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 ...

Please read the abstract in the section 00front of this document / Thesis (PhD (Research Methodology))--University of Pretoria, 2006. / Science, Mathematics and Technology Education / unrestricted

Information is an important and valuable asset, in both our everyday lives and in various organisations. Information is subject to numerous threats, these can originate internally or externally to the organisation and could be accidental, intentional or caused by natural disasters. As an important organisational asset, information should be appropriately protected from threats and threat agents regardless of their origin. Organisational employees are, however, often cited as the “weakest link” in the attempt to protect organisational information systems and related information assets. Additionally to this, employees are one of the biggest and closest threat-agents to an organisation’s information systems and its security. Upon graduating, computing (Computer Science, Information Systems and Information Technology) graduates typically become organisational employees. Within organisations, computing graduates often take on roles and responsibilities that involve designing, developing, implementing, upgrading and maintaining the information systems that store, process and transmit organisational information assets. It is, therefore, important that these computing graduates possess the necessary information security skills, knowledge and understanding that could enable them to perform their roles and responsibilities in a secure manner. These information security skills, knowledge and understanding can be acquired through information security education obtained through a qualification that is offered at a higher education institution. At many higher education institutions where information security is taught, it is taught as a single, isolated module at the fourth year level of study. The problem with this is that some computing students do not advance to this level and many of those that do, do not elect information security as a module. This means that these students may graduate and be employed by organisations lacking the necessary information security skills, knowledge and understanding to perform their roles and responsibilities securely. Consequently, this could increase the number of employees who are the “weakest link” in securing organisational information systems and related information assets. The ACM, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into computing curricula. However, these guidelines and recommendations do not provide sufficient guidance on “how” computing educators can pervasively integrate information security into their modules. Therefore, the problem identified by this research is that “currently, no generally used framework exists to aid the pervasive integration of information security into undergraduate computing curricula”. The primary research objective of this study, therefore, is to develop a framework to aid the pervasive integration of information security into undergraduate computing curricula. In order to meet this objective, secondary objectives were met, namely: To develop an understanding of the importance of information security; to determine the importance of information security education as it relates to undergraduate computing curricula; and to determine computing educators’ perspectives on information security education in a South African context. Various research methods were used to achieve this study’s research objectives. These research methods included a literature review which was used to define and provide an in-depth discussion relating to the domain in which this study is contained, namely: information security and information security education. Furthermore, a survey which took the form of semi-structured interviews supported by a questionnaire, was used to elicit computing educators’ perspectives on information security education in a South African context. Argumentation was used to argue towards the proposed framework to aid the pervasive integration of information security into undergraduate computing curricula. In addition, modelling techniques were used to model the proposed framework and scenarios were used to demonstrate how a computing department could implement the proposed framework. Finally, elite interviews supported by a questionnaire were conducted to validate the proposed framework. It is envisaged that the proposed framework could assist computing departments and undergraduate computing educators in the integration of information security into their curricula. Furthermore, the pervasive integration of information security into undergraduate computing curricula could ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely. It is hoped that this could enable computing graduates to become a stronger link in securing organisational information systems and related assets.