Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In South Africa no formal training in school leadership or school management is currently required to procure a position as school principal. The sole condition is that a candidate should possess a professional teaching qualification, with some years’ experience in the teaching profession. School principals cannot be blamed if they comply with no more than these basic requirements, as no formal qualification for school principals had existed prior to 2007. The Department of Education answered to the need for formal training to equip principals for meeting their responsibilities by introducing the Advanced Certificate in Education: School Leadership and Management (ACE). This study explores to what extent school principals experienced an improvement in their managerial skills after obtaining the ACE qualification. To offer a better understanding of the background of South African school principals, the history of the available training over the past forty years is outlined. This is supplemented by an overview of various countries’ approach to preparing principals for 21st century schools. The responsibilities of present day principals differ dramatically from those of twenty years ago, as policy documents such as the South African Schools Act has since 1996 required that the principal, together with the school governing body, take responsibility for the management of the school. Accordingly, this study includes an enquiry into the ACE qualification with regard to the curriculum content, the purpose of the course and how assessment takes place at higher education institutions where this course is offered. Interviews were conducted with two principals who had obtained the ACE qualification to gain insight into their experiences relating to the qualification. By means of comparison, two principals who had not completed the qualification were also interviewed to establish to what extent this qualification does in fact equip principals for their daily responsibilities. The possible effects of the qualification were highlighted by comparing the two pairs of principals who function in similar communities with corresponding problems. By presenting this research as a case study, it was possible to obtain in-depth information and varied opinions about principal training, where principals had acquired the most useful skills and what could be added to enhance the value of the ACE qualification. / AFRIKAANSE OPSOMMING: In Suid-Afrika is daar tans geen verpligting om oor formele opleiding in skoolleierskap of skoolbestuur te beskik om as skoolhoof aangestel te word nie. Daar word slegs verwag dat ’n kandidaat oor ’n professionele onderwyskwalifikasie en ’n aantal jare se ondervinding in die onderwys moet beskik. Skoolhoofde kan ook nie kwalik geneem word indien hulle slegs aan hierdie basiese vereistes voldoen nie, aangesien daar tot 2007 geen formele kwalifikasie vir skoolhoofde bestaan het nie. Die leemte aan formele opleiding vir die verantwoordelikhede van ’n hoof is erken deur die Departement van Onderwys wat die Gevorderde Onderwyssertifikaat-kwalifikasie: Skool Leierskap en Bestuur (GOS) ingestel het. Met hierdie studie word ondersoek ingestel tot welke die mate skoolhoofde ervaar dat hierdie GOS-kwalifikasie ’n verskil maak aan hul bestuursvermoëns. Om die agtergrond van Suid-Afrikaanse skoolhoofde beter te verstaan, word die geskiedenis van skoolhoofde se opleiding oor die afgelope veertig jaar uiteengesit. Daar word ook ’n oorsig gegee van verskillende lande se benadering tot die voorbereiding wat benodig word vir hoofskap van ’n skool in die 21ste eeu. Die verpligtinge van die hedendaagse hoof verskil drasties van dié van twintig jaar gelede, waar beleidsdokumente soos die Suid-Afrikaanse Skolewet sedert 1996 vereis dat die hoof, tesame met die beheerliggaam, verantwoordelikheid moet neem vir die bestuur van die skool. Om hierdie rede word die GOS-kwalifikasie ondersoek om vas te stel wat die inhoud van die kurrikulum behels, wat die doel van die kwalifikasie is en op watter wyse assessering plaasvind by die hoëronderriginstellings waar dit aangebied word. Onderhoude is gevoer met twee hoofde wat die GOS-kwalifikasie voltooi het aangaande hul ervaring van die kwalifikasie. Om vas te stel tot welke mate die kwalifikasie hulle beter toerus vir hul daaglikse verantwoordelikhede word die ervaring van twee ander hoofde, wat nie die kwalifikasie voltooi het nie, ter vergelyking gebruik. Die verskil wat die GOS-opleiding moontlik mag maak, word uitgelig deur die vergelyking van die twee pare hoofde in soortgelyke gemeenskappe met ooreenstemmende probleme. Deur hierdie navorsing as ’n gevallestudie aan te bied, word indiepte-inligting verskaf oor hul opinies aangaande hoofde-opleiding, waar hulle die mees bruikbare vaardighede opgedoen het en wat na hulle mening bygevoeg kan word vir die verwerwing van die GOS-kwalifikasie.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship. / AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.

