At present globalisation has engulfed the world in what has been described as a whirl wind effect, in that is has swirled around the globe and encapsulated it; almost to the extent that the effects of globalisation appear completely inescapable to most nations and citizens. One can assume thus that the influence of globalisation on education, and in particular teacher education, is inevitable. This study focuses on teachers' conceptions of globalisation and its relationship to teacher professional learning with an aim to understand how six teachers exposed to global discourses conceive globalisation and its effect on their professional learning. Given that an effect of globalisation is the merging of various ideas and the exertion of simultaneous influences on such ideas from a variety of sources, a single focus group discussion was used for the generation of dat in this study to produce an environment very similar to the one achieved by globalisation (i.e. an environment in which various ideas are generated simultaneously and are subjected to influences from a variety of sources). From this, rich data emerged highlighting that the teachers in this study have very similar and in some cases very different conceptions of globalisation, teacher professional learning, and the relationship between the two. Interestingly, what stands out is the teachers involved in this study conceive that context, plays an integral role in contemporary teacher learning. The analysis generated theses such as retrogression, inequity, contradictions as well as the experiences of these teachers in learning and not learning. In essence, globalisation and teacher professional learning are shown to be inseparable in this area in which teachers are currently forced to learn for specific contexts and in most cases have to relearn as their contexts change in accordance with the ever evolving nature of globalisation. Indeed teacher professional learning at present is placed under tremendous strain, and so an understanding of the links between globalisation and teacher professional learning is expressed in this study. In addition, what emerges as a plausible solution to the problem of how teacher professional learning may keep up with globalisation, appears to be a need for teachers to take charge of their professional learning and to move away from positions of dependency and passivity to a position of active agency. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

During this explorative journey, I investigated what keeps teachers motivated to learn and develop in their professional practice. I employed Bell and Gilbert’s (1994) model which encapsulates and examines the personal, professional and social aspects of teachers’ development. Within this interpretive paradigm, I offered an understanding of what the impetus for change entailed - from their personal and professional self on their practice and what sustains teachers to continue to negotiate the changes in their daily work. Employing participatory methodology as my methodological research approach, I portray and interpret data that was generated from the teachers’ stories. The methods used to produce the data included life story interviews, photographs and drawings. By composing and reconstructing my participants’ stories, I show how the personal and professional aspects of teacher learning are interactive and interdependent. By retelling stories we can foreground crucial processes in teachers’ development and show what motivates them to learn and develop in their professional practice. Through the reconstructed stories, these particular teachers in this study were able to, through particular social relations and practice, create new meanings and definitions to their professional identity and responsibilities as teachers in a changing schooling context. The findings of the study indicate that within their school context there were many challenges with which teachers were confronted. However, the teachers in this study chose to uplift, inspire and motivate themselves. Although they followed prescribed policies and curriculum, they engaged in certain relationships and enacted certain practices that went beyond their teaching responsibility. The teachers’ initial frustration and restlessness had led to a personal change in their attitudes, values and beliefs. There was an inner desire to bring about change in the personal meanings and definitions of teacher self. Through particular practices and relationships, new thinking, new ideas, new interests and new meanings about the teacher self were invoked. It was through the creative use of these social spaces that teachers cultivated new ideas and new meanings of the kind of teacher they wanted to be for a South African classroom. The teachers engaged in innovative ways in terms of their professional development to bring about change. The teachers indicated that their identity as a teacher was linked to being a learner iii and a researcher. In addition, the relationships of love and care towards learners brought new meaning to their teacher self. It translated into what they were doing in their relationships with learners and the subject/s they taught - this, became a deeply rewarding engagement between the teacher and their work. In response to my main research question, what keeps teachers motivated? These particular teachers were not blind to complexities they faced on a regular basis but against all odds worked within the complexity. Imbued with renewed vigour, hope and love they forge ahead. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This research focuses on and responds to the neglect of Media Education within teacher education proposals. It is premised upon the importance of Media Education in a democratic society, particularly its role within the curriculum development. Most importantly this research study is aimed to create an informed basis from which to influence both curriculum planners and policy makers of colleges of education to include Media Education as a core component of the programme for student teachers at those colleges of education. As the starting point of this research, the following definition is accepted: Media Education (as the word suggests) attempts to educate about media, to construct a critical approach to information offered by the media, to contextualise those agencies that produce media. The role attached to Media Education is to develop and nurture critical abilities of learners, to nurture autonomous thinkers who approach information not as transparent, but as constructions that are selective and partial (Prinsloo 1994: 19). Research was conducted at Umbumbulu College of Education to seek information about the understanding of Media Education of lecturers at the college. The results of the survey indicated that: • There is a lack of understanding and familiarity with Media Education by lecturers. • Lecturers constantly confuse Media Education with the use of media as a teaching resource. • Lecturers have not been exposed to literature and texts which are related to Media Education. • In terms of the role of Media Education in developing critical understandings of media, lecturers experienced difficulty with the concepts of 'critical understandings' and critical thinking. • Within the college there is no coherent strategy in the form of modules, worksheets, and syllabi that are specifically designed for Media Education. In view of the above, this research proposes a development of a Media Education curriculum to be developed as a speciality subject which can be taught along with other fields of study at a teacher training college. This initiative locates Media Education as an intervention that proposes critical pedagogy. To enable this, lecturers and curriculum developers of the college need to recognise the value of Media Education and to familiarise themselves with Media Education as this is a new field of study within traditional black teacher institutions. The research finally recommends both ongoing professional development of college lecturers interested in Media Education as well as collaboration with other educators who have expertise in and knowledge of Media Education. It proposes that Media Education be offered at all levels of study within the college, from Pre-Primary level to Secondary level of study as a speciality course in its own right. / Thesis (M.Ed.) - University of Natal, Durban, 1996.

