M. Tech. Business Administration / Work Integrated Learning forms part of all the engineering programmes at the Universities of Technologies and need to be effectively and efficiently managed as poor management thereof could negatively affect the students and the throughput of the university as a whole. This study investigates the factors impacting the management of the Work Integrated Learning programme at a University of Technology. Such factors include the preparation, placement, registration, mentoring, and monitoring as well as the assessment and debriefing during the undertaking of Work Integrated Learning for engineering students at a Universities of Technology.

This study explores the views of managers of Police Stations and trainees in one of forty-two (42) Policing Areas in the South African Police Service. It probes the feelings of the managers (herein referred to as Station Commissioners) and trainees regarding training methods used during In-service training. The study starts by analysing the environment in which the SAPS operates. The Management Problem identified is the lack of transfer of training at station level. This problem exists in the SAPS at the time when it grapples with transforming from a militaristic form to a service organisation. It is the time when the organization's training interventions are very critical for their members to providing better service. In finding out the views of Station Commissioners and trainees, a communication survey was conducted in all police stations found in the Pretoria Area. A questionnaire was administered to two groups from this Area. One was a group of Station Commissioners and the other made of trainees that attended training programmes at least twelve months before the survey. The questionnaire consisted of instruments probing views on off-the-job training and on-the-job-training methods as well as organisational climate instrument. The organizational climate instrument was a modified version of Likert & Likert (1976) scale. The trainees and Station Commissioners positively viewed goal setting and decision-making at these police stations. Leadership, motivation and communication were the dimensions of organisational climate that need improvement or reinforcement. Both methods of training, that is off- and on-the-job, were deemed necessary in the SAPS. The act of travelling long distances before the training was identified as a problem for off-the-job training. It was also highlighted that both methods are necessary for all members regardless of their level of skills or position. / Thesis (MBA)-University of Natal, Durban, 2002.

The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.

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

M.Ed. / Education is South Africa is characterized by ineffective teaching practices that prevent the pupils from learning in a meaningful and reasonably satisfying way.. Ostensive methods of teaching that prevent pupil participation are emphasized while heuristic methods are disregarded, and in the process, concept teaching is neglected. To solve this problem, the following aims have been generated: 1.3.1 Training senior primary school teachers in the teaching of concepts to increase pupil learning This could be a more effective and relevant strategy which could be applied to curb the ostensive methods of teaching used by most teachers as indicated already in par. 1.2 above, as well as poor classroom organization. As Bruner (1967) avers, concept teaching offers the following benefits: "The pupils are equiped with thinking skills which are helpful in the process of discriminating, classifying and categorizing. The ability to categorize data helps the learner in problem-solving and reduces the necessity to re-learn what was previously learned. This refers to all the situations, events and symbols which have the same set of general characteristics." 1.3.2 Provision of in-service training opportunities to limit incompetent teaching This would help to remedy the ills and frustrations brought about the fact that poorly qualified teachers have been given the opportunity to provide tuition to the pupils who defintely need only the best teachers to guide them towards what they ought to be. Because it is not possible to get rid of all the poorly qualified teachers, what could be done is what Bester (1988:5) suggests: "... hef die bestaande onderwysers se vlakke van vaardigheid en bevoegdheid op." An intensive in-service training programme is therefore, suggested as a collaborative effort to improve educational effectiveness. The most urgent of needs identified is the training of teachers in the concept approach to teaching, as indicated in par. 1.3.1. In the process of upgrading the teachers' classroom skills, the pupils' potential to learn effectively have a chance of increasing. Teaching is a multi-faceted process that also involves the pupil. For the pupil to be able to learn effectively, he must be actively involved in the teaching-learning process. As Astin, Green and Korn (1987:15) maintain: "The student has a role to play in the process, too: There must be a commitment and involvement on his or her part for effective learning to happen." The aim of this investigation is not only to provide the teachers with demonstrations and lectures that emphasize theories of how to teach but to focus on the teacher as a unique individual with needs that have to be addressed, someone with strengths as well as weaknesses (Main, 1985;15). In the process of developing classroom teaching techniques and promoting personal development, the ideal would be to encourage peer coaching so as to overcome teacher isolation. Peer coaching, according to Munro and Elliott (1987:25-28), is a method of improving teacher effectiveness, in which teachers work with one or more colleagues to achieve specific instructional goals and key skills, through a process of regular observation and feedback and by using specific materials to support them. Teachers would, therefore, be brought together as fellow participants in a context in which each of them needs to learn about teaching. They meet as teachers and at the same time as 'teachers-as-learners'. 1.3.3 The use of micro-teaching for training purposes In using "... specific materials to support them..." as indicated by Munro and Elliott (1987) the specific material applicable in this investigation is the micro-teaching technique used as a training modality in training the teachers in concept teaching. In so doing, an attempt is being made to come to terms with the root problem linked to teacher inadequacy.

