D. Tech. Education / The aim of the study is to explore the extent to which a University of Technology prepares pre-service teachers to teach the school Mathematics and Technology curriculum in South Africa. The study employed a combination of a qualitative method and case study approach. Participants were ten (10) Mathematics and nine (9) Technology pre-service teachers, totaling nineteen (19) participants. Data collection were done through an exploratory approach of document analyses, semi-structured interviews, and non-participant observations. The study was guided by two (2) conceptual frameworks, that is, Knowledge-Based for Teaching (Shulman, 1987) and the 7E instructional model from Eisenkraft (2003). This study found that Mathematics and Technology teacher training were not comprehensive enough to prepare pre-service teachers to teach the South African school curriculum.

Thesis in compliance with the requirements for the Doctor’s Degree in Technology: Language Practice, Durban University of Technology, 2012. / South Africa’s dynamic post-Apartheid education climate is beset by a plethora of new policies designed to transform education. Our county’s educators are expected to be the alchemists of change to create the new and transformed society envisaged in these policies, albeit with insufficient logistical planning and support. Moreover, so many of our schools are operationally dysfunctional, with literacy and numeracy levels at an all time low. Under these daunting circumstances our Provincial Education Department Teacher Development Institution, Ikhwezi In-Service Training Institute, develops training materials and delivers courses aimed at implementing policy while at the same time modelling progressive, internationally recognized and democratic adult-based methodology. In this self-study project of my departmental work with a group of trained educators, I use action research to trace the potential of integrated arts to transform teaching and learning in under-resourced rural and township classrooms. An aspect of this self-study looks at the therapeutic potential of the arts in my own life and career as an arts educator. When my Masters research revealed the dramatic effect a project-like arts approach to teaching could engender, I was motivated by compassion to develop the work further to reach a broader base of learners. I also wished to educate the authorities into mainstreaming the default marginalising of the arts in schools by developing photographic, written and video evidence promoting the arts in schools, mainly to emphasize their holistic educational role, but also as an essential healing, a potential remedy for the ills of the past that continue to impact on the present. / D

Thesis (MCur)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: No clear description exists in S.A. of the role and functions of a forensic psychiatric nurse. The researcher conducted a research project based on more than 20 years of practice experience to define and describe the role and functions of the forensic nurse practitioner. A non-experimental descriptive study was done. Questionnaires and checklists were compiled to determine the perceptions of forensic psychiatric patients/clients (n =24) and nursing staff (n = 15) .The nursing activities in a selected forensic psychiatric unit was evaluated through nonparticipative observation. Results indicated that: • Patients experienced their environment as isolated and has a need for better support by the nursing staff; • Nursing staff indicated their need for more specific training in forensic psychiatric nursing; and • A need exists for specific protocols and procedures to guide his/her practice. The recommendations are made that: • A special training program for forensic psychiatric nursing needs to be planned and implemented; and • Procedures and guidelines must be established to guide the practice of the nurse practitioner. / AFRIKAANSE OPSOMMING: Daar bestaan in S.A. geen duidelike omskrywing van die rol en funksies van die forensiese psigiatriese verpleegkundige nie. Die navorser het gegrond op meer as 20 jaar praktykervaring 'n navorsingsprojek gedoen om die rol en funksies van die verpleegpraktisyn te definieer en te omskryf. 'n Nie-eksperimentele, beskrywende studie is gedoen. Vraelyste en kontrolelyste is opgestel om die persepsies van forensiese psigiatriese pasiënte/kliënte (n=24) en verpleegpersoneel (n=15) te bepaal. Die verpleegaktiwiteite in 'n geselekteerde forensiese psigiatriese eenheid is deur nie-deelnemende observasie geëvalueer. Resultate het daarop gedui dat: • Pasiënte hulle omgewing as geïsoleerd ervaar en het 'n behoefte aan beter ondersteuning deur die verpleegpersoneel; • Verpleegpersoneel het aangedui dat hulle 'n behoefte het aan spesifieke opleiding in forensiese psigiatriese verpJeging;en • Daar 'n behoefte is aan spesifieke protokolle en prosedures om sy/haar praktyk te rig . Die aanbevelings word gemaak dat: • 'n Spesiale opleidingsprogram vir forensiese psigiatriese verpleging beplan en geïmplementeer word; en • Prosedures en riglyne daargestel moet word om die praktyk van die verpleegpraktisyn te rig.

