Text in Afrikaans / Educational Studies / M.Ed.

The research project investigated the basic detective training courses presented in the two training institutions of the Western Cape Province namely Paarl Detective Academy and Philippi In-Service Training Centre. The two courses that were researched were the Detective Learning programme of Paarl and the Introduction to Crime Investigation of Philippi. The focus of the research was on the training techniques used in the facilitation of these programmes. The research was done with interviews of focus groups of learners that were attending the courses. Individual interviews were held with trainers of both the training institutions. Observation was done in the classes at the two training institutions during the facilitation of the courses. Although the training techniques could be more advanced, other aspects were identified that was of a bigger concern for the learners and trainers alike. The recommendations drawn from conclusions of the data obtained may offer some solutions to the identified problems. / Criminology / (M. Tech. (Policing))

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2011. / This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development. / National Research Foundation.

Submitted in fulfilment of the requirements for the Degree in Master of Technology: Nursing, Durban University of Technology, 2012. / Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.

Submitted in fulfillment of the requirements for the Masters Degree in Technology, (Tourism Management) in the Department of Hospitality and Tourism, Durban University of Technology, 2009. / There is a growing demand for professionally educated and trained staff in the tourism sector. However, current literature reveals a significant disparity between the tourism education provided by institutions and the skills required by the industry. A major challenge facing tourism education institutions is the identification of industry needs and requirements and the involvement of industry in curriculum design. The aim of this research is to examine the education, skills and training required of tourism employees and whether the provisions of higher education tourism courses are adequately meeting industry needs. Identifying this „gap‟ will assist in improving the development of tourism education programmes to meet the needs of industry. The research examines the relevance of the tourisms qualification from three stakeholders‟ perspectives, namely, managers from the tourism sector, tourism graduate employees, and tourism academics. Surveys, in the form of structured questionnaires, were used to obtain information from the three groups. The overall findings of the study revealed that gaps do exist in the tourism curriculum according to the perceptions of stakeholder groups that participated in this study. The recommendations are that closer collaboration is required between academics, managers from the industry when designing tourism curriculum and also to sustain the relevance of the curriculum to meet the needs of industry.

Thesis (PhD (School of Public Management and Planning ))—University of Stellenbosch, 2005. / The concern of the South African public with the ability of the police to do their work properly is highlighted by the media and the sensational opinions that are given by the various reporters. Researchers and academics in South Africa have voiced different points of view through research reports and publications; politicians have involved themselves in the debate through their statements and promises and the South African Police Service (SAPS) itself, through various reports and committees, is aware of the seemingly endless debate around police management competency.

Thesis (DPhil (Psychology))—University of Stellenbosch, 2008. / The question of how to address diversity in the professional training of clinical psychologists is of concern in South Africa and elsewhere. This concern is particularly salient in contemporary South Africa, where much of the sociopolitical discourse centres on issues of race, transformation, relevance and redress. This research is in line with current debates, and set out to explore the self articulated racial identities as well as the impact of those identities on the work of trainees in the second year of their clinical psychology masters degree, at three universities in the Western Cape province of South Africa. Trainees’ perceptions of the role of the universities in facilitating the working through of challenges identified in trainees’ racial identities and in facilitating multiracial competencies, were also explored in this study. Individual interviews were conducted with nineteen trainee psychologists. A minimally structured questionnaire was used in this qualitative inquiry. The theoretical framework underpinning the methodology used in this thesis endeavour, with a critical lens as background, is primarily supported by the “interpretive” or “hermeneutic” approach to psychological theory. Critical theory offered further support to understanding some of the complex issues in working with racialised discourses. Whilst all trainees identified themselves in racial terms, race continues to be a complex and, for many, a painful construct. For many, the family has been the primary source of racial socialisation, largely premised on essentialist, stereotypical discourse. With regard to the impact of their racial identity on their work, many indicate that their race significantly impacted on this. They reported a particular concern with working in cross-racial dyads. Racial difference was sometimes reported to enhance the clinical process, but was far more often experienced as a difficulty. The trainees were unanimous that the universities at which they had studied had fallen far short of what they would have wished in terms of facilitating multiracial competencies. The findings suggest that whilst legislation has changed the political profile of South Africa, the process of transformation within the psychological sites studied, is cause for concern. The dissatisfaction with the training provided, for many trainees centres around issues of relevance to the South African context. Despite efforts by some universities to diversify the racial profile of trainees, in the attempt to address the needs of people of colour, trainees believe efforts to be insufficient. While this study did not collect data, that could corroborate or question the opinions of trainees, results clearly suggest that trainee psychologists do not believe universities are currently doing enough. The implications of the trainees’ views are discussed and implications considered for trainees, trainers, the users of psychological services, and for the role of psychology as a discipline in civil society.