Thesis (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: "Quality" has different meanings to different people. Even quality experts do not agree on a single definition: Juran's definition of quality revolves around his concept of "fitness for use", Crosby defines quality in terms of performance that produces "zero defects" and Deming defines quality as a "never ending cycle of continuous improvement". One element, however, that is common to all three approaches is that management must accept and demonstrate leadership if quality is to be achieved. Quality is rarely thought of as others perceive it. What is apparent is that if providers of care wish to maintain leadership in defining quality, they need to - Actively participate in the public debate about quality. Review the way in which they have been defining quality. Question whether their definitions are aligned with what the purchasers of health care define as being important. Develop meaningful measures of quality and data collection systems that will allow them to demonstrate quality and value. - Willingly share data not only on outcomes, and also measures that are specific to individual procedures and service providers. The PhysioFocus practice accreditation programme attempted to achieve the above factors. By realising the goal of the research this was determined. The goal of the research was to evaluate the PhysioFocus practice accreditation programme and to make recommendations on the educational programme for accreditation in private physiotherapy practices. This goal was realised by means of an exploratory and descriptive research design with a qualitative orientation. The evaluation of the PhysioFocus practice accreditation programme was performed by means of a validated evaluation instrument. The group interview revealed components of the PhysioFocus practice accreditation programme that require remediation. Recommendations included professional-ethical issues, business management and legislative issues. The recommendations will be implemented by the PhysioFocus practice accreditation committee. The PhysioFocus practice accreditation learning programme was evaluated by means of a semi-structured questionnaire, containing eleven questions and a section for comments. The general consensus was that the PhysioFocus practice accreditation programme is essential in private physiotherapy practice in South Africa. The implementation of the PhysioFocus practice accreditation programme resulted in the facilitation of quality physiotherapy; professional and personal development; monitoring of quality improvement processes; and the evaluation and remediation of these processes. This supported the central theoretical assumption of the research. Concerns were voiced about the lack of standards, lack of quality improvement skills, the public image of the physiotherapy profession and the lack of basic business management training. The researcher concluded that the implementation of the PhysioFocus practice accreditation programme is essential in private physiotherapy practice in South Africa. At present the current PhysioFocus practice accreditation programme does not address all the needs of private physiotherapy practices. Recommendations based on the research included remediation of the current PhysioFocus practice accreditation programme, formal education included business management, professional-ethical-Iegal issues, standards and scientific methods to analyse process variation and the development of improvement strategies in quality improvement. Other recommendations include informal education, physiotherapy management and structured quality improvement activities. The issue of the image of the professional physiotherapist was also addressed. Topics for future research were identified. The uniqueness of the research lies in the fact that this is the only physiotherapy practice accreditation programme implemented in South Africa. It is also the only physiotherapy practice accreditation programme in South Africa that has been evaluated. / AFRIKAANSE OPSOMMING: "Gehalte" het verskillende betekenisse vir verskillende mense. Selfs kenners op die gebied van gehalte stem nie saam met 'n enkele definisie nie. Juran se omvattende definisie is "gebruikswaarde", terwyl Crosby gehalte in terme van produksie, naamlik "zero defek", definieer. Deming definieer gehalte as "'n nimmereindigende siklus van voortdurende verbetering". Die een aspek wat al drie die kenners egter gemeen het, is dat bestuur leierskap moet aanvaar en demonstreer indien gehalte bereik wil word. Geen twee persone ervaar gehalte eenders nie. Indien diensverskaffers leiding wil behou ten opsigte van gehalte-definiëring, sal hulle verplig wees om: aktief deel te neem aan openbare debat oor gehalte; die aanvaarde definisie van gehalte te herevalueer; die aanvaarde definisie van gehalte op te weeg teenoor dié van die mediese hulpfonds-administrasie; gehalte- en data insamelingsisteme te ontwikkel om gehalte en waarde te bewys; en gewillig alle data te deel - nie net uitkomsdata nie, maar ook data wat spesifiek op individuele prosedures en diensverskaffers van toepassing is. Die PhysioFocus praktyk-akkreditasieprogram het gepoog om bogenoemde te bereik. Die navorsing het gerealiseer deurdat die doelstelling bereik is. Die doelstelling van die navorsing was om die PhysioFocus praktykakkreditasieprogram te evalueer en aanbevelings te maak vir 'n leerprogram vir die akkreditasieprogram. Die doelstelling het gerealiseer deur "n verkennende en beskrywende navorsingsontwerp vanuit 'n kwalitatiewe oriëntasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram het deur middel van 'n gevalideerde evalueringsinstrument geskied. Die groepsonderhoud het areas van die PhysioFocus praktyk- akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings het professionele-etiese aspekte, besigheidsbestuur en wetlike aspekte ingesluit. Die aanbevelings sal deur die PhysioFocus praktykakkreditasiekommitee geïmplementeer word. Die evaluering van die PhysioFocus praktyk-akkreditasieleerprogram het deur middel van 'n semi-gestruktureerde vraelys met 11 oop vrae, tesame met 'n afdeling vir opmerkings, geskied. Die algemene aanname was dat die PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat fisioterapiepraktyk in Suid-Afrika. Die implementering van die PhysioFocus praktyk-akkreditasieprogram het gehalte fisioterapie, professionele en persoonlike ontwikkeling, die monitering van gehalteverbeteringsprosesse, asook evaluering en remediëring van hierdie prosesse, tot gevolg gehad. Dit het die sentraalteoretiese aanname van die navorsing ondersteun. Daar was egter kommer oor die gebrek aan standaarde, die beeld van die fisioterapieprofessie, asook die gebrek aan besigheidsbestuuropleiding. Die navorser het tot die gevolgtrekking gekom dat die implementering van die PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat fisioterapiepraktyk in Suid-Afrika. Die huidige PhysioFocus praktykakkreditasieprogram voldoen nie aan al die vereistes van privaat fisioterapiepraktyk in Suid Afrika nie. Aanbevelings vanuit die navorsing sluit die volgende in: remediëring van die huidige PhysioFocus praktyk-akkreditasieprogram; formele opleiding, insluitende profesionele-etiese-wetlike aspekte; standaarde; wetenskaplike metodes om die praktykprosesveranderinge te analiseer; en die ontwikkeling van 'n gestruktureerde gehalteverbeteringstrategie. Die beeld van die fisioterapieprofessie is ook aangespreek. Onderwerpe vir toekomstige navorsing is geïdentifiseer. Die navorsing is uniek omdat die PhysioFocus praktyk-akkreditasieprogram die enigste akkreditasieprogram vir fisioterapie in Suid Afrika is. Dit is ook die enigste fisioterapie-akkreditasieprogram wat in Suid Afrika geëvalueer is.

Thesis (PhD)--Universiteit van Stellenbosch, 2004. / ENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and importance of knowledge as an organisational resource is considered to be a key element and source of power. Knowledge is regarded as the single most important source of core competence to ensure competitiveness and long term sustainability. The value of most products and services now depends on knowledge-based intangibles and many organisational theorists argue that strategy formulations should be built on a resource-based theory. The challenge for many organisations is therefore how to enable organisational knowledge and how to increase their organisational learning capacity and performance. Following a multi-disciplinary approach, this study critically evaluates and interprets existing theories on action and systems thinking. The traditional positivist paradigm no longer answers to the needs of a post-modem paradigm and corporate epistemologists and practitioners alike are in search of a new paradigm on how to construct organisational knowledge. Drawing on Habermasian theory of communicative action, as well as Parsons' general theory of action and Giddens' structuration theory, I argue that the construction of knowledge happens in a pluralistic manner, in contrast with traditional approaches which support a paradigm informed by a singular epistemology. A pluralistic approach to the development of knowledge, in relation to a Habermasian theory of communicative action which emphasises the importance of communication and which integrates action and systems theory, is therefore proposed. Constitutive features of organisational knowledge, such as deliberation, knowledge leadership, organisational culture and technology, are identified and analysed. Action learning has been adopted by a number of leading international comparues as a learning methodology. However, action learning has seemingly not been grounded in a defensible epistemological framework. In redescribing action learning, this study explores epistemological foundations of action learning in an attempt to provide corporate epistemologists with a defensible epistemological framework which promotes pluralism and constitutive features of organisational knowledge. A framework for organisational learning and knowledge