Thesis (MPA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The research project, conducted at AngloGold Limited, a Johannesburg based international mining company, was an evaluation of the extent to which the company had i'hlplemented the National Skills Development Strategy. It was prompted by the general perception that companies were lagging behind in the implementation of this strategy. The research problem therefore was: To what extent is AngloGold Limited progressing or lagging behind in the implementation of the National Skills Development Strategy? As the project sought to evaluate implementation progress, an evaluation research design was used. Since persons with in-depth knowledge of the implementation of the National Skills Development Strategy were available at AngloGold Limited, a purposive sampling method was used. Two techniques were used to gather information: individual semistructured interviews were conducted with AngloGold Limited personnel and union members, and an unstructured in-depth interview with a representative of the Mining Qualifications Authority. Documents of AngloGold Limited and of the Mining Qualifications Authority were also analysed, and a general review of pertinent literature was conducted. The literature traces the history of formal education and training in South Africa back to 1922, when the Apprenticeship Act (Act No. 26 of 1922) was enacted. Notable in the history of training in South Africa prior to the current dispensation of the National Skills Development Strategy was the Manpower Training Act (Act No. 56 of 1981. Notwithstanding its shortcomings, this Act provided a platform from which the current legislative framework for human resource education and training and subsequently the National Skills Development Strategy evolved. The National Skills Development Strategy, which is the government's education and training reform agenda, is one component of the all-encompassing Human Resources Development Strategy. This agenda is not modelled on the experience of any particular country; however, there is evidence that its conceptualisation was influenced to some extent by international practices. The National Skills Development Strategy is underpinned by three pieces of legislation, the South African Qualification Act (Act No. 58 of 1995), the Skills Development Act (Act No. 97 of 1998) and the Skills Development Levies Act (Act No.9 of 1999). The Employment Equity Act and the Further Education and Development Act also have a bearing on the National Skills Development Strategy. The Skills Development Act prescribes what is expected of workplaces/companies in the implementation of the National Skills Development Strategy. Workplaces play their part in the implementation of this strategy within the parameters of the implementation process at the macro level. At this level, the implementation process is progressing fairly well. The evaluation of the implementation of skills development at AngloGold Limited against what is expected of workplaces placed it among companies that are progressing well in the implementation of the National Skills Development Strategy. The company has so far complied with most of the implementation requirements, except for the strategy for company-wide communication of the National Skills Development Strategy process. The company needs to develop an effective and efficient information dissemination strategy to this end. Moreover, the company needs to move beyond reporting on training in terms of numbers to providing information on the actual skills acquired. Learnerships also need to be extended beyond the engineering discipline. / AFRIKAANSE OPSOMMING: Die doel van die navorsingsprojek was om vas te stel in hoe ver die maatskappy AngloGold Bpk, 'n internasionale mynboumaatskappy gesetel in Johannesburg, die Nasionale Vaardigheidsontwikkelingstrategie tot op hede geïmplementeer het. Die navorsing is aangespoor deur die algemene persepsie dat maatskappye in hierdie opsig besig is om agter te raak. Die probleemstelling was dus: In watter mate is AngloGold Beperk by of agter met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie? Aangesien die oogmerk van die projek was om vordering met die implementering te evalueer, is 'n evalueringsontwerp gebruik. Vanweë die beskikbaarheid van persone by AngloGold Beperk met 'n diepgaande kennis van die implementering van die Nasionale Vaardigheidsontwikkeling strategie, is 'n doelbewuste steekproef geneem. Twee tegnieke is gebruik om inligting te verkry: individuele, semigestruktureerde onderhoude is met personeel van AngloGold Beperk gevoer en 'n ongestruktureerde, diepgaande onderhoud met 'n verteenwoordiger van die Mynboukwalifikasie-owerheid. Dokumente van AngloGold Beperk en van die Mynboukwalifikasie-owerheid is ook ontleed en 'n algemene oorsig oor die tersaaklike literatuur is onderneem. Die literatuur spoor die geskiedenis van formele opleiding en onderwys in Suid-Afrika terug tot 1922, toe die Vakleerlingwet (Wet Nr 26 van 1922) uitgevaardig is. 