Experiential learning is an integral part of most programs offered at the M.L.Sultan Technikon because of the technical nature of the programs. This study focuses on learning from experience when students from the technikon are placed in work-based settings. It considers how successful workplace experience are from the perspective of staff involved with the Dental Assisting program, students registered for the program that are placed for in-service learning and employers that are involved with these placements, in the light of student learning. With transformation and restructuring within the present higher education system, currently more emphasis is being placed on experiential learning at both universities and technikons. The primary objectives of this study therefore were: (1) to examine the link between education, work and personal development, (2) to document experiences which students lived through during their placements (3) to evaluate how successful workplacements were from the perspective of staff, students and employers in the Dental Assisting program. Two models of experiential learning, Kolb's Model (1984) as a learning cycle and Boud and Walker's model (1991 ) provided a framework for examining and strengthening the critical linkages among institution, the learner and the workplace supervisor. The study looks at student preparation before the placement; it considered thoroughly the environment in which students found themselves; the difficulties students faced in the workplace and reflection during and after the event. The study provides a holistic integrative perspective on learning and the total educational experience of students. A small sample was selected to afford the opportunity of assessing a lot of information through interviews. Data was analysed by identifying patterns of responses or embedded themes from the interviews. As a qualitative and ethnographic research project the results and recommendations made from the analysis can be utilised to improve my practice. Although student placements were successful in terms of their learning, there needs to be adequate pre-placement preparation for both students and employers in order to enhance the success of the placement. There is also a need to encourage students to reflect on their experience in order to make their learning more meaningful. / Thesis (M.Ed.) - University of Natal, Durban, 2000

My venture into the field of ABET (Adult Basic Education and Training) began in 1994 as a community based tutor and coordinator of ABET programs. In the past six years, setting up and co-ordinating ABET programs together with individuals and organisations, has been my main endeavour. This experience has led me to the realisation that the key to successful literacy programmes is attendance and the motivation of learners. Since I have not had much experience working within industry, my impressions and picture of ABET classes conducted at the workplace have always been vague, so I chose this area of focus for two reasons. Firstly, this would widen my knowledge in workplace literacy programmes by reading widely on the topic, and secondly, it would afford me the opportunity to meet and find out attitudes from learners themselves. I would be able to find out and see personally what is actually taking place at the floor level in ABET classes in this sector. Since ABET classes are offered to learners at the workplace, I wanted to know about their aspirations and gain first hand knowledge of their motivation to attend, more so because of the current focus on the promotion of literacy in commerce and industry. Thus, this study aims to find out whether workers are motivated to attend ABET classes in the workplace. The place where I conducted my research is the Beacon Sweet and Chocolate factory in the Mobeni Industrial area of Durban, Kwa Zulu Natal. / Thesis (M.Ed.) - University of Natal, Durban, 2000.

This dissertation reports on a self-study in which I aim to better understand and improve my own practice as a Department of Education subject advisor, specifically in relation to preparing for the implementation of the Foundations for Learning (FFL) programme in the Foundation Phase (Grades R-3). FFL is a National response to persistent unacceptable low levels of literacy and numeracy in the Foundation Phase in South African schools. The programme is designed to focus attention on key activities that lead to effective literacy and numeracy development. Through memory work and critical reflection, I re-examine my lived experiences of learning and teaching in order to understand what impact these experiences have had on my practice as a teacher and a subject advisor. In addition, I work with a focus group of teacher participants to examine their experiences of learning and teaching as well as their current needs as Foundation Phase teachers in relation to the implementation of the Foundations for Learning programme. Through the self-study, I distinguish areas where I need to improve on my practice and also set out key strategies for change. Areas for improvement include closing the gap between policy and practice, conducting effective workshops, encouraging networking, enhancing communication and addressing specific barriers in rural schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

<p>Rape Crisis Cape Town Trust is an organisation that trains and supervises a team of women counsellors who provide a counselling service to women rape survivors. The aim of this study was to explore the experiences of the counsellors and the counselling co-ordinator regarding their perceptions on whether the training provided by the personal growth and counselling skills course is adequate in dealing with rape and its complexities.</p>

