M.A. / A number of recent variables have influenced the professionalisation of the child and youth care discipline in South Africa. These variables have had a direct impact on the training of child and youth care practitioners. The first variable is the establishment of the National Qualifications Framework, the National Qualification Authority and the focus on lifelong learning possibilities as well as competency-based training. The second variable is the establishment of the Inter-Ministerial Committee on Young People at Risk (IMC) and the accompanying transformation of the South African child and youth care system. The third variable is the transformation of the Interim Council for Social Work with the associated recognition of Child and Youth Care as an independent discipline. The fourth variable is the ratification of the United Nations Convention on the Rights of the Child by South Africa in 1995 in which certain rights of children are recognised. The fifth variable is the knowledge that South African children have special protection under the South African Constitution. The sixth variable is the Africanisation of the profession in South Africa. These variables have stressed the importance of compiling a competency-based framework for the training of child and youth care practitioners in South Africa that embraces all these variables. Child and Youth Care is a phenomenon that is quite unfamiliar as an independent discipline in South Africa, and therefore the researcher chose a qualitative paradigm that is exploratory, descriptive, contextual and phenomenological to develop a competency-based framework for the training of Child and Youth Care practitioners in South Africa. The empirical research included phenomenological interviews with child and youth care trainers and a focus group interview with child and youth care practitioners. Literature was consulted in two stages, namely at the beginning to pose the problem and at the conclusion of the research to compare and contrast the findings (Cresswell, 1994:24). The four criteria to ensure trustworthiness are credibility, transferability, dependability and confirmability. The criteria to obtain this included the triangulation of various methods of data collection and by confirming results with respondents. Detailed descriptions were done to enhance the study's chance of being replicated in another setting. The services of an external coder were utilised. A detailed protocol for data collection is provided. The categories that emerged from the research were compared with literature and used to compile a competencybased framework for the training of Child and Youth Care Practitioners in South Africa.

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

M.A. (Public Management and Governance) / Local government in South Africa faces many challenges. It is argued that these challenges could be addressed through training and skills development among senior municipal officials. This study set out to investigate the training and skills development challenges for senior municipal officials in the Johannesburg Metropolitan Municipality. The study further argued that training and skills development have the potential to direct thinking, activity and resources for the Johannesburg Metropolitan Municipality to achieve its strategic outcomes, especially the pressing issue of service delivery. This study found that despite a large financial budget being allocated to training and skills development in the Johannesburg Metropolitan Municipality, the budget is not adequately spent. The reason behind this, amongst others, rests on insufficient information regarding training opportunities, the relevant units not completing their training application requirements on time and the lack of capacity to inculcate a culture of lifelong learning. It has been found that the Johannesburg Metropolitan Municipality lacks the relevant planning and skills development initiatives for training and developing its senior managers. Investing in training and skills development would result in a cadre of senior managers who possess the relevant competencies to turn the Municipality into a world class African space. Finally, this study would prove beneficial to both policy-makers and the Department of Human Resource Development in the Johannesburg Metropolitan Municipality in that it could improve the skills development deficit.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management in Business Executive Coaching Johannesburg, 2017 / Executive presence is suggested as critical for the success and efficacy of leaders in the complex and uncertain environment of 21st century organisations. This research study offers a formulation and description of the construct of executive presence and establishes the relevant and impactful aspects of coaching for executive presence; hence the study makes a contribution to the development of a theoretical body of knowledge. Executive presence is an emerging construct and executive coaching is still in a theory building stage (first meta-analysis in 2009). Currently, practitioners in the field of executive presence development and coaching for executive presence are operating in the absence of a solid theoretical foundation, and this may detract from good practice or even impact negatively on the credibility of the coaching profession. Due to the emergent nature of the construct there is a great deal of meaning that needs to emerge; and so a qualitative phenomenological research method is appropriately utilised in this study. Based on the evidence-based literature review and research findings a definition for executive presence is suggested as: a highly influential and embodied leader with the capacity to mobilise and lead organisations (and society) from the emerging future through mindful and projected personal power, and the flexibility and openness to operate across the presence continuum. This study establishes the relevant and impactful aspects of coaching for the development of executive presence. A working definition incorporating the key findings from this research study is: Coaching for executive presence is a business integrated coaching-on-the-axis phased offering for leadership development, incorporating the use of multiple approaches based on sound theoretical and well-understood methodologies and the requirements of the individual and organisational clients, in order to deliver leadership presence capable of leading from the emerging future for the achievement of the organisational vision. The development of executive presence through coaching is significant and of value for leaders, organisations, and specific functions mandated with ensuring the leadership capability for business effectiveness, sustainability, success and growth. The research contributes significant value through its contribution to an evidence-based definition and model for both executive presence and coaching for executive presence. / MT2017