'n Baken in die geskiedenis van opleiding in Suid-Afrika voor die huidige bedeling van die Nasionale Vaardigheidsontwikkelingstrategie was die Wet op Mannekragopleiding (Wet 56 van 1981). Ondanks sy tekortkomings het hierdie wet die grondslag gelê waarop die huidige wetgewing op die opleiding en onderwys van menslike hulpbronne voortgebou het en die huidige Nasionale Vaardigheidsontwikkelingstrategie ontwikkel is. Die Nasionale Vaardigheidsontwikkelingstrategie is een komponent van die oorhoofse Menslike Hulpbronontwikkelingstrategie, wat die regering se agenda vir die hervorming van onderwys en opleiding vorm. Hierdie agenda is nie geskoei op die ondervinding van enige besondere land nie, maar daar is aanduidings dat die konsepsualisering daarvan in 'n mate deur internasionale praktyke beïnvloed is. Die Nasionale Vaardigheidsontwikkelingstrategie word gerugsteun deur drie wette, naamlik die Suid-Afrikaanse Kwalifikasiewet (Wet Nr 58 van 1995), die Wet op Vaardigheidsontwikkeling (Wet Nr 97 van 1998) en die Wet op Vaardigheidsontwikkelingsheffings (Wet Nr 9 van 1999). Die Wet op Diensbillikheid en die Wet op Voortgesette Onderwys en Ontwikkeling het ook betrekking op die Nasionale Vaardigheidsontwikkelingstrategie. Die Wet op Vaardigheidsontwikkeling skryf voor wat van werkplekke/maatskappye verwag word ten opsigte van die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Werkplekke speel hul rol in die implementering van hierdie strategie binne die parameters van die implementeringsproses op makrovlak. Op hierdie vlak verloop die implementeringsproses redelik vlot. Die evaluering van die implementering van vaardigheidsontwikkeling by AngloGold Beperk vergeleke met wat van werkplekke verwag word, het die maatskappy onder dié geplaas wat goed vorder met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Tot dusver het die maatskappy die meeste van die implementeringsvereistes nagekom, behalwe die strategie vir maatskappy wye kommunikasie van die proses van die Nasionale Vaardigheidsontwikkelingstrategie. Die maatskappy moet dus 'n doeltreffende en effektiewe strategie ontwikkel om inligting oor die strategie te versprei. Daarbenewens moet die maatskappy verder gaan as die blote numeriese rapportering oor opleiding en ook inligting verskaf oor die vaardighede wat werklik verwerf is. Leerlingskappe moet ook verder strek as die ingenieursdissipline.

Thesis (MSocialWork)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Internationally accepted opinion is that the education of social work students is currently under pressure to more effectively prepare the students concerned for service delivery in changing circumstances. Emphasis is placed on the role that social justice, relevance of theory, respect for human rights, cross-cultural competencies and diversity currently play in service delivery to the client system and therefore also within the educational situation. Social work educators must be equipped to provide students with effective education and to facilitate an effective learning process for a diverse student population. Various authors point out that during the learning process students must first be empowered to take control of their own life decisions before being able to successfully render services to a client system. Such empowerment in a diverse setting can be achieved through both the educators and students utilizing their diversity of cultures, backgrounds and experiences as resources to increase learning expenences. Education of social work students occurs amongst others through supervision, which a competent social work educator gives to the student. It is the purpose of this study to examine the nature of education by means of supervision in a diverse student population. Appropriate adult learning models that strive towards empowering students through supervision in a diverse setting, are discussed, as well as the nature of the multicultural competencies of the social work educator concerned. Finally practical and theoretical guidelines are provided according to which social work supervision can be used successfully in the education of a diverse student population. / AFRIKAANSE OPSOMMING: Internasionaal word die mening gehuldig dat die onderrig van maatskaplikewerkstudente tans onder druk is om die betrokke studente meer effektief vir dienslewering in veranderende omstandighede voor te berei. Klem word geplaas op die rol wat sosiale geregtigheid, relevansie van teorie, respek vir menseregte, kruiskulturele kompetensies en diversiteit