Thesis (MMed) -- Stellenbosch University, 2010. / Bibliography / Chronic wounds afflict millions worldwide, incurring significant health care costs and chronic suffering. Clinicians are often unsure about treatment, resulting in poor outcomes. Objective To determine the scope of knowledge possessed by fifth year medical students, general practitioners (GP’s) and surgical registrars, concerning chronic wound management. Design Cross sectional study Methods Deans of eight South African medical schools received letters requesting information regarding time devoted to wound-care training. Knowledge-based questionnaires were distributed to final-year students at two universities, surgical registrars at three universities and general practitioners attending refresher courses. Result. Four medical schools replied, of whom only two offered formal teaching. 162 medical students, 45 GP’s and 47 surgical registrars completed questionnaires. The overall median (25th–75th percentiles) knowledge scores for registrars, GP’s and students were 65%;(55%–70%), 55%;(45%–65%) and 45%;(35%–50%) respectively. Whereas the scores of registrars and GP’s did not differ, the student scores were significantly less. Only 32% of registrars and 18% of GP’s attained scores of 70% or more. 96% considered training to be inadequate. Interest in wound-care was only mild to moderate, with more GP’s than registrars requesting literature. Conclusions Very little, if any training on chronic wounds is offered in South Africa. The levels of knowledge cannot be considered adequate for successful treatment, nor for teaching to undergraduates. This preliminary study cannot reflect the attitudes and knowledge throughout the country; however it is clear that there is a need for improved education about these conditions that have huge clinical and economic consequences.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Learnership programs are implemented in different industries as development interventions to contribute to the skills development and, after successful completion, ultimately contribute toward the alleviation of poverty. Insight into the factors that influence learnership performance will provide direction in terms of optimising learnership performance. The purpose of the research study was to create an understanding of the factors that influence learnership performance, with a focus on intention as a key variable. The literature review culminated in the development of the partial model of learnership performance (PMLP). Due to the complexity of the model and the sample size of 95 learners, the decision was made to split the model and to test it as two separate models. The first focused on antecedents of learnership performance including age, gender, previous work experience, previous learning experience, intention and environmental constraints. The second included the variables underlying intention namely behavioural beliefs, normative beliefs, control beliefs, attitudes, subjective norms and perceived behavioural control. A questionnaire was developed for the specific purpose of the study. A mixed method methodology (including both qualitative and quantitative data gathering methods) were employed that included individual interviews, a pilot study of the questionnaire and the administration of the final questionnaire. Data was subjected to various statistical analysis including descriptive statistics and correlation analysis. Mediating relationships were calculated by means of the Sobel test. Previous learning experience as well as intention correlated positively with learnership performance. Although the sample included more male participants, women achieved higher levels of learnership performance. Significant relationships were found between intention and the hypothesised direct variables including attitudes, subjective norms and perceived behavioural control. Behavioural beliefs and normative beliefs showed significant indirect relationship to intention. It was expected that