construction, the Pluralistic Action Learning Systems theory (pALS), is suggested as an improved model of organisational learning suitable for implementation in a post-modem era. This framework incorporates the primary "technical" elements of the learning process, namely problem identification, collection of information, analysis and interpretation, application/use and reflection, as well as organisational enablers inherent in collaborative learning. Organisational knowledge is therefore seen as the outcome of a learning process which occurs at the individual, social and organisational system levels. Organisational knowledge is also constituted by features such as communication, knowledge leadership and trust which are essential in a collaborative learning environment. Knowledge is therefore not constructed through a single paradigm, but socially constructed through a pluralistic epistemology. Organisational knowledge is the outcome of organisational learning and such an organisational learning process is enabled by an action learning approach. An empirical study is conducted which is based on a forty-point questionnaire. The sample size is 120 part-time MBA students who are enrolled for an action learning management development programme and who have all been theoretically and practically exposed to an action learning programme. The findings of the empirical study conclude that the construction of knowledge happens in a pluralistic manner and that an organisational epistemology should be shaped by a pluralistic framework if it were to be successful in a post-modem business environment. It proposes that action learning, which is shaped by a pluralistic epistemology grounded in the Habermasian theory of communicative action, provides a defensible framework to enhance organisational knowledge through a collaborative learning approach fostering values such as deliberation, trust and openness. / AFRIKAANSE OPSOMMING: Sleutel woorde: Organisasiekennis, pluralistiese epistemologie, aksieleer, stelseldenke, strukturasie teorie, organisasieleer, kennisbestuur. Die waarde en belangrikheid van kennis in vandag se vinnige veranderende wêreld word beskou as van kritiese waarde en as die enkele mees belangrike element van kompetisie om lang termyn volhoubaarheid te bewerkstellig. In die hedendaagse korporatiewe omgewing word die waarde van die meeste produkte en dienste gebaseer op ontasbare elemente soos onder andere kennis. Korporatiewe strategeë argumenteer derhalwe dat korporatiewe strategie gevolglik op 'n vermoëns-strategie gebaseer moet word. Vir baie maatskappye is die uitdaging dus hoe kennis konstrueer moet word en hoe maatskappye hulle vermoëns moet verbeter om kennisorganisasies te word. Hierdie studie volg 'n multi-disiplinêre benadering wat bestaande aksie- en stelseldenke teorieë krities evalueer en interpreteer. Die tradisionele positivistiese raamwerk beantwoord nie aan die vereistes van 'n post-moderne paradigma nie en beide korporatiewe epistemoloeë en praktisyns is op soek na nuwe wyses hoe om organisasiekennis te konstrueer. Deur gebruik te maak van Parsons se algemene aksie teorie, en in besonder Habermas se teorie van kommunikatiewe aksie en Giddens se strukturasieteorie, argumenteer ek dat die konstruksie van kennis op 'n veeldoelige wyse plaasvind, in teenstelling met die tradisionele benadering wat 'n raamwerk aanbeveel wat op 'n enkelvoudige teorie van kennis gebaseer is. 'n Pluralistiese benadering met betrekking tot die ontwikkeling van kennis, in ooreenstemming met Habermas se teorie van kommunikatiewe aksie en gesteun deur aksie- en stelsels teorie, word derhalwe aanbeveel. Kenmerkende eienskappe van organisasie kennis soos, uitgebreide dialoog, kennisleierskap, organisasiekultuur en tegnologie word ook geidentifiseer en ontleed. Aksieleer is deur verskeie toonaangewende internasionale maatskappye aanvaar as 'n leer metodologie. Dit wil egter voorkom asof aksieleer nie in 'n epistemologiese raamwerk gegrond is nie. Deur aksieleer te herbeskryf ondersoek hierdie studie epistemologiese gronde van aksieleer in 'n poging om korporatiewe epistemoloeë met 'n verdigbare teoretiese kennisraamwerk toe te rus. 'n Raamwerk vir organisasie leer en die konstruksie van kennis, die Pluralistiese Aksieleer Stelsels (pALS) raamwerk, word derhalwe aanbeveel as 'n verdedigbare model wat aan die eise van 'n postmoderne samelewing beantwoord. Hierdie raamwerk sluit die primêre tegniese elemente van die leerproses in, te wete: probleem identifisering, die inwin van informasie, analisering en interpretasie van informasie, aanwending en gebruik van informasie en refleksie. Hierdie proses word verder ondersteun deur aspekte wat organisasieleer vergemaklik binne spanverband. Organisasieleer word dus beskou as die uitkoms van 'n leerproses wat bogenoemde elemente bevat en wat gebaseer is op 'n leeromgewing wat samewerking bevorder. Organisasiekennis word derhalwe gesien as die uitkoms van 'n leerproses wat op die individuele, sosiale en organisasie vlakke geskied. So 'n