In the context of a country and a continent that is largely rural, education for rural medical practice in Africa is relatively undocumented and poorly conceptualized. The arena of medical education in South Africa has been largely unchanged by the transition to democracy, despite intentions of reform. The literature reveals a lack of empirical evidence as well as theory in education for rural health, particularly in developing countries. This report presents twelve original papers on a range of key issues that represent the author’s contribution to filling this gap in South Africa. It aims to contribute to the development of a discourse in education for rural medical practice in an African context, and culminates in a theoretical paper regarding pedagogy for rural health. A conceptual framework is utilized that is based on the standard chronological steps in the initial career path of medical doctors in South Africa. Beginning with the literature that is focused around the need to recruit and retain health professionals in rural and underserved areas around the world, the report then addresses the policy context for medical education in South Africa, examining the obstacles to true reform of a transformatory nature. The selection of students of rural origin, and the curricular elements necessary to prepare graduates for rural practice are then investigated, including the actual career choices that medical graduates make in South Africa. Out in the workplace, the educational components of the year of compulsory community service are described, including organizational learning and apprenticeship as novice practitioners, placed under severe pressure in rural hospitals in the South African public health service. A community-oriented type of medical practice is described amongst exemplary individuals, indicating the aspiration towards a different kind of educational outcome. Finally the thesis as such is presented in the final paper regarding a theoretical basis for education for rural health, consisting of the combined notions of placed-based and critical pedagogy. It is argued that while the geographic elements of rural practice require a pedagogy that is situated in a particular rural context, the developmental imperatives of South Africa demand a critical analysis of health and the health care system, and the conceptual basis of this position is explained. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2010.

Language and literacy are of central importance to communication for most people in the world today. This case study investigates the language and literacy practices amongst African immigrant families in Pietermaritzburg. There are many immigrant families from different countries with different home languages and different backgrounds. This study examines the languages used in these different immigrant homes, and what factors lead to the choice of the languages. It investigates what literacy practices these families are engaged in. The study further examines the effects that the choice of languages used in these homes and the literacy practices engaged in have on the education of both the parents and their children. The literature reviewed for this study focused on six major themes on literacy, namely; (i) literacy as social practice, (ii) literacy networks, (iii) literacy domains, (iv) literacy events, (v) language, literacy acquisition and social identity and (vi) second language socialization. To collect the data necessary to for the study, three methods were used: group interviews, home observation and participant observation. Data was examined using Street’s ideological model of new literacy studies as theoretical framework. The findings for this study show that there are different languages used in each home but that the use of English is common in all the homes. The findings show that the literacy practices that these families are engaged in are similar despite coming from different countries. The study found that texts using cell phones play a major role during communication. This shows that electronic technology plays a vital role in both the children’s and adults’ language and literacy development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

The aim of this study is to critically analyse government policy on appropriate rural vocational education and training in the light of perceptions of youth in Mavalani Village, Limpopo. The stance that I take in this study is that rural youth need to participate in education and training policy-making because they are the ones affected by these policies. I argue that meaningful policies are ones that are developed by people they are meant to serve. The literature review and theoretical framework indicate that neo-liberalism has negative impacts on VET internationally and in South Africa. Although there are social, political and cultural aspects in the education and training of South Africa, the economic aspects are more dominant. I use the theory of Food Sovereignty to counter neoliberalism which promotes the rights of business at the expense of people’s livelihoods and lives. Food Sovereignty is for the right of natural persons to own and control their own destinations, although it takes food production and distribution as the point of departure. This qualitative study is framed within a critical paradigm where I look at power relations in society and how people can strive to change their circumstances. I used purposive sampling where I selected participants based on my knowledge of the population in question. The findings of the study indicate that VET in South Africa needs to be improved to better serve the interests of young people. The findings suggest that there are a lot of changes that need to be made in VET in the country, and that Community Learning Centres need to offer VET that is community-based and relevant to local development and context. The findings are in line with the theory of Food Sovereignty in that they encourage community participation, collective action and communal ownership, as opposed to neo-liberal capitalism where private ownership is ‘the order of the day’. