M.Ed. (Education) / Please refer to full text to view abstract

M.A. (Social Work) / Please refer to full text to view abstract

M.A. (Counselling Psychology) / Management is an ancient art practiced in the past by among others fathers, kings and ministers. Today it is recognised that management pervades every aspect of society: the individual, family unit, the government and organisations. Virtually everyone is a manager in some phase of his daily life ...

D.Cur. (Nursing Science) / A cost centre in a hospital setting was an identifiable department; such as a nursing care unit, where a nurse manager was also assigned the responsibilities of assuming the duties of a cost manager, e.g. managing the expenditure of that unit and being accountable for the costs. The cost centre was assigned an account number in the hospital accounting system for the purpose of controlling clinical and administrative costs, as well as accumulated expenses by that department (Cleverley & Cameron, 2003:437). The South African National Treasury prescribed expenditure control measures in Section 38 to ensure that expenditure should be accounted for, by appointing an accounting officer (South Africa: 1999). In the particular tertiary hospital complex environment, accounting officers were the appointed cost centre managers who were also the unit nurse managers of these nursing care units. These managers experienced difficulties in fulfilling their dual role in a cost centre management environment for which they had not received training. The purpose of the study was to develop a training programme for nurse managers also appointed as cost centre managers at a tertiary hospital complex in the Limpopo Province. In this study, a qualitative, descriptive, exploratory and contextual design was used. Homogenous purposive sampling was conducted from a population of thirty six (36) nurse managers appointed as cost centre managers. A focus group interview session in which nine (9) cost centre managers participated and twelve (12) cost centre managers participated in one-on-one unstructured interviews were conducted until saturation of data was reached. The central question posed was: “How is it for you as a cost centre manager in your nursing care unit executing dual role for CCMT and providing quality care to patients?” Participants were given an opportunity to describe their experiences about being appointed as cost centre managers in their working situation and while providing care to patients. Adapted phases of the development process of Meyer and Van Niekerk (2008) were used in developing the programme. The survey list of Practice Oriented theory of Dickoff, James and Wiedenbach (1968:434) and Malcolm Knowles’ adult learning (Graig, 1996:253) served as the point of departure for developing a context-specific training programme. Malcolm Knowles’ adult learning theory (Graig, 1996:253) acknowledged that adult learners had specific learning needs when compared to other learners.

D.Phil. (Industrial Psychology and People Management) / The aim of this study was to establish the stakeholders’ perception of a Human Resource Development (HRD) intervention. This was prompted by the fact that the Mpumalanga Department of Education (MDoE) has been regarded as one of the provinces that performs poorly on grade 12 results as compared to other provinces. A qualitative methodology was adopted in this study where in 20 participants were interviewed as internal stakeholders in the MDoE. The participants from different categories were purposefully selected from various regions in the MDoE in order to establish their perceptions of a HRD intervention. This study established that the human resource development and training services were not properly managed. This is attributed to shortage of staff, insufficient budget, HRD practitioners’ competencies, inaccurate information keeping and lastly the fact that the recommendations made by the internal auditors were not implemented. Consequently, the researcher ended up constructing an HRD audit process which could assist both private and public sector organization to improve service delivery. The proposed HRD audit process will hopefully ignite interest of scholars to test it, customize or even expand it.

M.Ed. (Tertiary and Adult Education) / The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.