leerproses word bevorder en vergemaklik deur 'n aksieleer proses. Organisiekennis word ook gekenmerk deur eienskappe soos kommunikasie en kennisleierskap wat binne 'n saamwerk leeromgewing as noodsaaklik geag word. Kennis word dus nie deur 'n enkelvoudige raamwerk konstrueer nie, maar word ondersteun deur 'n veelvoudige epistemologie. Die empiriese studie is gebaseer op 'n veertigpunt vraelys. Die ondersoekgroep is 120 :MBA studente wat vir 'n aksieleer bestuursontwikkelingsprogam ingeskryf is en wat beide teoreties en prakties aan aksieleer blootgestel is. Die bevindings van die studie dui daarop dat kennis nie op 'n enkelvoudige wyse geskep word nie, maar wel deur van verskeie teorieë van kennis gebruik te maak. Die bevindings van die studie beveel aan dat aksieleer, as 'n pluralistiese teorie van kennis gegrond in die denke van Habermas, 'n verdedigbare raamwerk verskaf wat organisasieleer en die konstruksie van kennis bevorder deur 'n leeromgewing waarin waardes soos vertroue, openlikheid en kommunikasie bevorder word.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The curricula of the Technikon National Diplomas in Horticulture, Landscape Technology and Parks (Open Space) and Recreation Management have been intermittently revised since the original inception in 1972 of the NO in Horticulture. The shortcomings in the process of curriculum revision, with special reference to programmes in Horticulture, were identified. The institution of outcomes-based education (aBE) and the National Qualifications Framework (NQF) followed the promulgation of the South African Qualifications Authority Act (No. 58 of 1995). All curricula are currently being written in terms of learning outcomes that qualifying learners will be expected to demonstrate. The primary aim of this research study has been based upon the proposition that a scientifically validated situational analysis is an essential precursor to the design or redesign of a curriculum for tertiary-level horticultural training. A situational analysis that includes the sectors of Amenity horticulture, Arboriculture, Floriculture, Landscape, Nursery production, Nursery retail and Turf was undertaken. The results of this analysis were to be utilised in the development of a theoretical curriculum framework, which may be used in the development of a revised curriculum. The secondary aims of the study are complementary to the primary aim as the situational analysis has led directly to the identification of the core and specific skills/competencies within the seven sectors, the degree to which horticulturists are seen to have prepared themselves for their careers, the attributes or qualities employers expect of a qualified horticulturist and the values applicable to the horticulture profession. This research is regarded as exploratory as little documentation exists regarding the competencies being applied by horticulturists within the different sectors. As it describes the characteristics of horticulture education and training and tries to understand the meaning and relevance of the data gathered, it may also be defined as descriptive. It is also an applied research study as its focus is on the sector-specific curriculum development needs in the horticulture industry. A triangulation approach to the study was followed that utilised a quantitative as well as a qualitative approach. This served to heighten the reliability and the validity of the research. In the qualitative approach, use was made of both personal and focus group interviews, which enabled the researcher to study the problem at greater depth. The mail survey, which used a self-administered questionnaire, facilitated the collection of empirical data that was used to corroborate and extend the generalisability of the qualitative findings to a national level and was the quantitative approach followed. While the situational analysis has led to an extensive amount of empirical data relative to the revision of the curricula, the development of a theoretical curriculum framework is seen as the logical conclusion of this analysis as it represents a synthesis of the most important findings of the study. Its presentation to the industry as a concept curriculum framework, upon which a revised curriculum for technikon horticulture training may be based, is recommended. The development of a framework structured in a format compatible with the NQF, aims at meeting the curriculum needs of the different sectors of the industry. / AFRIKAANSE OPSOMMING: Die kurrikula van die Technikons se Nasionale Diplomas in Tuinbou, Landskaptegnologie en Parke- (Oopruimte) en Rekreasiebestuur is sedert die instelling van die NO in Tuinbou in 1972, by tye verander. Die tekortkominge in die proses van kurrikulumhersiening, met spesiale verwysing na programme in Tuinbou, is uitgewys. Die instelling van uitkomsgebaseerde onderwys en die Nasionale Kwalifikasieraamwerk (NKR) het op die proklamasie van die Suid Afrikaanse Kwalifikasie-Owerheid Wetsontwerp (No. 58 van 1995) gevolg. Alle kurrikula word tans in leeruitkomstes wat kwalifiserende leerders sal moet kan demonstreer, omskryf. Hierdie navorsing berus primêr op die uitgangspunt dat 'n belangrike voorvereiste vir die ontwerp of herontwerp van 'n tersiêre vlak-kurrikulum vir tuinbouopleiding op 'n geldige, wetenskaplike situasie-analise gegrond moet wees. 