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Schools within South Africa are not performing as they should be due to a variety of issues within the school system. It is for this reason that there has been an increased interest in the field of school improvement. This research study is an articulation of a case for school improvement. In the Rorke‟s Drift / Isandlwana area of KwaZulu-Natal the David Rattray Foundation (DRF) implements school improvement projects at partner schools within the area with an aim to bring about school improvement. This qualitative study entailed the researcher conducting semi-structured interviews, a document analysis, non-participant observation with the use of a checklist, a preference analysis, and Participatory Action Research (PAR) to formulate a case study of the David Rattray Foundation (DRF). There were three main themes that emerged from the data of this research, namely (a) school improvement, (b) partnerships and (c) wider system issues. Within this study the researcher identified a shift from a charismatic approach to school improvement to one that is more systematic and business like on the part of the foundation. An interesting approach to whole school improvement is articulated by the manner in which the foundation operates. With the complexity of the school system, the researcher has identified that the DRF uses business principles to counter the problems that arise with the implementation of school improvement interventions, thus within this study the researcher presents a business model of school improvement. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

This study is undertaken to investigate the students’ learning experiences in second year Augmented Economics tutorials. Augmented Economics tutorials is a second year academic development (AD) programme for students in the extended Bachelor of Commerce degree. The investigation into the students’ learning experiences is done by interrogating the causal relationship between the learning environment at a higher education institution on the one hand and the student learning approaches and the students’ performance outcomes on the other. The study focuses on the students in the AD programme who are enrolled in the extended Bachelor of Commerce degree. The rationale for the study stems from the non-existence of research data on the effectiveness or lack thereof in the extended Bachelor of Commerce since the programme started in 2004. The study is intended to identify possible areas of strength and weaknesses in all the Augmented Economics modules. The study uses Biggs’ 3P theory of students’ approaches to learning to explain the interrelationship between the presage, process and product vriables. The Course Experience Questionnaire is used as an instrument with which to gather data from the second year Augmented Economics students. A questionnaire with 29 items was used, of which data from 26 of these items was used. The study found strong positive linear correlations between the institutional factors but very weak positive and negative correlations between grade 12 and institutional factors. Significant gender difference in the deep learning approach but no gender difference in the surface learning approach was found. This study found that the second year Augmented Modules are perceived by the students as positively empowering them with generic skills. The study recommends a relook at the curriculum structure and the workload as well as the assessment models being used in second year Augmented Economics. Further research is also recommended over a longer period and a bigger sample to establish the generalizability of this study’s findings. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

This study investigated how Grade 11 learners from a school in KwaNdengezi, near Pinetown, in Durban, understood the cosine function with software known as The Geometer’s Sketchpad. This was done on the basis of what they had learnt in Grade 10. The timing was just before they had covered the topic again in their current grade. The researcher hoped, by using The Geometer’s Sketchpad, to contribute in some small way to teaching and learning methods that are applicable to the subject. This may also, hopefully, assist and motivate both teachers and learners to attempt to recreate similar learning experiences in their schools with the same or similar content and concepts appropriate to them. In this research project, data came from learners through task-based interviews and questionnaires. The school was chosen because of the uniqueness of activities in most African schools and because it was easily accessible. Most learners do not have access to computers both in school and at home. This somehow alienates them from modern learning trends. They also, in many occasions, find it difficult to grasp the knowledge they receive in class since the medium of instruction is English, a second language to them. Another reason is the nature of the teaching and learning process that prevails