Chapter 1 will cover the general background on training outside and inside Eskom. It will scrutinise the existing training programme taking into account the factors that inform this training. An assessment will also be made of the training strategy that the CED is already using. Chapter 2 will present an in-depth literature review that will serve as a guide in scrutinising training and development of the organisation and the staff. The literature in question covers coaching, mentoring, staff development, communication as a factor of training, induction, orientation, skills sharing, training evaluation, training objectives, job rotation, and skills knowledge. This literature will allow me to compare training in Eskom with that which is suggested from the literature review. This will be done in order to recommend solutions for training strategy problems in the CED. Studies touching on training have been undertaken in the past and this dissertation will also make use of them as references. Chapter 3 describes the research methodology used and the method of data collection. The three groups of staff that have been used to obtain data in the CED Camden Power Station, namely, discipline engineering managers, senior engineers and graduates in training, are also discussed. Chapter 4 presents the data analysis. All the data obtained from questionnaires and literature is analysed here. The analysis makes use of pie charts to analyse the data obtained from the respondents. Chapter 5 covers recommendations and conclusions. Recommendations are made based on responses to the research questionnaires. Research questionnaires that were used to obtain data are in the appendices. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

Electrical contractors are evolving though a challenging phase in the maturing democratic South Africa. Government has allocated funding and has mandated skills development to the Sector Educational and Training Authorities (SETA), however, this strategy has lost its focus. With the golden thread lost in the maze of institutional bureaucracy. Implementation strategies at government and industry level should overlap each other, compliment and reinforce one another and form the core of South Africa’s Skills Development Strategy. Whilst it is true that there is a severe skills shortage in all technical fields, the reasons behind these shortages is not clear. The aim of this study was to determine what challenges electrical contractors in KwaZulu-Natal faced that prevented the development of skills in the industry. The lack of actual sector skills intelligence transfer from industry to government departments resulted in incorrect statistics of the electrical contracting sector. The objective of distributing the survey to all electrical contractors that were registered with the Electrical Contractors Association SA (ECA SA) in KwaZulu- Natal Durban and surrounding areas including Richards Bay was to conduct a study amongst the total population and then establish a simple random sample. An electronic questionnaire was mailed to all contractors registered with the ECA SA KwaZulu-Natal. A total of 540 respondents viewed the survey and 269 completed it. This translates to a 50% completion rate. It has been proven that 58% of electrical contractors were training electricians. Further analysis revealed that there was a relationship between the age of a business and the man hours invested in training. Older businesses conducted more training. There was also a relationship between the number of man hours invested in training and the number of qualified electricians employed. The greater the man hours of training the larger the number of qualified electricians employed. Whilst there was no relationship between man hours invested in training and accessing SETA funding, electrical contractors believed that the full reimbursement for training would accelerate the skills development processes. / Thesis (M.Com.)-University of KwaZulu-Natal, Durban, 2012.