environmental constraints would have a negative moderating impact on the relationship between intention and learnership performance; however the research results did not corroborate this hypothesis. The relationship between intention and learnership performance was strong in cases where learners experience challenging environmental factors, whereas no significant relationship between intention and learnership performance was found in the absence of environmental constraints. Recommendations were made regarding an intervention to enhance learners’ intentions. Two approaches were recommended to optimise learnership performance, namely journaling activities and interactive workshops. These approaches aim to guide learners through the identification of obstacles that could inhibit their success in the learnership program. By consciously choosing to overcome these obstacles, learners develop an internal sense of empowerment which will enable them to take a step towards breaking the cycle of poverty. / AFRIKAANSE OPSOMMING: Leerlingskap programme word in verskillende industrieë geïmplementeer en vorm deel van ontwikkelingsintervensies wat bydra tot vaardigheidsontwikkeling, en met die voltooing van leerlingskappe, ten einde armoede te bestry. Insig aangaande die faktore wat leerlingskapprestasie beinvloed sal daarom as ‘n basis dien vir die optimalisering van leerlingskapprestasie. Die doel van die navorsingstudie was om insig te bekom rakende die faktore onderliggend aan leerlingskapprestasie, met ‘n fokus op intensie as ‘n kritieke veranderlike in hierdie opsig. Die literatuur oorsig het gelei tot die ontwikkeling van die gedeeltelike model van leerlingskapprestasie-voorspelling. As gevolg van die steekproef van 95 leerders is die besluit geneem om die model van leerlingskapprestasie-voorspelling in twee modelle te verdeel. Die een model het faktore onderliggend aan leerlingskapprestasie ingesluit terwyl die ander model faktore ingesluit het wat betrekking het tot die intensie om in ‘n leerlingskap te presteer. ‘n Vraelys was ontwikkel vir die spesifieke doeleindes van die studie. ‘n Kombinasie van byde kwalitatiewe en kwantitatiewe data insamelingstegnieke is toegepas wat individuele onderhoude, ‘n loodsstudie - en ‘n finale studie van die vraelys ingesluit het. Verskeie data analise metodes is toegepas naamlik betroubaarheids analise, beskrywende statistiese analise en korrelasie analise. Bemiddelende verhoudings is met behulp van die Sobel toets verwerk. Vorige leerervaring sowel as intensie het positiewe korrelasies getoon in terme van leerlingskapprestasie. Alhoewel die steekproef meer mans as vroue ingesluit het, het vroue beter leerlingskapprestasie as mans getoon. Beduidende verhoudings is opgemerk tussen intensie in die drie veronderstelde direkte veranderlikes naamlik houdings, subjektiewe norme en waarneembare gedragsbeheer. Gedragsoortuigings sowel as normatiewe oortuigings het albei beduidende indirekte verhoudings getoon in terme van intensie. Die veronderstelling was dat omgewingsbeperkings ‘n negatiewe impak sou hê op die verhouding tussen intensie en leerlingskapprestasie, maar die navorsing resultate het ‘n interessante bevinding getoon. Die korrelasie tussen intensie en leerlingskapprestasie was sterk in gevalle waar leerlinge uitdagende omgewings faktore beleef, terwyl geen beduidende verhouding tussen intensie en leerlingskapprestasie waarneembaar was in die afwesigheid van omgewingsbeperkings nie. Voorstelle is gemaak met betrekking tot ‘n intervensie wat poog om leerders se intensie te verhoog. Twee benaderings naamlik joernaal oefeninge en interaktiewe werkswinkels is voorgestel. Die doel van hierdie benaderings is om aan leerlinge leiding te gee met die identifisering van uitdagings wat moontlik hul sukses in die leerlingskap program kan inhibeer. Met die doelbewuste besluit om hierdie uitdagings te oorkom ontwikkel leerders interne bemagtiging wat hul in staat sal stel om die eerste tree te neem om die armoede siklus te oorkom.