in such schools. The Primary Education Upgrading Programme, according to Taylor and Vinjevold (1999), found out that African learners would mostly listen to their teacher through-out the lesson. Predominantly, the classroom interaction pattern consists of oral input by teachers where learners occasionally chant in response. This shows that questions are asked to check on their attentiveness and that tasks are oriented towards information acquisition rather than higher cognitive skills. They tend to resort to memorisation. Despite the fact that trigonometry is one of the topics learners find most challenging, it is nonetheless very important as it has a lot of applications. The technique of triangulation, which is used in astronomy to measure the distance to nearby stars, is one of the most important ones. In geography, distances between landmarks are measured using trigonometry. It is also used in satellite navigation systems. Trigonometry has proved to be valuable to global positioning systems. Besides astronomy, financial markets analysis, electronics, probability theory, and medical imaging (CAT scans and ultrasound), are other fields which make use of trigonometry. A study by Blackett and Tall (1991), states that when trigonometry is introduced, most learners find it difficult to make head or tail out of it. Typically, in trigonometry, pictures of triangles are aligned to numerical relationships. Learners are expected to understand ratios such as Cos A= adjacent/hypotenuse. A dynamic approach might have the potential to change this as it allows the learner to manipulate the diagram and see how its changing state is related to the corresponding numerical concepts. The learner is thus free to focus on relationships that are of prime importance, called the principle of selective construction (Blackett & Tall, 1991). It was along this thought pattern that the study was carried-out. Given a self-exploration opportunity within The Geometers' Sketchpad, the study investigated learners' understanding of the cosine function from their Grade 10 work in all four quadrants to check on: * What understanding did learners develop of the Cosine function as a function of an angle in Grade 10? * What intuitions and misconceptions did learners acquire in Grade 10? * Do learners display a greater understanding of the Cosine function when using Sketchpad? In particular, * As a ratio of sides of a right-angled triangle? * As a functional relationship between input and output values and as depicted in graphs? The use of Sketchpad was not only a successful and useful activity for learners but also proved to be an appropriate tool for answering the above questions. It also served as a learning tool besides being time-saving in time-consuming activities like sketching graphs. At the end, there was great improvement in terms of marks in the final test as compared to the initial one which was the control yard stick. However, most importantly, the use of a computer in this research revealed some errors and misconceptions in learners’ mathematics. The learners had anticipated the ratios of sides to change when the radius of the unit circle did but they discovered otherwise. In any case, errors and misconceptions are can be understood as a spontaneous result of learner's efforts to come up with their own knowledge. According to Olivier (1989), these misconceptions are intelligent constructions based on correct or incomplete (but not wrong) previous knowledge. Olivier (1989) also argues that teachers should be able to predict the errors learners would typically make. They should explain how and why learners make these errors and help learners to correct such misconceptions. In the analysis of the learners' understanding, correct understandings, as well as misconceptions in their mathematics were exposed. There also arose some cognitive conflicts that helped learners to reconstruct their conceptions. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

Teacher education in South Africa has had to be overhauled in line with the reform of the South African school curriculum since 1996. Both initial and continuous teacher qualification programmes are constantly being reviewed to improve impact on prospective and currently practising teachers. In addition, efforts are being made to scale up non-qualification continuous professional development programmes for better implementation of the curriculum. Despite these endeavours, there is evidence that continuous professional development programmes in particular, are not responding adequately to the needs of the teachers and the education system in general. This is partly due to the failure by the system to differentiate between the needs of different groups of teachers who received their initial teacher education in racially segregated teacher education institutions. This research study aims to determine what teachers of Life Sciences perceive as their development needs, and how these needs are addressed through various forms of in-service teacher education, both formal and informal. Life Sciences is the name of the subject called Biology in the pre-reform curriculum. It is offered only in the final three years of schooling, Grades 10 – 12. The Life Sciences curriculum has experienced at least three revisions in a period of six years since the implementation of the National Curriculum Statement in 2006. Data was gathered in two phases, using mixed methods approaches. During the first phase, data was collected using a teacher questionnaire. The questionnaire dealt with teachers’ content and pedagogical