'n Situasie-analise wat die sektore van Baangras, Blommekweek, Boomteelt, Gemeenskapstuinbou, Kwekerykleinhandel, Kwekeryproduksie en Landskap insluit, is onderneem. Die resultate van hierdie situasie-analise sou vir die ontwikkeling van 'n teoretiese kurrikulumraamwerk tydens kurrikulumhersiening benut kon word. Die sekondêre doel van hierdie studie is aanvullend tot die primêre doel aangesien die resultate van die situasie-analise tot die identifisering van die kern- en spesifieke vaardighede/bevoegdhede binne die sewe sektore sou kon bydra. Die mate waartoe tuinboukundiges hul met sukses vir hul loopbaan voorberei het, die eienskappe wat 'n werkgewer van 'n gekwalifiseerde tuinboukundige sou kon verwag en die waardes wat op die tuinbouprofessie van toepassing is, word ook hierdeur geraak. Hierdie navorsing lsverkennend van aard aangesien daar min literatuur beskikbaar is met betrekking tot die bevoegdhede wat deur tuinboukundiges in die verskillende sektore toegepas word. Aangesien dit die eienskappe van tuinbouopvoeding en - opleiding beskryf en 'n poging is om die betekenis en relevansie van die ingesamelde data te verstaan, kan dit ook as beskrywend beskou word. Omdat die fokus op die spesifieke kurrikulumontwikkelingsbehoeftes van die tuinboubedryf geplaas is, is dit ook 'n toegepaste studie. 'n Triangulasiebenadering tot die studie is gevolg waardeur van beide 'n kwantitatiewe en 'n kwalitatiewe benadering gebruik gemaak is. Die betroubaarheid en die geldigheid van die navorsing is hierdeur verhoog. Die kwalitatiewe benadering het van persoonlike en fokusgroeponderhoude gebruik gemaak, wat aan die navorser die geleentheid gebied het om 'n diepgaande ondersoek te doen. Die kwantitatiewe benadering, waar van 'n posopname met 'n self- ingevulde vraelys gebruik gemaak is, het die insameling van empiriese data moontlik gemaak. Hierdie data kon gebruik word om die kwalitatiewe bevindinge tot by 'n nasionale vlak te verbreed. Die situasie-analise het 'n groot hoeveelheid empiriese data, wat op die hersiening van die huidige kurrikula van toepassing is, opgelewer. Die ontwikkeling van 'n teoretiese kurrikulumraamwerk word as die logiese gevolgtrekking van die analise beskou aangesien dit die sintese van die belangrikste bevindinge verteenwoordig. Die aanbieding hiervan aan die bedryf as 'n konsepkurrikulumraamwerk waarop tuinbouopleiding by technikons gebaseer kan word, word aanbeveel. Hierdie konsepraamwerk is in 'n formaat wat met die NKR verenigbaar is, ontwikkel en is geskoei op die realisering van die kurrikulumbehoeftes van die bedryf en sy afsonderlike sektore.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The problem that lead to this study is whether the view of the personnel in the utilisation review centre in the organisation with reference to the management of human resources as well as their work performance increased after implementation of the integrated competencybased human resource model. The general purpose of this study is to develop through extensive literature survey an integrated competency-based human resource model, to implement it in the organisation and to measure the impact the model had on the personnel in the utilisation review centre in the organisation. The dimensions according to which the impact was measured, are the views of the personnel in the organisation and their work performance. The following methods were used in developing and implementing the integrated competency-based human resource model: an analysis of the work processes and tasks was done to determine the flow of work through the utilisation review centre. Thereafter the different roles were identified. Simultaneously an analysis of the strategy of the organisation was conducted to determine what impact it would have on the work processes and tasks in future. Once the analyses were completed, role descriptions were compiled for the identified roles. The role descriptions are used in the development of the various human resource management activities, viz. recruitment and selection, education and development, performance management and remuneration. Throughout the implementation process the human resource management activities are evaluated to determine that it complies with the regulations of the labour laws. An opinion survey questionnaire was used to determine the view of the personnel in the utilisation review centre with reference to the methods used to implement the integrated competency-based human resource model and whether the methods were successfully executed. Thirty of the 50 respondents partook in this study. A one-group first measurementsecond measurement design was used to determine whether the model contributed to the expected results. The design