tans in dienslewering aan die kliëntsisteem en dus ook in die onderrigsituasie, vertolk. Maatskaplikewerkdosente moet toegerus wees om effektiewe onderrig aan studente te gee en om 'n effektiewe leerproses vir 'n diverse studentepopulasie te fasiliteer. Verskeie outeurs wys daarop dat studente tydens die leerproses eers bemagtig moet word om beheer oor hulle eie lewensbesluite te neem alvorens tot suksesvolIe dienslewering aan 'n kliëntsisteem oorgegaan kan word. Sodanige bemagtiging in 'n diverse opset kan bereik word deurdat beide dosente en studente hulle verskeidenheid van kulture, agtergronde en ervarings as hulpbronne gebruik om leerervarings te verhoog. Onderrig van maatskaplikewerkstudente geskied onder andere deur supervisie wat deur 'n kompetente maatskaplikewerkdosent aan die studente gegee word. Hierdie studie het ten doel om die aard van onderrig deur middel van supervisie in 'n diverse studentepopulasie te ondersoek. Geskikte volwassene onderrigmodelle wat tydens supervisie in 'n diverse opset die bemagtiging van studente nastreef, word bespreek, asook die aard van die multikulturele kompetensies van die betrokke maatskaplikewerkdosent. Ten slotte word praktiese en teoretiese riglyne daargestel waarvolgens maatskaplikewerksupervisie suksesvol benut kan word in die onderrig van 'n diverse studentepopulasie.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the Republic of South Africa. As a distance education provider, SACTE has to rely on teaching and learning media other than the tutor for providing service to its students. Study manuals are the main means of subject delivery the college employs. The college, however, cannot always reach its students through the media used, which in this instance is the study manual. This conclusion was reached after numerous telephone calls and letters from students requiring urgent assistance in connection with their studies. The researcher therefore felt that a need existed to find out the type of problems students encountered that prevented them from optimal performance as students and as teachers. The purpose of this study was to determine learner needs in the department of Early Childhood Education, and how they can be dealt with to improve the academic performance and the classroom practice of its students. The premise the researcher worked from, was that students of SACTE experience learning problems, thus they are unable to attain good academic performance, and this affects their classroom practice. A research survey was carried out to determine the type and the nature of problems that existed amongst the students. Two questionnaires were sent out to the ECE students and the academic staff. The following key questions were posed in the questionnaire for students: • What type of educational background do students have? • How long have students been registered with SACTE? • To what extent do they benefit from a tutor system if they have access to it? • To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what suggestions do students have to eradicate those problems? • What type of intervention would they like to have from SACTE? The aim in asking these questions was to probe the root problem which might exist, to analyse the responses and to make appropriate conclusions and recommendations based on the data gathered. The questionnaire for the ECE academic staff was based on the following aspects: • The academic staffs experience in teaching teachers; • The academic staff's experience in distance education; • What the academic staff regard as problems inhibiting students from effective learning; • Suggestions and recommendations on how to deal with the problems identified. The questionnaire for students was sent out by mail with a self-addressed envelope included for the return mail. It took almost two months before the responses reached the sender. Almost 70% of the responses reached the sender. Data analysis was done by the Statkon Service of Rand Afrikaans University. The conclusions reached from the data analysis were divided into the following categories: Social background of students: Students do not have study rooms, thus they use dining-rooms and bedrooms as study places. An average household has more than ten members. This type of a situation does not promote effective learning. Educational background of students: Almost 90% of the respondents studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training), which implies that 56,3% of teachers are not fully qualified to be teaching, as the minimum requirement is M+3. Experience of students at SACTE: Students expressed their desire for the upgrading of the total learning environment in order to enhance learning and classroom practice. Students wanted contact sessions with tutors as they felt