Teacher education through open and distance learning (ODL) and internships is not only crucial to addressing current and future needs of learners in South Africa, and Africa as a whole, it also encapsulates the possibilities of several much-needed new perspectives on these two fields. This research is a qualitative case study drawing from the subjective views of both the mentor teachers and the student-teacher interns already immersed in the ethos and everyday workings of a functioning local private school, PS. A case study was deemed to be an appropriate research design as the researcher is based on site and was able to spend extended time investigating, exploring and observing the student-teacher interns and their mentor teachers going about their daily routine. The sample of participants chosen comprised of the student teachers already based at PS and studying through ODL together with their assigned mentor teachers. The findings of this study reveal an expansion of the student-teacher intern’s field of involvement and participation in the school and all school related activities. The mentor teachers, as the data revealed, also benefitted in various ways and most importantly were provided with an opportunity to reflect on their personal teaching practice and philosophy. The study examined factors that facilitated or impeded the development and professional growth of the student-teacher intern and these factors had a direct bearing on the relationship that existed between the student teacher and their class mentor teacher. The data was collated from the open-ended questionnaires, the informal discussions held and the daily observation of the intern programme in action. The principle recommendations resulting from this study is based on the reported range of benefits to both the student teacher and the mentor teacher. The intern programme can be recognised and valued as a relevant contribution to the South African educational system as it would seem that the student teachers coming through this system feel confident, well informed and professionally ready to take on their own class of learners. / Curriculum and Instructional Studies / M. Ed. (Didactics)

Thesis (MBA)--Stellenbosch University, 2006. / ENGLISH ABSTRACT: The current skills development legislation was enacted in order to implement structures and processes to transform skills development in South Africa. Major changes to the South African training and education sector have taken place as a result of the implementation of the National Skills development strategy or NSDS (1998). One of the objectives of the National Skills development strategy is the implementation of learnerships, a work-based route for learning and gaining qualifications. The achievement of this objective is based not only on the quantity of learnerships implemented but also on the quality of the learnership implementation. This study project begins with a brief survey of learnerships and their context in vocational education and training in South Africa. A further review is conducted which explores the concept of quality, quality dimensions and quality indicators, in vocational education and training (VET) in South Africa and internationally. The aim is to identify quality dimensions and relevant quality indicators for the quality assurance of learnership implementation. One of the main challenges facing the SETAS is delivering not only the quantity but the quality of learnerships as set by the NSDS objective. The Serviceseta is a typical example of a SETA faced with the task of developing a quality assurance instrument to comprehensively assure the quality of learnership implementation. The Serviceseta Quality Assurance instrument for learnership implementation is examined by comparing the quality indicators to those identified in vocational education and training internationally. The achievement of quality assurance in learnership implementation will contribute to the achievement of the NSDS which will in turn solve the country's skills problems. / AFRIKAANSE OPSOMMING: Die wetgewing vir vaardigheidsontwikkeling is vasgestel om strukture en prosesse te implementeer om vaardigheidsontwikkeling in Suid-Afrika te omskep. Groot veranderinge aan die Suid-Afrikaanse opleidings- en ontwikkelingsektor het plaasgevind as gevolg van die implementering van die Nasionale Vaardigheidsontwikkeling-strategie of NVS (1998). Een van die doelwitte van die Nasionale Vaardigheidsontwikkeling-strategie is die implementering van leerlingskappe, 'n werk-gebaseerde roete om te leer en om kwalifikasies te verwerf. Die sukses van hierdie doelwit is nie alleen gebaseer op die hoeveelheid leerlingskappe wat geimplimenteer word nie maar ook op die kwaliteit van die leerlingskap-implementering. Hierdie studieprojek begin met 'n kort oorsig van leerlingskappe en hul verband in beroepsopvoeding en opleiding in Suid-Afrika. 'n Verdere oorsig is uitgevoer wat die konsep van kwaliteit, kwaliteit dimensies en kwaliteit aanwysers in beroepsopvoeding en opleiding in Suid-Afrika en internasionaal ondersoek. Die doel is om kwaliteit dimensies en toepaslike kwaliteit aanwysers vir die kwaliteitsversekering van leerlingskap-implementering te identifiseer. Een van die hoof uitdagings van die SETAS is om nie net die hoeveelheid maar ook die kwaliteit van leerlingskappe soos deur die NVS doelwit bepaal, te lewer. Die Diens-seta is 'n tipiese voorbeeld van 'n SETA wat die taak in die gesig staar om 'n kwaliteit- versekeringsinstrument te ontwikkel ten einde die kwaliteit van leierskapimplementering omvattend te verseker. Die Diens-seta Kwaliteit-versekeringsinstrument vir die implementering van leierskap word ondersoek deur die kwaliteit aanwysers te vergelyk met dit wat internasionaal in beroepsopvoeding en opleiding geidentifiseer word. Die bereiking van kwaliteitsversekering in die implementering van leerlingskappe sal bydra tot die bereiking van die NVS wat op sy beurt die land se vaardigheidsprobleme sal oplos.

Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The economic construct within South Africa has been in a state of flux during the last decade. The challenge of meeting the demands placed on this economy by the leading industrialised developed economies, whilst developing human capacity that would meet these demands, is of great importance. Developing human capacity through training is regarded as the key building block in this endeavour. Cost implications associated with training are considered a major stumbling block for many organisations where bottom line margins are under continuous threat. Traditionally, many institutions regarded training as an unnecessary evil and the tendency was to spend as little money as possible on this variable overhead. This short-sighted approach, operating within a political framework where the majority of the workers did not enjoy democratic institutions, compounded the training and skills dilemma facing South Africa. Since 1994 all South Africans have been afforded a new political dispensation. The newly elected government, in an attempt to redress past inadequacy, introduced various labour acts that would meet the development needs of that part of the population that was classified as previously disadvantaged. The Skills Development Act provides guidelines on training and development requirements within the various economic sectors, and is therefore of particular importance. This legislation, which implies that organisations spend a certain percentage of their payroll on training, places new financial demands and obligations on organisations, some of which cannot afford it. A positive alternative associated with training cost is the establishment of Export Processing Zones (EPZs). EPZs offer incentives to lure organisations into moving to a demarcated processing zone where relaxed labour practices are enjoyed, low taxes are paid and incentives for training their workforces are offered. In order to test the perception of employers regarding training incentives as a motivation to consider moving to EPZs, a questionnaire was sent to one hundred organisations. Quantitative and qualitative data was obtained by means of processing the responses to these questionnaires to establish the viability of and demand for the establishment of EPZs. Based on the findings of this study, it is recommended that the development of an EPZ should become a part of the strategic initiative of the South African Department of Trade and Industry whilst ensuring support from other key stakeholders such as the Department of Labour, workers' unions and industrialists. / AFRIKAANSE OPSOMMING: Die ekonomiese konstruk in Suid-Afrika was gedurende die afgelope dekade in 'n toestand van onsekerheid. Die uitdaging om aan die vereistes wat deur die toonaangewende ontwikkelde nywerheidsekonomieë afgedwing word te voldoen, terwyl die menslike kapasiteit terselfdertyd ontwikkel word om aan hierdie vereistes te voldoen, is uiters belangrik. Opleiding word beskou as 'n kern boublok in hierdie strewe om menslike kapasiteit te ontwikkel. Talle maatskappye beskou die koste implikasies wat met opleiding gepaard gaan as 'n reuse struikelblok. Baie instansies het opleiding in die verlede as 'n onnodige euwel beskou en daar was 'n neiging om so min as moontlik aan hierdie veranderlike oorhoofse koste te spandeer. Hierdie kortsigtige benadering het binne 'n politieke raamwerk fungeer waar die meerderheid werkers geen toegang tot demokratiese instellings gehad het nie. Dit het die opleidings- en vaardigheidsdilemma waarmee Suid-Afrika gekonfronteer word, vererger. Alle Suid-Afrikaners geniet egter sedert 1994 'n nuwe politieke bedeling. Ten einde te poog om vroeëre tekortkominge aan te spreek, het die nuut verkose regering verskeie arbeidswetgewings ingestel om aan die ontwikkelingsbehoeftes te voldoen van diegene wat geklassifiseer word as agtergeblewenes. Die Vaardigheidsontwikkelingswetgewing bied riglyne vir opleidings- en ontwikkelingsbehoeftes binne die verskeie ekonomiese sektore en is dus van besondere belang. Hierdie wetgewing bepaal dat 'n maatskappy 'n sekere persentasie van sy betaalrol moet spandeer aan opleiding. Dit plaas addisionele finansiële druk op maatskappye en sommige maatskappye kan dit net eenvoudig nie bekostig nie. Die daarstelling van 'n Uitvoer Verwerkingsone (UVS) is 'n positiewe alternatief wat met opleidingskoste geassosieer kan word. 'n UVS bied insentiewe aan maatskappye om hul te lok om na hierdie afgebakende gebied(e) te beweeg waar verslapte arbeidspraktyke geld, lae belastings betaal word en insentiewe aangebied word vir die opleiding van hul werkersmag. 'n Vraelys is aan een honderd maatskappye gestuur ten einde die persepsies van werkgewers ten opsigte van opleidingsintensiewe as motivering om na 'n UVS te beweeg te toets. Kwantitatiewe en kwalitatiewe data is bekom deur die verwerking van die antwoorde op die vraelys en daardeur die lewensvatbaarheid van en die behoefte aan die daarstelling van 'n UVS te bepaal. Gebaseer op die bevindinge van hierdie studie word daar aanbeveel dat die ontwikkeling van 'n UVS deel moet vorm van die strategiese inisiatief van die Suid-Afrikaanse Departement van Handel en Nywerheid terwyl die ondersteuning van ander sleutel belanghebbendes soos die Departement van Arbeid, werkersunies en nyweraars verseker word.