An emphasis ·on creativity as well as its implications for teacher education is significant for the South African education system. In this study some relevant issues related to the creative teaching of English in the· Junior Primary phase of schooling as well as to the training of teachers are highlighted. The transitional changes that are taking place currently, present a challenge for all educators, particularly language educators. It is evident that teachers need to acquire competencies which would enable them to function effectively in a multicultural, multilingual society. They need to be a skilled, flexible and innovative work-force. The main area of focus. is the training programme used at Springfield College of Education. An analysis of the Junior Primary English Syllabus reveals that there is a need for the programme to be orientated towards the development of creative teachers. This study includes some recommendations for teaching practice and teacher training. / Educational Studies / M. Ed. (Didactics)

Thesis (MTech(Human Resource Management)-- Cape Peninsula University of Technology, 2011 / While the relationship between training and organisational commitment has to some extent been widely researched, most of the information available in literature is based on studies done in western countries. The aim of the study was to determine the relationship between the research variables of employee perceptions of training (measured by perceived availability of training, perceived supervisor support for training and perceived co-worker support for training) and organisational commitment (measured by affective and continuance commitment) an their impact on turnover intentions among employees of SMMEs within the hotel sector of the Cape Metropole area of the Western Cape Province of South Africa.A quantitative descriptive approach to research was adopted through the use of survey questionnaire to elicit relevant information from the respondents. In the absence of a sample frame (comprising only small hotels within the Cape Metropole area) and in order to meet the criteria laid down by the National Business Act for small business, non-probability judgemental sampling was deemed appropriate and was used to identify 10 SMME hotels to participate in this study. A total 127 respondents were drawn from across the 10 hotels. The research variables were measured using validated instruments from prior studies.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2005 / In order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007 / In 1998 the Department of Labour launched a skills revolution in the South African workplace. The Skills Development Act of 1998 introduced the 'Learnership' model of workplace training, which has been promoted as a creative vehicle for addressing high unemployment rates and a serious skills shortage. The Act proposed a very ambitious new framework through the creation of a new institutional regime with strong links forged between learners, employers, govemment and the new intermediary training bodies, SETAs. This new institutional mechanism for delivering training was termed 'Learnerships'. This dissertation explores the perceptions of the staff of two FET colleges around the Fitting and Turning learnership in which they are involved, with a particular focus on their roles and responsibilities in managing the Fitting and Turning learnership. Their perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the stakeholders' roles and responsibilities; learnership accreditation e.g., SETA training policies, physical and human resources, bUdget and finance; structured learning and assessment e.g. logbooks, continuous assessment and work relevant training, partnerships with industry and other skills programmes; the learner monitoring process e.g. administration system, quality management, learner support, recruitment and selection, throughput rate and communication; and limitations and recommendations to improve the management of learnerships.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005 / The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education and workplaces in general and the need for the development of work integrated curricula and high workplace competence levels in particular. The research also draws on literature that relate to the National Qualifications Framework (NQF) in the current South African education system and the role that could be played by learnerships and service-learning in the development of ABET practitioners. Reference is also made to the literature on employability of graduates, the contextual nature of the ABET world of work, work-based learning, and pedagogy or andragogy that is needed to support workplace practices. Qualitative evaluation approaches and narrative data production methods in the context of teaching and learning were used. The lecturers, ABET diplomates and their employers were interviewed in order to find out how the National Diploma in ABET prepared the diplomates to be effective and efficient in their ABET world of work. Curriculum documents for the National Diploma in ABET were also consulted. The research findings indicated that employed ABET diplomates find it difficult to meet all the demands of the workplace in general and to demonstrate an understanding of unit standards and outcomes when preparing lessons and planning learner activities in particular. The study therefore calls for higher education institution to find alternative ways of offering the National Diploma in ABET by establishing partnerships with workplaces and work closely with potential employers of ABET diplomates. Such collaborative efforts could result in the development of work-integrated curricula which could enable ABET diplomates to spend more time in the workplace than in the classroom. The study recommends that higher education institutions should be involved in ABET Practitioner learnerships that provide work-based learning and in service-learning which provides community service experience in order to provide learners with an opportunity to connect theory with practice and ideology with actuality.