allowed a single group to complete a first measurement twelve months and a second measurement 24 months after the model was implemented (January 2002 to December 2001). The outcome of this study is based on the degree of variance between the first and second measurements. The quality requirements were used to evaluate the work performance of the participants (40 respondents) on a six-monthly basis. Forty of the 50 respondents partook in this study. This was done in order to determine whether there was an improvement in the work performance of the personnel. The most significant conclusions of this study can be summarised as follows: o There was a significant difference between the first and second measurements, which indicated that the participants were of the opinion that the model had a positive impact in the organisation. o There was a significant improvement in the work performance of the participants, which indicates that the modelled to an improvement in the work performance in the organisation where the study was carried out. Based on the findings of the study, recommendations are made for further research in this field. The study succeeded in developing and implementing an integrated competency-based human resource model, which can be used with certainty by organisations to develop their personnel and which can therefore enable organisations to reach and retain a competitive advantage. / AFRIKAANSE OPSOMMING: Die probleem wat aanleiding gegee het tot die studie is of personeellede verbonde aan die benuttingsoorsigsentrum in die organisasie se mening rakende die bestuur van menslike hulpbronne, asook hulle werksprestasie sal verbeter ná implementering van die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel. Die algemene doelstelling van hierdie studie is om aan die hand van 'n omvattende literatuurstudie 'n geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te ontwikkel, dit in die organisasie te implementeer en die impak daarvan op die personeel in die benuttingsoorsigsentrum in die organisasie te takseer. Die dimensies waarteen die impak getakseer word, is die mening van die personeel in die organisasie en hulle werksprestasie. Die volgende metodes is aangewend m die ontwikkeling en implementering van die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel: 'n analise van die werksprosesse en take is uitgevoer om te bepaal wat die verloop van werk deur die benuttingsoorsigsentrum is. Daarna is die verskillende rolle geïdentifiseer. Terselfdertyd is daar ook 'n analise van die organisasiestrategie gedoen om te bepaal watter impak dit in die toekoms op die werksprosesse en take gaan hê. Nadat die analises afgehandel is, is rolbeskrywings opgestel vir die geïdentifiseerde rolle. Die rolbeskrywings word gebruik vir die ontwikkeling van die verskillende menslikehulpbronbestuursaktiwiteite, naamlik werwing, keuring en seleksie, opvoeding en ontwikkeling, prestasiebestuur en vergoeding. Deurlopend deur die implementeringsproses word daar seker gemaak dat die menslikehulpbronbestuursaktiwiteite voldoen aan die bepalings van die verskillende arbeidswette. 'n Meningsopnamevraelys is gebruik om te bepaal wat die mening van personeel in die benuttingsoorsigsentrum is oor die metodes wat gebruik is om die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te implementeer en of die metodes suksesvol deurgevoer is. Dertig van die 50 deelnemers het aan die ondersoek deelgeneem. Om te bepaal of die beoogde resultate wel bereik is, is 'n enkelgroep-eerste-tweede-metingontwerp vir die evaluering daarvan gebruik. Inhierdie tipe ontwerp lê 'n enkelgroep 'n eerste meting twaalf maande en 'n tweede meting 24 maande ná die implementering van die model af (Januarie 2000 tot Desember 2001). Die resultaat van die ondersoek is die mate van verandering tussen die eerste en tweede meting. Evaluering van die ondersoekgroep se werksprestasie is op 'n sesmaandelikse basis aan die hand van die kwaliteitsvereistes gedoen. Veertig van die 50 deelnemers het aan die ondersoek deelgeneem. Die doel hiermee is om ondersoek in te stelof daar 'n verbetering in die werksprestasie van die personeel voorgekom het. Die vernaamste bevindinge van die studie kan soos volg opgesom word: D Daar is beduidende verskille tussen die eerste en tweede metings, wat daarop dui dat die ondersoekgroep van mening is dat die model wel 'n positiewe impak in die organisasie het. D Daar is 'n beduidende verbetering in die werksprestasie van die ondersoekgroep, wat daarop dui dat die model tot 'n verbetering in die werksprestasie binne die organisasie waar die studie uitgevoer is, gelei het. Gebaseer op die bevindinge van die studie word sekere aanbevelings aan die hand gedoen met die oog op toekomstige navorsing. Die studie het daarin geslaag om 'n geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te ontwikkel en te implementeer wat met sekerheid deur organisasies gebruik kan word om hulle personeel te ontwikkel. Sodoende word die organisasies in staat gestel om 'n mededingende voordeel te bekom en te behou.