This study, in a sense, mirrors the attitudes of the society in which it is based towards a fundamental pedagogical task, that of the preparation of its teachers, Almost throughout the Western world, the concept of elementary education for all was accepted as a responsibility of the society with little thought being given to the preparation of teachers to make the concept a reality. From this emerged, with the dichotomy of full education for a privileged elite, and basic education for the mass of society, the widespread idea that elementary school teachers stood in need of professional training while secondary schoolmasters required only a thorough grounding in academic studies in the university. It has only been with the full realisation about the middle decades of this century of the need for education at secondary school level for all members of society, that the necessity for a welleducated teaching force has become an accepted reality. With this has come the acceptance of teacher education as an essential pre-requisite of a national system of education rather than merely a poor and somewhat depressed Cinderella of the school system. Part One of this survey therefore seeks to examine the origins and early development of systems for the preparation of teachers in the days before the unification of the states of South Africa. Part Two carries on the historical investigation and the growing moves towards the professionalisation of teacher education up to the middle of the present century. Central to the development of this theme is the major problem of constitutional provision for the control of education in the Union of South Africa. The resultant lack of a national policy for education in general and teacher education in particular sets the stage for the second two parts of the survey. Part Three endeavours on a highly selective basis to examine some of the problems which confront the teacher educator and the educational planner at the present time, concentrating in particular upon aspects of demography and the supply of teachers, as well as the nature of the courses offered. The final section of the study examines the reform period of South African education at elementary and secondary school levels represented by the legislation of the decade of the 'sixties. In particular the proposals of the National Education Policy Act of 1967, and its amendment of 1969, regarding the structure of teacher education in this country are examined. Finally, proposals are made with regard to the implementation of this policy in the present decade. Inevitably as this investigation has proceeded, as the power of the researcher's lens has been increased, so the breadth of the study has been replaced by depth. The depth has not been consistent, reflecting the personal predelictions of the investigator. An attempt has been made to examine aspects of the preparation of teachers for the White group only. Previous experience of an investigation into a much more restricted field than is represented by South Africa revealed the practical impossibility feaiofa wider study than this. Can such a study have any function in the educational literature of the society? This is a question which is of concern to every researcher in the field of the social sciences. For the first time since the creation of Union in 1910, and the framing of the famous but ambiguous phrase in Section 85 of the South Africa Act, this country has been able to contemplate the formulation of a national education policy. The relationships between institutions and authorities charged with the preparation of teachers has in the past largely been based on divisive and separatist tendencies. If a national education policy is to be securely based, it must have at its core a teacher force which is committed to its implementation. It is in the hope that teacher education may be based upon policies which draw institutions and authorities together upon a professional basis of common interest rather than upon the coercive effect of ministerial edict that this study may have some slight value. It is in this spirit that it has been undertaken. / No abstract available / Thesis (Ph.D.)-University of Natal, 1971.

This study sought to understand what training and development the teachers experienced through the cascade model. In asking the question, “Does the cascade model work for teachers?” I produced data through the exploration of the experiences of teachers, whose training for the implementation of the Integrated Quality Management System at schools was through the cascade model. The critical questions posed in the study were, firstly, what are the building blocks that constitute the cascade model? Secondly, how did the School Training Teams experience their training and development on the cascade model, based on the core guiding principles? Thirdly, what are the experiences of teachers at school level, on their training and development by School Training Teams for the implementation of IQMS? Using Zeichner’s paradigms of teacher development (1993) as the theoretical lens through which to understand how training and development was experienced through the cascade model, I read and interpreted the workings of the model in terms of the four paradigmatic positionings – Traditional-craft, behaviorist, personalistic and inquiry oriented perspectives. Using a descriptive qualitative approach, I accessed three high schools in the Port Shepstone District to participate in this study. The data sources used to produce the data included the IQMS Provincial Training Manual (used by the provincial facilitators for the training of School Training Teams); individual semi-structured interviews of the Provincial IQMS facilitators; interviews of the School Training Team members who were responsible for cascading IQMS to teachers at school level, and survey questionnaires to teachers of the schools that participated in this study. The findings of the study show that the process of teacher development through the cascade model has not only resulted in the teachers engaging in ‘strategic simulation’ about change and ‘intensification’ of the work they do, but has to a greater extent, also led to teacher de-professionalization. Although ‘disruption’ was unearthed in the middle tiers of the cascade, by and large, the intent of change at both levels, bureaucratic and school, was tactical and strategically simulated. I conclude that the continued employment of the cascade as the model for teacher development and training perpetuates a technicist approach of what it means to be a teacher and reduces teachers work to a de-intellectualising practice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