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 (MFamMed)--Stellenbosch University, 2014. / BACKGROUND:Family physicians are trained to enable them to staff community health centres and primary care hospitals. Part of this training is teaching them procedural skills for anaesthetics and surgery. Knysna hospital is a training facility for family medicine registrars and this article aims to evaluate if sufficient learning opportunities exist in Knysna hospital’s theatre to teach family medicine registrars procedural skills. METHODS:A descriptive study was undertaken of the number and type of procedures performed in Knysna hospital theatre for a one year period, and compared with the required skills,as stipulated in the national training outcomes, for the discipline. RESULTS:Three thousand seven hundred and forty one procedures were performed during the study period. Anaesthesia was the most common procedure, followed by caesarean section. There were adequate opportunities for teaching most core skills. CONCLUSIONS: There were sufficient opportunities for a registrar to be taught all the core skills that are exclusive to theatre. Further research is needed to evaluate Knysna hospital as a training facility for all procedural skills. / AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.

Thesis (MNutr (Interdisciplinary Health Sciences. Human Nutrition))--University of Stellenbosch, 2007. / Introduction In order to address poor breastfeeding rates, both nationally and internationally, there is a great need for ongoing breastfeeding training for students of health care professions and health care workers (HCWs). Despite the availability of courses, there is a need for new approaches to ensure greater and more effective coverage in breastfeeding training. The students of today relate well to the use of computers in the learning environment. It was therefore deemed appropriate to explore this training method as a means to enhance the breastfeeding learning experience for students of health care professions and, more specifically, for undergraduate dietetic students. This study was aimed at adapting and validating an Indian computer-based undergraduate breastfeeding training module, intended for use by South African (SA) undergraduate dietetic students, in order to assess whether computer-based learning in breastfeeding training could address the relevancy of the topic, assess how students view the learning experience and determine whether it could contribute to a gain in knowledge of the subject. Methods An Indian computer-based undergraduate breastfeeding training module in PowerPoint format was adapted to suit the SA scenario. It was converted into web-based interactive material using the Virtual Training Studio (VTS) software tool. The adapted module was assessed for face and content validity by 19 peer reviewers and 17 third year Stellenbosch University (SU) dietetic students, by means of a self-administered questionnaire. A focus group discussion was also conducted with the third year students. The impact of the adapted module on knowledge was evaluated by means of a pre- and post-knowledge test on a total of 29 second year SU (n=14) and University of the Western Cape (UWC, n=15) dietetic students. Results All of the peer reviewers and students were of the opinion that their information technology (IT) skills were sufficient to complete the adapted module. The majority of the peer reviewers (94%, n=17) also indicated that they had adequate IT facilities and that it was feasible to administer the module. Peer reviewers and students enjoyed the presentation and delivery mode of the adapted module. Third year students indicated that computer-based learning (CBL) was a “nice way of learning”, but pleaded that it should not be used as the sole source of instruction. The majority of the peer reviewers and students (53%, n=19) rated the mode of learning to be equally effective compared to conventional lectures, 35% rated it as being more effective and 11% as less effective. Eighty six percent of peer reviewers and students felt that the information in the adapted module was sufficient to enable the students to take the necessary preventive- or treatment action. The majority (91%) were of the opinion that the information in the adapted module was appropriate for the specific needs and cultural context in SA. There was a significant increase in the knowledge test scores for second year students at SU and UWC. Conclusion The SA VTS breastfeeding training module can be integrated effectively as part of multi-media methods to increase knowledge and enhance breastfeeding training for undergraduate dietetic students, as well as other students of health care professions and, possibly, HCWs in institutions striving to become Baby Friendly.