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia in the field of education. A process characterized by preparation and development of a new, extended curriculum evolved between 1994 and 1997. On 24 March 1997 Curriculum 2005 with an outcomes-based approach was introduced. Curriculum 2005 strives to bridge the imbalances of the past. Owing to the complexity of this curriculum and the problems encountered in practice, Curriculum 2005 was revised between January and July 2001 in order to address the problem areas. A change in curriculum necessitates a change in teaching-instruction strategies, learning programmes, assessment strategies and the method of recording and reporting. As educators are directly affected by the process of change in curricula, it is essential that educators are curriculum-competent to understand and implement the changes. In this regard, Evans (1996:55) states: "One of the necessary ingredients of such a restructuring is empowering the players, the teachers." An essential condition for successful implementation of change is the empowerment of educators to manage the change. The essential questions addressed in this study are: • To what degree are educators trained to manage these changes? • What does the successful implementation of change, entail specifically within the Social Sciences Learning Area? • What are the educators' needs and experience regarding change? The main focus of this study is to make a qualitative and quantitative evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education (OBE) within the Social Sciences Learning Area. To achieve the main focus of this study, the following specific aims have been formulated: • executing of a literature study, with regard to appropriate curriculum theory, curriculum practice and development of educators; • making a qualitative and quantitative evaluation of the training process of educators within the Social Sciences Learning Area; and • developing a theoretical framework to address the problems that have been identified, regarding educator development. The contribution of this study is located not only in the appropriate literature study, but also in the fact that the outcome of this research can contribute to the development of a relevant, effective and contextualised dissemination process. It is clear that ineffective dissemination is the root cause of ineffective curriculum development, as educator development cannot be optimalised in such conditions. / AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde benadering word daarna gestreef om die ongelykhede van die verlede te oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001 hersien ten einde probleemareas aan te spreek. Kurrikulumverandering beteken uiteraard dat daar ook In verandering in onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van optekening en rapportering sal wees. Aangesien opvoeders direk deur die veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat opvoeders kurrikulumbekwaam is om die verandering te verstaan en te implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the neccesary ingredients of such a restructuring is empowering the players - the teachers." 'n Kernvoorwaarde vir suksesvolle implementering van verandering is die bemagtiging van opvoeders om hierdie verandering te hanteer. Die kernvrae wat in hierdie studie aangespreek word, is: • In watter mate word opvoeders voorberei om sodanige veranderinge te kan hanteer? • Wat behels effektiewe opvoedervoorbereiding met die oog op die suksesvolle implementering van verandering, spesifiek binne die leerarea Sosiale Wetenskappe? • Wat is opvoeders se behoeftes en ervaring van verandering? Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe evaluering van huidige verandering met die oog op die ontwikkeling van 'n teoretiesee raamwerk vir die voorbereiding van opvoeders vir Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere doelstellings geformuleer: • die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie, kurrikulumpraktyke en opvoederontwikkeling. • die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses van opvoeders binne die Leerarea Sosiale Wetenskap; en • die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling. Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse. Dit blyk duidelik dat oneffektiewe disseminasie 'n grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat opvoederontwikkeling nie tot sy reg kom nie.

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a new approach to education. The existing system of a multitude of subjects was replaced by a curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values which replaced a content based approach with a process-based approach. Educators thereby became facilitators in the educational process. With the barriers of segregation removed in the South African society the diversity of the population created multi-cultural classrooms. Schools became the meeting place of many cultures and belief systems. Educators who facilitated learning in schools were not always prepared for the task of managing a multi-cultural and multi-religious school environment. This change within the school system required that educators make a paradigm shift regarding their role as educators. The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002) was not without problems in South Africa. Many educators resisted change and had negative perceptions about the implementation of Outcomes Based Education in schools. These perceptions stemmed from inadequate training of educators for the implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum was also visible in the educators' inability to identify values in the curriculum. The multi-cultural and multi-religious classroom confronted educators with values from the different value and belief systems of learners. It is, therefore, important that educators should be able to identify values in order to attain the outcomes of the curriculum. Previous research indicated that educators did not play an active role in the teaching of values in schools. Neither were the educators participating in this research able to either identify or promote the values identified in the curriculum. The aim of this research was to develop an instrument to assist educators in identifying values from different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the Western Cape during June 1999. Possible methods and approaches to values in education in general were identified and the suggested instrument and guidelines to assist educators with the identification of values was developed. The relevance of this study is to assist in-service and pre-service educators In identifying and facilitating different belief and value systems in an OBE education system. / AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword. Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif betreffende hulle rol as opvoeders moet maak. Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum (Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses .. Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die opvoeders se onvermoë om waardes in die kurrikulum te identifiseer. Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing, kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S (1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle benadering tot waardes in die kurrikulum. Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings in 'n Uitkomsgebaseerde Onderwysstelsel.

Dissertation (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills. / AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien, is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik. Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van 'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en of die akademiese prestasie, sosiale vaardighede en motivering van leerders met spesiale opvoedkundige behoeftes verbeter het. Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag aangespreek of die deelnemers (die leerders met spesiale opvoedkundige behoeftes) verandering getoon het in die rigting wat deur die programbeplanning in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens en ná die intervensie behels. Navorsingsbevindings het getoon dat sowel leerders met spesiale opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van akademiese prestasie, motivering en sosiale vaardighede by die koëperatieweleer-lesse baat gevind het.