development needs; their participation in both qualification and nonqualification CPD programmes; their motivation (or lack of) to engage in CPD programmes; and the perceived benefits of CPD programmes. Semi-structured interviews were conducted with Subject Advisors dealing with similar themes. During the second phase of the study, intervention programmes in the form of teacher training workshops were conducted and data was gathered through documenting the workshop activities and by conducting evaluations. Findings revealed that whilst a large proportion of Life Sciences teachers were furthering their studies through formal qualifications, they were not necessarily choosing Biological Sciences specialisations. A considerable proportion of teachers in the study were teaching out of their field of specialisation. These limitations likely account for teachers’ low selfconfidence, articulated as a strong need for development in almost every area of the content and pedagogy. Teachers that choose Biological Sciences specialisations in formal in-service qualifications seem to be benefiting significantly. Life Sciences teachers also benefit immensely from ‘hands on’ training in practical work skills rather than using passive, demonstration methods of training. Cluster-based CPD programmes present an ideal opportunity for teachers to learn and share knowledge and expertise in content and pedagogy, yet this platform is constrained mainly to development of assessment activities. Filling vacant posts and increasing the number of Subject Advisors is critical to ensuring that teachers received adequate support from districts. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

Thesis (MEd)--University of Stellenbosch, 1994. / ENGLISH ABSTRACT: In 1986 a new English Second Language syllabus for the Junior and Senior Secondary Course was introduced in the Cape· Province. The overall aim of the syllabus is communicative competence and it advocates a communicative approach (CA) to teaching English Second Language. At the inception of the communicative approach most teachers were i~rnorant of what it comprised and this study undertook to determine whether teachers understood what Communicative Language Teaching (CLT) was and if they applied it in their teaching. At first the demands of society and how this had influenced language teaching through the ages was investigated. Communicative competence was demanded at different stages in history and it is at these different stages where the CA has its roots. Many of the principles of the CA, it was discovered, had been applied by teachers and theorists many centuries ago. Teachers and theorists who teach language for communication see language in a different light. Language and its unique properties are investigated, and with an emphasis · on language as communication. Different ways of using language to communicate are investigated and questions like ''Where does meaning reside? What are the kinds of meaning?" and "How can we control meaning?" are discussed. Prior to the introduction of the CA, second language teaching had been devoted to mastery of structures. However, with the new insights gained about language and meaning, the focus shifted to meaning in coherent discourse rather than on discrete forms. With the shift in focus teachers also had to adjust their teaching to meet the demands. At this stage a brief discussion of the CA and the essentials of a communicative curriculum is provided. The comparison between traditional and communicative approaches is made. An account of CLT methodology is given, including exploration of communicative competence. Many practical examples of CLT are explained. In the empirical study a questionnaire was distributed to the ESL teachers at thirty schools in the Boland and Northern Suburbs of Cape Town. The aim of the research was to determine whether ESL teachers teach communicatively. The findings of the study were that teachers who were trained before 1986 and those trained subsequently have a limited view of the CA. Consequently they cannot apply it to their teaching and seem to revert to a structural interpretation of the syllabus. This study then, confirms that teachers do not have a full understanding of what the CA comprises and consequently teachers do not teach "communicatively". / AFRIKAANSE OPSOMMING: In 1986 is 'n nuwe Engels Tweede Taal sillabus vir die Junior en Senior Sekondere Kursus ingestel vir die Kaapprovinsie. Die oorhoofse doelstelling was kommunikatiewe bevoegdheid en dit stel voor 'n kommunikatiewe benadering (KB) in die onderrig van Engels Tweede Taal. Met die bekendstelling van die benadering was die meeste onderwysers onbewus daarvan studie onderneem om te bepaal of die kommunikatiewe taalonderrig behels en onderrig toegepas het. en is daar met hierdie onderwysers verstaan wat of hulle dit in hulle Eerstens is die eise van die gemeenskap en hoe van taal deur die eeue beinvloed het, bestudeer. bevoegdheid is op verskillende tye deur die dit die onderrig Kommunikatiewe loop van die geskiedenis vereis en dit is juis aan hierdie verskillende tye wat die kommunikatiewe benadering sy ontstaan te danke het. Dit is ontdek dat van die beginsels van die kommunikatiewe benadering al van vroee tye toegepas is deur onderwysers en teoriste. Onderwysers en teoriste wat taal onderrig vir kommunikasie sien taal in 'n ander lig. Taal en die unieke eienskappe daarvan word ondersoek en taal as kommunikasie word beklemtoon. Verskillende wyses waarop taal gebruik kan word om te kommunikeer word ondersoek en vrae soos: "Waar is betekenis gesetel? Wat is die soorte betekenis?" en "Hoe kan betekenis beheer word?" word bespreek. Voor die bekendstelling van die KB is taalonderrig beperk tot die bemeestering van taal strukture. Helaas, met die nuwe insigte wat verkry is van taal en betekenis het die klem verskuif na verb~ndhoudende diskoers eerder as op sinsontleding. Met die klemverskuiwing moes onderwysers ook hul onderrig aanpas om aan die eise te voldoen. 