that they do not benefit much by studying on their own without external assistance Recommendations made on these conclusions were the following: SACTE must establish Regional Learning Centers (RLC) to alleviate the students' problem of studying in overcrowded homes. RLCs, besides being places to study at, would also serve the purpose of being resource centres as well as discussion places where study support groups can meet. Study manuals should be written with the needs of the learner in mind. The language of the study manual, examples given and the context in which they are written, should reflect the learner and not the lecturer. The 'distance' between the student and the lecturer, that is created by the physical distance, can be narrowed by introducing interactive media. Based on the survey findings, it can be concluded that there is a need to establish student support measures at SACTE that would provide for students by answering to their needs as learners and educators. / AFRIKAANSE OPSOMMING: SAGTE is 'n afstandsonderrigvoorsiener vir praktiserende opvoeders regoor die RSA. As 'n afstandsonderrigvoorsiener moet SAGTE, behalwe vir tutors, ook staatmaak op onderrig- en leermedia vir diensverskaffing aan sy studente. Studiehandleidings is die hoofwyse waardeur vakinhoud oorgedra word. Die kollege kan egter nie altyd studente deur middel van studiehandleidings bereik nie. Hierdie gevolgtrekking is bereik na vele· oproepe en briewe van studente wat dringende hulp ten opsigte van hulle studies benodig het. Die navorser het dus gevoel dat 'n behoefte bestaan vas te stel watter soort probleme wat studente ervaar, verhoed dat hulle optimaal kan presteer as studente en onderwysers. Die doel van hierdie studie was om leerderbehoeftes in die Aanvangsonderrigdepartement te bepaal en om vas te stel hoe die akademiese prestasie en klaskamerpraktyk van sy studente verbeter kan word. Die navorser se aanname was dat SAGTE-studente leerprobleme ervaar, wat veroorsaak dat hulle nie goed op akademiese gebied presteer nie, wat dan hulle klaskamerpraktyk beïnvloed. 'n Opnamenavorsing is uitgevoer om die tipe en aard van die probleme wat tussen studente bestaan, vas te stel. Twee vraelyste is uitgestuur, naamlik een vir Aanvangsonderwysstudente en een vir akademiese personeel. Die volgende sleutelvrae is in die vraelys vir studente gevra: • Watter tipe onderwysagtergrond het studente? • Hoe lank is hulle al by SAGTE geregistreer? • Tot watter mate trek hulle voordeel ~it die tutorstelsel, as hulle toegang daartoe het? • Tot watter mate is die studiemateriaal 'toeganklik' vir hulle? • Indien nie, wat is die probleme wat hulle ervaar en watter voorstelle het hulle om die probleme op te los? • Watter tipe ingryping wil hulle graag van SACTE hê? Die doel van hierdie vrae was om die wortel van die probleem te ontbloot, om die response te ontleed en toepaslike gevolgtrekkings en aanbevelings, gebaseer op die data wat ingesamel is, te maak. Die vraelys vir die Aanvangsonderrigdosente is op die volgende aspekte gebaseer: • Die akademiese personeel se ervaring in die onderrig van onderwysers; • Die akademiese personeel se ervaring in afstandsonderrig; • Wat die akademiese personeel as probleme beskou wat keer dat studente effektief leer; • Voorstelle en aanbevelings oor hoe om die geïdentifiseerde probleme te hanteer. Die vraelys vir studente is, tesame met 'n geadresseerde koevert deur die pos uitgestuur. Dit het amper twee maande geneem voordat response terug ontvang is. Byna 70% van die vraelyste is terug ontvang. Data-analise is deur die Statkon-diens van die Randse Afrikaanse Universiteit gedoen. Die gevolgtrekkings uit die data-analise is in die volgende kategorieë verdeel: Sosiale agtergrond van studente: Studente het nie studeerkamers nie, daarom gebruik hulle eetkamers en slaapkamers as studeerplekke. 'n Gemiddelde huishouding het meer as tien lede. Hierdie tipe situasie moedig nie effektiewe leer aan nie. Opvoedkundige agtergrond van studente: Byna 90% van die respondente is deur die voormalige Departement van Onderwys en Opleiding opgelei. Behalwe hiervoor, is hulle hoogste kwalifikasie M+2 (matriek plus twee jaar professionele opleiding), wat impliseer dat 56,3% van die onderwysers nie ten volle opgelei is om onderwys te gee nie, aangesien die minimum-vereiste M+3 is. Ervaring van SACTE-studente: Studente het die begeerte uitgespreek om die totale leeromgewing te verbeter om sodoende leer en klaskamerpraktyk te verbeter. Studente wil kontaksessies met tutors hê, aangesien hulle voel dat hulle nie voordeel trek uit selfstudie sonder eksterne bystand nie. Aanbevelings wat uit hierdie gevolgtrekkings gemaak is, is die volgende: SACTE moet Streekstudiesentrums (SSSe) vestig om die probleem van studeer in oorvol huise, te