M.Cur. (Nursing Education) / Nursing education is a process requlrlng the cooperation of all the parties involved. The student nurse receives lectures on the theoretical aspects, at the college while the substance of the theory must be based on and interpreted in the clinical field. With the passage of time the student nurse finds expression, gains the necessary experience and thus becomes a member of the nursing profession. Internalization of the norms and values of the professional group takes place within the framework of the student nurse's behavioral patterns and self image. The student nurse enters the profession with fixed expectations regarding her participation and training. In general terms she is still regarded as young and immature and yet she is expected to assume responsibilities which few in the general public are ever required to take. The prerequisites for the successful! professional socialization and the acquisition of proficiency in the functions and tasks of nursing, are based on continuous and optimal accompaniment of the student nurse by her registered counterpart, who operates as an independent professional practitioner. Clinical accompaniment implies that the registered nurse shall be at the side of the student nurse to guide her every step of the way in order to support her in the learning process, or to refine skills she previously acquired.: A descriptive exploratory survey was undertaken by means of a questionnaire submitted to student nurses and registered nurses of hospitals affiliated with one college in the Transvaal. The aim of the study was "to establish whether, and to what extent, the training function of the ward sister is realized in practice. Analysis of the data showed the ward sister to be aware of her training function and her responsibility towards the student nurse as learner. It appears that the ward sister believes herself to be adequately involved with the basic care of patients and making a significant contribution to the training of student· nurses. However, the observations and the experience of the student nurse differ from this point of view. She is of the opinion that more can be done in the ward to help her achieve her training needs. The fact that in many cases she is primarily considered as a worker, comes as a great disappointment.