The Domestic Workers Skills Development Project, funded by the National Skills Fund, was designed to improve the skill levels of domestic workers in South Africa. It also was intended to address their historical lack of education and to advance their socio-economic circumstances. This study investigates the implementation of this project within the framework of community development. Basadi Pele Foundation, a Non-Governmental Organisation, was a participant in this project. The central question was how to empower marginalised women through skills development. This implies a learning process for domestic workers and all involved. Different learning theories are investigated to develop an understanding of how these illiterate adult women learned during this opportunity. The conclusion reached by this study is that a gender sensitive environment, created by government institutions and the NGO involved, enabled domestic workers to change their lives and circumstances; enhancing this project and contributing to its success. / Development Studies / M.A. (Development Studies)

South Africa's decade of democracy inevitably gave rise to a transformed South Africa. She enjoys international status in the world and is one of the foremost countries in Africa. This status requires communication to engender good relations. Language is one of the key issues facing South Africa. There are eleven official languages in South Africa alone and a host of other languages in the world. English plays a very important role. It has become the lingua franca for South Africans. This qualitative case study investigated how English how English was taught to primary school pupils. Five teacher-trainees were observed and the lessons they delivered were captured on video camera. The trainees and the pupils have as their mother tongue, Xhosa. The researcher used purposeful sampling when selecting the teacher-trainees. The schools chosen were in close proximity to the college where the trainees lodged. This was convenient and economical. The purpose of the study was to establish how orientated the trainees were towards the communicative approach, the recommended approach by the Collegiate of Education, an arm of the University of Transkei. All colleges of education in the former Transkei fell under the jurisdiction of that Collegiate. Another factor was the transformation and its impact in the classroom. This study addressed the following issues. * Colleges of Education in transition * General educational transformation * State of feeder schools * Culture of learning and teaching The literature study included current changes in education that appeared in newspapers of the day. The paradigm shift from the apartheid system to present day was examined in this qualitative research. The focus of this empirical study was on the method of teaching English adopted by the teacher-trainees. Left to their own resources, the trainees delivered lessons. The data obtained from these lessons were analysed and interpreted using an evaluation sheet. There was clear indication that the lessons generally were teacher-centred. There was a lack of healthy communication in the classrooms. The passive pupils responded to questions posed by the trainees. The pupils were not given much chance to talk freely to the trainees or even among themselves, though they were seated in groups and groupwork was indicated.. Emerging out of these findings are implications for all concerned : the prospective and present teachers ; tertiary teacher training institutions ; and the Department of Education. In conclusion, there is recommendation for INSET and PRESET training for teachers, not only for English language teaching but also other subjects across-the-curriculum as the medium of instruction in a majority of schools in South Africa is in English. / Educational Studies / M.Ed. (Didacties)

Thesis (Master of Construction)--Cape Peninsula University of Technology, 2018. / Emerging contractors have relished greater privileges since the first democratically elected government in South Africa came into power in 1994 but are faced with numerous challenges. The government has placed numerous resources, ranging from training and development programmes, enabling legislative laws and regulations in an attempt to address these challenges and to turn emerging contractors to sustainable contractors. Knowledge transfer through training of emerging contractors, either from established contractors in a project set-up or training providers in a class room, has being recognised as the most effective mechanisms for development and growth of the emerging contractors. This study focuses on latter mechanism of emerging contractor development. The intended training outcomes of the structured training offered to emerging contractors by training providers in a class room set-up, remains and they experience several obstacles. This research focuses on a particular contractor development programme to investigate the effectiveness Western Cape Contractor Development Programme training programme and subsequently to enhance the training programme. The study focuses on specific aspects of training which researcher feels that they were significant: to explore the nature of existing TNA offered at Western Cape Contractor Development Programme , to investigate the trainer’s competences required in the WCCDP structured training, to examine the existing monitoring and evaluation indicators used to gauge the effectiveness of the Western Cape Contractor Development Programme structured training offered to emerging contractors and to explore the assessment strategies used at the Western Cape Contractor Development Programme, in order to measure the trainees’ learning. The study adopted a case study approach since it dealt with a particular contractor development programme in Western Cape, South Africa. A triangulation of both quantitative and qualitative methods was used to answer the research questions, achieve the research objectives and overcome matters with validity and bias. Semi-structured interviews were conducted with the programme coordinators, service provider trainer, service provider facilitator and service provider project manager. A total of 50 self-administered closed-ended questionnaires were distributed to gather data from trainees, only 35 were handed back to the researcher representing a response rate 70%.Therefore a purposive sampling was adopted. To corroborate empirical data collected an observation of the training was conducted. Content analysis was used to analyse qualitative data; descriptive and inferential statics using the SPSS software was used quantitative data. The findings from the study revealed that the Western Cape Contractor Development Programme has lack of comprehensive managerial training needs analaysis approach, no measurable indicators established for monitoring and evaluation; programme has no competency assessment or screening process and lack of adequate knowledge on assessment design and implementation. Therefore, this is largely responsible for the problems at Western Cape Contractor Development Programme and has a negative impact on the programme. It is evident from the findings of the study that Western Cape Contractor Development Programme must develop a comprehensive and formal training needs analysis process to identify the actual needs, design and implement a proper measurable indicators for the monitoring and evaluation system in order to monitor the progress of the programme, training policies and objectives must be revisited for amend, tighten seriously, implemented and monitored regularly with all the concerned stakeholders, develop a trainer competency screening process and appoint a training expert to ensure that relevant assessment strategies are used for assessing the trainees and ensure that desired training outcomes and objectives are achieved to enhance the programme.

This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.