verbeter. SSSe kan as studeerplekke en hulpbronsentrums dien, sowel as 'n plek waar studie-ondersteuningsgroepe bymekaar kan kom vir besprekings. Wanner studiehandleidings geskryf word, moet die behoeftes van die leerder voorrang geniet. Die taal in die studiehandleiding, sowel as die voorbeelde en die konteks waarin dit geskryf is, moet die leerder en nie die dosent nie, weerspieël. Die 'afstand' tussen die student en dosent, wat deur fisiese afstand geskep word, kan deur middel van die bekendstelling van interaktiewe media verminder word. Gebaseer op die bevindings, kan daar afgelei word dat daar 'n behoefte bestaan om studente-ondersteuningsmaatreëls by SACTE te vestig wat in die behoeftes van studente, as beide leerders en onderwysers, sal voorsien.

This thesis formed part of a existing longitudinal study. The overall study is an outcome of research done to understand success and failure issues in Africa, which is an attempt to understand the impact of a short entrepreneurial training programme on the performance of small scale enterprises over time. The study is unique in the South African context in that it is the first short term, 3 days, entrepreneurial training programme that is assessed by means of a longitudinal method incorporating a control group.

M.A. / This study was aimed at analyzing the involvement of social workers in AIDS/HIV education, by analyzing their knowledge about AIDS/HT V infection, attitude towards the disease and their level of participation in AIDS/HIV educational activities. The results of this survey indicate that although some social workers are relatively knowledgeable about AIDSTHIV infection and have positive attitudes towards the disease, they are not fully and actively involved in educational activities to prevent the spread of this disease. Very few social workers indicated that they are involved.

D.Ed. / The Republic of South Africa has had a democratic Constitution since 1996 (RSA, 1996 (a)). All other laws must be in accordance with the Constitution since it is the highest law in the country. Important values in which South Africa as a democratic state is based are contained in the Constitution. These values and principles, which take into account democratic school governance, include: Human dignity, the achievement of equality and the advancement of human rights and freedom. Non-racialism and non-sexism.The rule of law applies, in other words, the Constitution and other laws as enforced by the Courts have higher authority than Parliament or the Government. All adults must be able to vote and there must be regular elections, a multi-party system of democratic government, accountability and openness (Potgieter, Visser, Van der Bank, Mothata & Squelch, 1997:5). The Constitution takes cognisance of the fact that all South African citizens have the right to basic education (RSA, 1996a:14). The Constitution also requires that school education must be transformed and democratised so that the aforementioned four values and principles are enshrined in the democratisation of education. The installation of a democratically elected Government has transformedy of the fundamental policies in respect of education. Over time this policy changes must have effects at the level of practice and effect every institution and individual involved in the education system. These developments will have a profound effect on the formal education system at every level and must consequently impact on the structure and forms of management in the evolution of a democratic system.A serious challenge lies ahead for the management and administration of the education system of the future. Educationists at every level of the management process must therefore understand the underlying values and principles which are set out in the policy perspectives of government. By the end of 1997, all schools should have implemented school-based decision-making. Local school governing bodies would be responsible for the way in which the schools are being managed and controlled. The fundamental challenge to all those in education, and especially those at school level, is the ability to organise schools so that the potential for the development of a culture of learning and teaching (COLTS) is reintroduced (Godden, Buckland, Coombe, Dladla, Madisha, Mahanjana, Thurlow, Ngcongo & McLennan: 1996:19). The real challenge that schools face is that of change in order to meet the needs of a new developing demoCracy and how schools should be managed. Changing management to manage change is the essential challenge to bring about democratic education. However, it is always easier to design policies than to implement them and to date the changes have been laboriously slow.

M.Cur. (Nursing) / Please refer to full text to view abstract