M.A. / South Africa has a critical shortage of helping professionals e.g. the Council for Social and Associated Workers (1987) has 6 124 social workers on its registers, in comparison with a 1985 census population of 35 million. In order to improve the quality of life of citizens in this country, the services of social service agencies have to be expanded and extended into communities ...

A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Science in Engineering, 11 August 2015 / This research set out to investigate two relationships; the relationship between technical qualifications and emerging contractor project performance, and the relationship between experience and emerging contractor project performance. The focus was on emerging contractors in the public sector. This study was motivated by the notion that emerging contractors generally fail and have poor project performance. The objective of the report was to determine the general factors that affect emerging contractor performance and demonstrate the relationship between competence and project performance. Information pertaining to progress and performance for thirty projects from a government institution in Mpumalanga Province was collected. This information included contact details of the contractors who conducted the 30 government infrastructure projects. The contact details were used to collect contractors’ curriculum vitaes and company profiles in order to extract information on qualifications and experience. Literature has shown that the most prevalent issues facing emerging contractors in South Africa can be attributed to the contractors’ competencies. These competencies include skills, experience, qualifications and project management knowledge. Other factors that affect emerging contractor performance include project delays caused by late payments by clients, shortage of labour and lack of financial resources and equipment. The results of this study showed that contractors with technical qualifications and experience generally perform better than those with no technical background. It was also found that where there is no technical background, the level of education also affects the level of project performance. This study demonstrated the importance of the number of technical or construction related projects conducted by an emerging contractor company as compared to the number of years that the company has been in operation. The number of projects conducted, regardless of timeline, is more beneficial to project performance than the number of years in operation in the construction industry. This study recommends that focus should be drawn to the definite need to develop emerging contractor competence through skills development, training, collaborations and knowledge sharing. Competence development should focus on transferring technical knowledge and experience through policy formulation, collaboration of government and educational or training institutes. Focus should also be drawn to developing project management competence of emerging contractors in the South African public sector.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirement for the degree of Master of Management of Business Executive Coaching Wits Business School Johannesburg February 2017 / Coaching has been growing in popularity, application and understanding (Passmore, 2014), yet enough is not known about how the use of assessments within the coaching process is structured. This exploratory study looked at how coaches choose and how coaches use assessments. The research methodology of this study was qualitative. Semi-structured interviews were undertaken in order to understand the lived experience of the coaches (Ponterotto, 2005) The key findings of the research was that coaches choose assessments based on three sets of criteria; the first being that they are clear about the outcome they want to achieve, they are clear and intentional about their choice. A second criteria of choice includes choosing assessments based on a particular paradigm or approach. The paradigm can be based on theory it may be based on a belief system, a methodology or a philosophy or personal bias. A third criteria was made up of a group who were unintentional about their choice or, in some instances, the choice was being made for them. Although coaches choose along these three criteria, it was clear that they were not choosing dogmatically, but instead there was an eclectic approach to choosing. The way coaches use of assessment was overwhelmingly in a practical way for the benefit of the coachee and for the benefit of the coach. The provision of well-crafted and thoughtful feedback and the guarantee of the coach having the required competence were some of the aspects identified as critical in the use of assessments.The success of the assessment process was dependent upon the skillset of the coach. The amount of care dedicated to feedback of the assessment report confirmed its importance in the assessment and coaching process A further key insight was the complexity of working with assessments in corporate environments, assessments that sometimes boxed people and coaches negative experiences amongst others meant that this surfaced a number of critiques, cautions and conundrums. / MT2017