M.Ed. (Teaching Language) / Please refer to full text to view abstract

D.Ed. (Adult Education) / A Programme for the professional development of Academic staff at Technikon SA. This research has been undertaken against the background of the contribution that the academic staff at Technikon SA can make in lowering the high drop-out rate of students, delivering high level manpower to the community and the effectiveness of this tertiary distance education institution. After an in-depth study of literature study it became evident that: It students dropping out in distance education is a complex matter and a great number of reasons exist why students do not successfully complete their studies: the responsibilities of lecturers have drastically in distance education; the professional role of distance education lecturers is undefined; professional development of Technikon SA academic staff is neglected; and lecturers have certain needs for professional development which must be identified and addressed. The problem addressed in this study has been to probe into the desirability and the nature of a programme for the professional development of Technikon SA lecturers. The objectives of this study are: It the literature exploration of the nature of and reasons for student drop-out and the professional role of distance education lecturers; the empirical identification and analysis of the developmental areas of Technikon SA lecturers; and to design a programme for the professional development of Technikon SA academic staff. The most important findings of this study are the following: Student drop-out rates can probably be reduced if the necessary student supporting structures are created and established within a distance education institution. Technikon SA as a tertiary distance education institution has developed rapidly over the past 14 years with the emphasis on scientific practice, co-operative education and training, technological practice and rendering of service to the community by delivering high level manpower. The professional role of Technikon SA lecturers comprises: teaching, research. community service and managerial tasks, For effective and efficient execution of these tasks, lecturers should have the necessary skills. There is a definite need for professional development amongst academic staff of distance education institutions which should be addressed by the institution. Empirical research. by means of a questionnaire. as to the importance and frequency of appearance of the tasks was launched amongst the full-time lecturers at Technikon SA and revealed that: lecturers regard teaching and managerial tasks as very important. while research and community service were regarded as not important: and more than 96% of programme for the staff in the form programmes. the group favours the design of a professional development of academic of shorter workshops and self study Findings of the empirical research together with the findings of the sources studied. result in the design of a programme for the professional development of academic staff. After taking various developmental conditions and possible restraining factors into consideration, the programme. based on the QDen systems approach, was developed in five phases. The most important conclusions drawn at the completion of this study are as follows: a definite need for the professional development of academic staff in distance education has been detected: job description of Technikon SA lecturers must be defined and outlined: Technikon SA must deliberately strive to create and establish a research cuIture: and a diplomatic approach towards professional development must be adopted in order to overcome resistance to change

M.Ed. (Adult Education) / Inadequate school education in South Africa has resulted in the maJority of the adult population being illiterate, not possessing the most basic living skills. Recent estimations indicate that only one percent of approximately 15 million illiterate adults in South Africa is presently engaged in basic education programmes. Since education is regarded as a basic human right, Adult Basic Education (ABE) is therefore a priority of the South African government. The provision of large scale, effective ABE programmes in future will depend on the availability of an adequate number of professionally trained and well equiped instructors in ABE. At present very little theoretical background can be provided for training such instructors. The instructors, cum facilitators I are mostly trained informally, haphazard, fragmented and limited to a specific programme. Apart from the general characteristics and needs typical of adult learners, illiterate South African adults have specific characteristics and needs unique to their circumstances. In view of the above, the question posed in this study is as follows: What recommendations can be made' to design a curriculum for a training programme for ABE instructors? Within the framework of a descriptive-interpretative research paradigm, an elaborate literature study forms the background for the empirical research. The recommendations for the training of ABE instructors are made in the form of answers to the following three questions: * Who should be trained as ABE instructors? * What objectives should be achieved by training ABE instructors?i and * How should ABE instructors be trained? According to research individuals should possess certain characteristics, values and attitudes, in order to be trained as ABE instructors. Potential ABE instructors should thus be selected, bearing these attributes in mind. Training objectives should include that instructors be equipped with the knowledge, skills. values and attitudes they need to perform their task as efficiently as possible. The selection of the candidates and/or the knowledge and skills the instructors should be equipped with. is perhaps less important than the way in which they are trained. Research indicates that instructors tend to have two theory types in their repertoires, namely espoused theory and theory- in- action. A training programme for instructors in ABE should serve as an example of espoused theory, also being theory- in-action. Instructors in ABE should be trained as reflective practitioners - learners should thus be empowered to take control of their own learning. This implies that instructors should already be able to exercise control of their own learning.

M.Cur. / College management is liable for quality management ofthe college to facilitate quality education. Nursing collegeshave the autonomous responsibility for planning, organising, implementing and controlling nursing education in order to ensure the achievement of programme objectives set by the South African Nursing Council. The college is further accountable to the community for the training of nurses to meet their health needs. Through the implementation of quality improvement strategies, which begin with the description of standards, the college manager accepts responsibility for facilitating quality nursing education through quality management. The purpose of the study was to describe standards for a nursing college, which can be used as a management instrument to facilitate quality education, as well as effective functioning of a nursing college. The aim of the study is justified by means of a descriptive, explorative, contextual research design. Standards for a nursing college were developed and validated by utilising a structured two-phase research method. For the development of standards, the Delphi method, round one, was used to identify subjects for standards, after which a preliminary conceptual framework was compiled. A comprehensive literature control was then undertaken to refine the preliminary conceptual framework. A final conceptual framework was formulated which served as a basis for the description of standards. The final validation of standards occurred in the quantifying phase by means of consensus discussions between experts during round two of the Delphi method. The main subjects for which standards were described, include philosophy, mission, strategic planning, personnel management, general management, research role of the tutor, community involvement, academy, students and quality improvement programme. Structural standards, which can be utilized as a management instrument, were described and represented in the form of an accreditation instrument. The purpose of this instrument is for management to use it for self-evaluation, while the standards are implemented and tested in the nursing colleges.