Thesis (MTech (Education))--Peninsula Technikon, 2003 / This research study is mainly based on the third learning outcome for Technology Education which requires the learners to be able to demonstrate an understanding of interrelationships between science, technology, society and the environment. The purpose of the study is to investigate how Technology Teacher Training Programmes incorporate environmental aspects into technology education and how Technology educators facilitate learning in order to meet environmental requirements that are expressed as learning outcome 3 for Technology Education. In this study an attempt is made to encourage efforts that could lead to the development of new learning frameworks, integrated activities and learning programmes for the technology education curriculum. The study is set against the literature on integrated programmes for curriculum development in general and for environmental and technology education in particular. It also draws on literature that calls for partnerships and closer co-operation between institutions of higher learning and the world of work, on evaluation research and programme evaluation and on the role that could be played by service-learning in promoting attitudes and values that are necessary for the integration of environmental aspects into technology education. Using the naturalistic or qualitative evaluation approach and narrative data production methods in the context of teaching and learning, the lecturers in teacher education institutions and technology educators in schools were interviewed in order to find out how technology teacher education prepared technology educators for the workplace and how technology educators designed learning activities and facilitated learning in their technology classrooms. The curriculum documents for technology teacher education programmes were consulted and classroom observations also made. The research findings have indicated that technology educators find it difficult to integrate environmental education with technology education when teaching technology education and that technology teacher education programmes do not entirely prepare technology educators for the integration process that is required by the Revised National Curriculum documents of the Department of Education and Training.The study therefore calls for partnerships and collaborative efforts of higher education institutions, the Department of Education and Training and various environmental organizations in order to develop work integrated curricula that could enable technology educators to assist their learners to demonstrate an understanding of interrelationships between science, technology, society and the environment.

M.Cur. / In the basic vocational preparation of the student nurse, the field of clinical tuition takes on special significance due to the fact that the major part of the student nurse's professional preparation takes place within this field. The clinical practice offers a wide variety of learning opportunities and forms an indispensable bridge between the vast body of knowledge and the world of endeavour the student nurse has to master. There are, however, many traumatic experiences which deeply affect the student nurse in her involvement with the sick, with the result that she has need for an adult in whom she can confide. An adequate number of registered nurses with the necessary subject knowledge and professional skills should be available in the clinical practice in order to provide optimal accompaniment. The participation of the college tutor in clinical practice accompaniment once again manifested itself prominently following the affiliation of nursing colleges with universities. The National Health Council has formulated constitutional guidelines in terms of which accompaniment of student nurses by tutors has been made obligatory. According to the South African Nursing Council, accompaniment encompasses the conscious and purposeful guidance and support of the student nurse, by creating learning opportunities that make it possible for her to grow from passiveness to involvement to independent clinical practice. This process of accompaniment takes place in conjunction with the direct participation and physical presence of the tutor (SANC, 1988 : 4). Such active participation by the college tutor in the process of clinical practice guidance is not functioning optimally "at present. The purpose of the present study was to determine the extent of involvement by the college tutor in this process, and to establish certain guidelines for the implementation of effective participation. In order to obtain the necessary background for the study, a descriptive exploratory survey was undertaken by means of a questionnaire. Input was obtained from tutors, clinical training personnel and ward nurses. Analysis of the data indicated an urgent need for the active participation of the college tutor in the process of clinical practice guidance. . The planning, organisation, and implementation of nursing tuition at the college must be adapted to provide for the active participation of the tutor in this process. Clear guidelines with operational goals have been formulated with respect to the implementation of clinical practice guidance by the tutor.

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

M.Ed. / The general aim of this research project was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The group aim of this research project was to investigate the teacher's leadership and how this can enhance the management of teaching competence. It was the specific aim of this research paper to: determine the contribution of a professionally inviting classroom culture towards a teacher's leadership style; obtain teacher opinion as to the extent that teachers use a professionally inviting culture as an aspect of their leadership style; and devise a possible strategy whereby a professionally inviting classroom culture can support the teacher's leadership style and enhance teacher competence. South Africa is undergoing huge changes particularly in the educational sphere. One of the most urgent problems that needs to be addressed is that of teacher competency.

M.Ed. (Eucational Media) / The training of student-teachers in media selection, integration and utilization in Venda is not done according to expectations. To investigate this problem it was necessary to identify problem areas in the theoretical and practical training of media of teachers in Venda. In order to reach possible solutions to the set problem in confirmation of the purpose of the study, a literature survey on teacher education with special reference to pre-service education and media training was undertaken. An empirical study was also conducted which included four groups of respondents, namely: Rectors of Colleges and the Dean of the Faculty of Education at the University. Heads of Departments at these institutions. Lecturers at these institutions. Final year student-teachers at colleges and the university. The research as stipulated above yielded the following results: * The lecturer of student-teachers in training cannot use the available teaching media at the College/University because he himself has not been trained in the'use of available teaching media in the didactic situation. * The training programme of student-teachers is congested, which limits the time for training in and practising of the use of media in didactic situations. * The student-teacher completes his training without enough knowledge on how to use teaching media in a teaching-learning situation. * The rejection of using teaching media by lecturers and student-teachers Js il result of lack of knowledge on how to use teaching media. * There is no in-service training for lecturers and teachers to update them in teaching media. * Mainly three teaching media can be used by student teachers, lecturers and teachers, that is Chalkboard, Maps and Wall Charts. * Schools where student-teachers do teaching practice have a lack of audiovisual materials and other equipment. * The period of teaching practice is not enough to practise teaching media in the real teaching-learning situation, is, where some of the teaching media are available. * Teachers at schools cannot offer guidance to student media during practice * Student-teachers have a good theoretical knowledge but no practical knowledge of teaching media in the didactic situation.