The purpose of this study was to explore and describe the experiences of Recognition of Prior Learning (RPL) nursing candidates related to the four-year comprehensive nursing training programme at a Nursing Education Institution in Gauteng. To this end an exploratory descriptive qualitative research design was undertaken. The research sample comprised of 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions (Grand tour), were used to collect data, which was analysed using Tesch’s approach. Findings from the study highlighted the challenges faced by nursing RPL candidates as adult students. These included challenges related to their theoretical learning as well as their clinical facility experiences. Based on the study results, recommendations were formulated in assisting them to successfully and timeously complete their nursing programme / Health Studies / M.A. (Nursing Science)

Misdade wat gemik is teen kinders veroorsaak tans ‘n nasionale krisis wat geïllustreer word deur die feit dat daar ‘n toename in die mishandeling en verwaarlosing van kinders is. Al hoe meer kinders word ook wees gelaat na die afsterwe van hul biologiese ouers weens MIV/VIGS-verwante siektes. Dit bring mee dat daar ‘n geweldige toename in pleegsorgplasings in Suid-Afrika is. Welsynsorganisasies beskik egter nie oor ‘n resente opleidingsprogram wat daarop gemik is om voornemende pleegouers op pleegsorg voor te berei nie. Die doel van die studie het behels om ‘n opleidingsprogram vir voornemende pleegouers te ontwikkel, te implementeer en empiries te toets. Die doelwitte wat gestel is om die doel te bereik was om ‘n opleidingsprogram vir voornemende pleegouers te ontwikkel, die program by voornemende pleegouers te toets en om die impak van die program waar te neem deur die resultate van ‘n voor- en natoets te vergelyk. Die inhoud van die opleidingsprogram wat vir die studie ontwikkel is, is beskryf. Gevolglik is van beskrywende navorsing gebruik gemaak. Hierdie studie het berus op die volgende hipotese: Indien voornemende pleegouers hierdie opleidingsprogram deurloop het, sal die voornemende pleegouers se kennis rakende die omvang, wetlike implikasies, verwagtinge, motiewe, verantwoordelikhede en pligte ten opsigte van pleegsorg, en die profiel van die pleegkind verbeter. Die empiriese resultate van die studie het die hipotese as waar bewys.‘n Kwantitatiewe enkelstelselontwerp, is die benadering wat gevolg is. Data is ingesamel met behulp van ‘n vraelys wat tydens ‘n voor- en natoets benut is. Altesaam 53 respondente (ouer as 20 jaar) bestaande uit getroude pare en enkellopendes wat gedurende die tydperk Februarie tot Junie 2006, by die Ondersteuningsraad van Pretoria as voornemende pleegouers aangemeld het, is by die studie betrek. Die 53 respondente is in drie groepe ingedeel. Drie opleidingsessies met elk van die drie groepe is onderneem. Rothman en Thomas se model vir intervensienavorsing is benut om die opleidingsprogram vir voornemende pleegouers te ontwikkel. Die model bestaan uit ses fases, waarvan die eerste vyf fases in die studie benut is. Tydens die eerste fase is die probleem ontleed; in die tweede fase is teoretiese inligting versamel en deelnemers by die studie betrek; by die derde en vierde fases, is die opleidingsprogram tentatief ontwerp en getoets om leemtes te identifiseer. Daarna is die program volledig geïmplementeer en die impak daarvan empiries getoets. Die kwantitatiewe data (voor- en natoets) is met behulp van ‘n selfontwerpte vraelys ingesamel. Die vraelys is benut om inligting aangaande die respondente se kennis van pleegsorg te verkry. Individuele telefoniese onderhoude is een maand na afloop van die implementering van die program met die respondente gevoer om addisionele inligting te kry. Die resultate van die voor- en natoets het getoon dat die opleidingsprogram suksesvol was. Die respondente wat by die studie betrek is, het ‘n verbetering getoon ten opsigte van hul kennis van pleegsorg. Na die evaluering van die opleidingsprogram, is ‘n samevatting van die vernaamste bevindings, en gevolgtrekkings vir die ondersoek in geheel, aangebied. Aanbevelings is gemaak en is temas vir verdere navorsing geïdentifiseer. / Thesis (DPhil)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

Philosophiae Doctor - PhD / Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.

In a survey conducted, as part of this research, 83,33% of participating South African diplomats indicated that the effects of cultural diversity and culture shock are underestimated. As South African diplomats are expected by the Department of International Relations and Cooperation (DIRCO) to work effectively in a crosscultural environment abroad, the psychological disorientation caused by culture shock could have a negative effect when working and living abroad. Severe culture shock could cause a high level of strain, which could influence the ability of diplomats to adapt effectively abroad, including spouse or partner dissatisfaction resulting from culture shock depression. This could lead to a diplomat requesting to return to his or her home country, with the associated high financial costs. Cultural diversity training is defined by various authors as one aspect that could assist in minimising culture shock since training provides knowledge, insight and skills to deal with the negative effects of culture shock when deployed abroad. Furthermore, the South African Public Service Act [1994] requires that human resource managers within government departments, such as DIRCO, have the responsibility to ensure that staff are effectively utilised and trained. The question that subsequently directed this research was the following: What should be included in the curriculum of a training programme aimed at minimising culture shock among South African diplomats? The research assessed the current culture shock training programme at DIRCO against international best practice, and it was found that a cultural diversity training programme in culture shock should comprise specific fundamentals, components and defining attributes relevant to definitions and explanations on culture, culture-specific information, cross-cultural skills, conflict resolution and dealing with culture shock in terms of cultural diversity, which has the potential of reducing culture shock among South African diplomats effectively. This research also found that there appears to be a gap in the scholarly literature and knowledge within the field of Public Administration on the defining attributes of a cultural diversity training programme with the potential of reducing culture shock among diplomats. Ongoing research is encouraged and recommended in this particular field of study within the public sector. / Public Administration / D.P.A.

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)