'n Bondige bespreking van die kommunikatiewe benadering en die voorvereistes van 'n kommunikatiewe kurrikulum word gegee. Daar word ook onderskeid getref tussen tradisionele en kommunikatiewe benaderings. 'n Kommunikatiewe taalonderrig-metodologie word voorsien en kommunikatiewe bevoegdheid word ook bespreek. praktiese voorbeelde verduidelik. van kommunikatiewe taalonderrig Baie word In die empiriese studie Engels Tweede Taal in is 'n vraelys aan die onderwysers van dertig hoer skole van die Boland en Noordelike voorstede van Kaapstad gestuur. Die doel van die studie was om te bepaal of Engels tweede taal onderwysers kommunikatief onderrig. Die bevindinge van die studie was dat be ide onderwysers wat voor 1986 opgelei is en daarna, 'n beperkte siening van die kommunikatiewe benadering het. Gevolglik kan hulle nie die benadering toepas nie en wil dit voorkom of hulle 'n strukturele vertolking van die sillabus volg. Die studie bevestig dus dat onderwysers nie die kommunikatiewe benadering ten volle verstaan nie en gevolglik kan die onderwysers nie kommunikatief onderrig nie.

Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009 / ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes offered at a higher education institution, using a case study design. The South African government is attempting to redress the social inequalities which prevailed in the education sector during the apartheid era. One of their efforts has involved the widening of access to diverse groups in society in order to increase participation within the higher education sector. However, many students attempting their higher education studies are academically under prepared. This is mainly due to insufficient life skills, communication skills, numeric skills and literacy skills. The lack of these skills has inspired various international and national higher education institutions to develop academic programmes aimed at bridging the gap that exists between secondary schooling and higher education. Introduction programmes for prospective engineering students have to ensure high-quality curriculum development procedures in order to secure these students’ academic success throughout their engineering studies. This, in turn, leads to quality graduates and addresses the huge shortage experienced by the industry. An overview of the contextual and conceptual views on curriculum development is given against the backdrop of the current higher education legislation in South Africa. The overview regarding curriculum development links the introduction programme curriculum to generic learning outcomes specifically set at the National Qualification Framework Level 4. It suggests the application of continuous assessments, in line with outcomes-based education criteria, together with quality assurance in order to fit the Higher Education Quality Committee and the Engineering Council of South Africa’s accreditation criteria applicable to higher education institutions. During the design and methodological stages, it was established, by means of a theoretical investigation, that the first phase of this study determines whether students that successfully completed the introduction programme perform academically better than students entering the diploma programmes directly. The theoretical investigation also established that the second phase of this study determines if the diploma students dropped out of the programme for reasons other than academic performance. A triangulation approach was used to increase the validity of the empirical part of the study and to enhance the rigorous use of both quantitative and qualitative data. The study results shed light on the need for introduction programmes. In addition, it proposed a curriculum framework for improved engineering introduction programmes at the Vaal University of Technology. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel. Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die implementering van oorbruggingskursusse in die ingenieurswese indringend ondersoek het. Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe waarin onder meer hoër onderwys prominente vennoot is wat aan diverse samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om die gaping tussen die skool en hoër onderwys te oorbrug. Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer tot die vraag na ingenieurswese-studente vir die nywerheidswêreld. Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit het ook tot gevolg dat alle programme volgens amptelike Departement van Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die vi Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die vereistes van die Ingenieursraad van Suid-Afrika. Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes gestaak het wat moontlik nie met akademiese sukses verband hou nie. Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van Tegnologie.

Thesis (PhD (Education)--University of Stellenbosch, 2005. / 334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures. / Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR). / ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI). / AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).