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: It is well documented that intelligence (g, or general cognitive ability) is one of the best predictors of job and training performance (Ree, Earles & Teachout, 1994; Schmidt & Hunter, 1998). However, research evidence suggests that its predictive validity can be incremented by measures of personality and motivation. In this study, measures of general cognitive ability, training motivation and personality were administered to South African Army trainee soldiers (N = 108) to investigate the ability of the measures to predict training performance criteria. Hierarchical multiple regression was used to investigate the relationship between the predictor composites and two composites of training performance. Multiple correlations of .529 (p < .01) and .378 (p < .05) were obtained for general soldiering training proficiency and core technical training proficiency respectively. Findings reveal different prediction patterns for the two criteria, as general cognitive ability contributed to significantly predicting the criterion of general soldiering training performance, but not core technical training proficiency. Similarly, training motivation and openness to experience were not found to predict general soldiering training proficiency, but predicted core technical training proficiency. Therefore, the results indicate that the addition of motivation to a model already containing measures of general cognitive ability does add incremental validity; R2 increased from .051 to .109 (p < .05). Adding personality to a model already containing general cognitive ability and motivation also explains additional variance; R2 increased from .109 to .143, although this change was marginal (p = .055). Furthermore, evidence of interaction between intelligence and training motivation was found when predicting training performance, as motivation influenced performance only for individuals with lower intelligence scores. The implications of the results are discussed and areas for further research are highlighted. / AFRIKAANSE OPSOMMING: Verskeie studies toon aan dat intelligensie (g, of algemene kognitiewe vermoë) een van die beste voorspellers is van prestasie ten opsigte van werk en opleiding (Ree, Earles & Teachout, 1994; Schmidt & Hunter, 1998). Navorsingsbewyse dui egter ook aan dat hierdie voorspellingsgeldigheid verhoog kan word deur die toevoeging van metings van persoonlikheid en motivering. In die huidige studie, is metings van algemene kognitiewe vermoë, opleidingsmotivering en persoonlikheid afgeneem op soldate onder opleiding in the Suid Afrikaanse Leër (N = 108). Die doel hiermee was om te bepaal tot watter mate hierdie metings saam opleidingsprestasie voorspel. Hiërargiese meervoudige regressie-ontleding was gebruik om die verband tussen die voorspellersamestellings en twee opleidingprestasiekriteria te bepaal. Meervoudige korrelasies van .529 (p <. 01) en .378 (p < .05) was onderskeidelik verkry vir Algemene Krygsopleidingsprestasie (GSTP) en Tegniese Korpsopleidingsprestasie (CTTP), onderskeidelik. Die resultate toon verder verskillende voorspellingspatrone vir hierdie twee kriteriummetings. Eerstens, het algemene kognitiewe vermoë beduidend bygedra tot die voorspelling van GSTP, maar nié tot CTTP nie. Verder het opleidingsmotivering en persoonlikheid (oopheid tot ervaring) nie GSTP voorspel nie, maar wél CTTP. Met ander woorde, die resultate dui aan dat die toevoeging van motivering tot ‘n model wat reeds metings van algemene kognitiewe vermoë bevat, wel inkrementele geldigheid tot gevolg het; R2 het toegeneem vanaf .051 tot .109 (p < .05). Die toevoeging van persoonlikheid tot ‘n model wat reeds algemene kognitiewe vermoë en motivering bevat, verklaar ook addisionele variansie; R2 het toegeneem vanaf .109 tot .143, alhoewel hierdie inkrementering slegs marginaal (p = .055) was. Laastens, is bewyse van ‘n interaksie-effek tussen intelligensie en opleidingsmotivering gevind in die voorspelling van opleidingsprestasie. Daar is bevind dat motivering prestasie slegs beïnvloed het vir individue met laer intelligensietellings. Die implikasies van die resultate word bespreek en areas vir verdere navorsing word aangedui.

The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.