M.Phil. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless of the design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a description of the physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The purpose of this research was to identify staff development needs of teacher educators in the Northern Province regarding the implementation of the National Qualifications Framework. It also aimed at providing guidelines for staff development that could be used to meet the identified needs. In order to achieve this purpose, the researcher consulted both primary and secondary sources to gather information on the topic, that could also provide background for the construction of data collecting instruments, which are the interview and the questionnaire. According to the literature research, South African teacher education is facing a lot of changes. Government, industry and education community is concerned about the state of teacher education, and have been involved in various initiatives to improve its quality. The introduction of the NQF is an attempt to improve the quality of education and training. It shed new light on concept concepts like qualifications, curriculum design and development, quality of education, assessment of the work of learners and the governance of national qualifications. It also introduced new perspective on concepts like the phases of education, quality assurance, allocation of credits and outcomes. Staff development is mentioned as a strategy that can be used to implement the changes that the NQF came with. Factors that can support or hinder the implementation of the change are highlighted through models. The models are explained and their relevance to the study are interpreted. Methods and strategies for staff development are also mentioned. The methodology used to collect data, and the processes of analysis and interpretation of data are also outlined. The interviews showed that colleges have started to implement COTEP. The department of education disseminated information about the changes, held workshops to ensure a common understanding, and left the colleges to implement the changes. Teacher educators experienced problems in the following areas: compilation of unit standards, quality assurance, determining admission criteria according to the NQF and implementation of the programmes they have designed. The questionnaires indicated that there is a lack of clear policies on how to equip the staff with skills to implement change. Although some of the staff members are aware of the changes, the information is not passed on to others. Lecturers are not familiar with basic aspects of the NQF like bands, levels, aims, credits, notional hours,accreditation and quality assurance. The link between COTEP and the NQF is not well understood. The needs identified are listed, conclusions and recommendations as to how the implementation could be more effective are made. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die personeel-ontwikkelingsbehoeftes van onderwyseropleiers in die Noordelike Provinsie te identifiseer in die lig van die Nasionale Kwalifikasieraamwerk. Dit wil riglyne verskaf vir personeelontwikkeling, wat gebruik kan word om die geïdentifiseerde behoeftes aan te spreek. Om hierdie doel te bereik, het die navorser primêre en sekondêre bronne geraadpleeg om inligting in te sameloor die onderwerp, sodat In basis daargestel kan word vir die ontwerp van meetinstrumente, soos die gebruik van onderhoude en vraelyste Gesien teen die agtergrond van heersende literatuurstudie, kan groot verandering te wagte wees op die gebied van onderwyseropleiding in Suid-Afrika. Die regering, nywerheid- en onderwysgemeenskap is besorg oor die toestand van onderwyseropleiding en is by verskeie inisiatiewe betrokke om die gehalte daarvan te verbeter. Dit werp nuwe lig op konsepte soos kwalifikasies, kurrikulumontwerp en -ontwikkeling, die gehalte van onderrig, die evaluering van leerders se werk en die beheer van nasionale kwalifikasies. Dit stel nuwe konsepte bekend soos onderwysfases, gehalteversekering, toekenning van krediete en uitkomste. Personeelontwikkeling is 'n strategie wat moontlik gebruik kan word om veranderinge wat deur die toepassing van die NKR teweeggebring word, te implementeer. Faktore wat hierdie ontwikkeling kan ondersteun of belemmer, word deur modelle geïllustreer. Hierdie modelle word verduidelik en hul relevansie vir die navorsing word geïnterpreteer. Metodes en strategieë vir personeelontwikkeling word genoem. Die navorsingsmetodologie wat gebruik is om data te versamel, en die prosedure wat gebruik is om die data te analiseer en te interpreteer, is beskryf. Die onderhoude dui aan dat kolleges begin het om COTEP te implementeer. Die Departement van Onderwys versprei inligting oor veranderinge, het werkswinkels gehou om die algemene begrip te verbeter en het die implementering van veranderinge aan die kolleges oorgelaat. Onderwyseropleiers ondervind probleme op die volgende gebiede: • samestelling van eenheidstandaarde; • gehalteversekering; • bepaling van toelatingskriteria na aanleiding van die NKR; en • die implementering van programme wat ontwikkel is. Die response op die vraelyste het aangedui dat daar 'n gebrek aan duidelike beleid is oor hoe om die personeel toe te rus met vaardighede om veranderinge te implementeer. Alhoewel sommige personeellede bewus is van veranderinge, word inligting nie aan almaloorgedra nie. Dosente is nie vertroud met die basiese aspekte van die NKR nie, soos byvoorbeeld bande, vlakke, doelwitte, krediete, akkreditering en gehalteversekering. Die onderlinge verband tussen COTEP en die NKR word nie goed verstaan nie. Die geïdentifiseerde opleidingsbehoeftes is ook aangedui, en gevolgtrekkings en aanbevelings word gemaak om die implementering meer effektief te maak.

Traditional professional development approaches to assist teachers to implement the new curriculum in South Africa have come under criticism. This is because these do not provide the ongoing, context sensitive support that teachers need to improve their practice. This has raised the importance of situating teacher learning within the school context. This study explored how a group of teachers gave meaning to and expressed their understanding of themselves and their experience of school-based professional development. The purpose of the study was to understand the nature of school-based professional development at an FET school. In attempting to address the research questions, this study adopted a qualitative, interpretive approach. Since human interaction and context are important in the qualitative interpretative study, the tenets of symbolic interactionism were drawn on to guide this research study. This study also drew on the concepts of situated learning theory, which stresses the importance of context and therefore supports, the notion that learning opportunities should be grounded in environments where problems arise. This was a case study of a secondary peri-urban school in KwaZulu-Natal. lt involved three teachers who were purposefully selected. Data was gathered through three qualitative methods i.e. observation, interviews and a reflective journal. A process of open coding was used to analyse and interpret data. Findings reveal that the school did recognise the importance of schools as places where teachers can learn. However, the contextual factors such as inside politics, staff relations within the school, as well as the way management handled their role in managing professional development in the school made it a challenge to organise and promote collective teacher learning. lt further reveals that as a result of the difficulties and inconsistency of the official professional development programme, teacher learning was in fact taking place in various other ways. These included department meetings';-infQr:mal-teacher collaboration and mentoring. The study also reveals that various contextual factors affected curriculum development implementation. These included a lack of resources, large classes and learners' backgrounds. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.