Thesis in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education at the Cape Peninsula University of Technology Supervisor: Professor Rajendra Chetty Co-supervisor: Associate Professor Janet Condy November 2013 / In South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices. The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher. The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa: • Professional development and knowledge of teachers. • Delivery of that knowledge from a pedagogical perspective. • Quality of current teacher-training programmes. This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate: • students’ perceptions of the quality of their training; • lecturers’ responses to the quality of training provided; and • pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers. The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field. The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.

Thesis (Dtech( Education))--Cape Peninsula University of Technology, 2010 / The study focused on teacher education in South African universities. The major purpose was to examine how teacher educators in South African universities prepared teacher education students for teaching and learning within a context of quality. It is important to start with quality teachers before being able to speak about quality education because "you cannot give what you do not have" (Parliamentary Monitoring Group of South Africa, 2009:3).Consistent with the postmodern qualitative paradigm I used phenomenology as the strategy of research. The main epistemological assumption was that the way of knowing reality was through exploring the experiences of others regarding a specific phenomenon, in this case teaching and learning of teacher education students. To this end the stories, experiences and voices of the respondents were the medium through which I explored and understood reality embedded in the teaching and learning of teacher education students.The research sites included four Faculties of Education nationally. Purposive sampling was conducted to adequately capture the heterogeneity of institutions especially of those faculties that offer Initial Professional Education for Teachers (IPET) programmes.Purposive sampling was also used to select both students and lecturers because respondents were selected on the basis of some defining characteristic that made them holders of the data needed for the study.

M.A. (Psychology) / South Africa faces a future in which cross-cultural interactions are likely to increase in all areas of life. specifically in the area of schooling such increased interactions are ensured with the introduction of the 'open' school system. This system allows children of all races to attend public schools for the first time in South Africa's history. In order to ensure that this increased cross-cultural contact occurs peacefully and to the benefit of all, a culture sensitising drive needs to be undertaken nation-wide. such a drive will need to include the multi-culturalising of all cross-cultural sensitising programmes. implementation of One programme in and . schools and the development particular which shows great promise in this area is that of the Culture-General Assimilator. For the purposes of the thesis, a preliminary South African Culture Assimilator was developed and compared to an already existing Culture-General Assimilator. Both assimilators were run in a private multi-cultural school. Standard VI pupils made up the subjects.

D.Phil. (Education) / The study-group in this study focus on the education students of the Rand Afrikaans University (RAU) from 1988-1990. All these students completed the diagnostic testing program of RAU as well as the practical course in didactics. The practical mark in didactics were used to distribute the students into three research sub-groups. This mark reflected the students' didactical skills in a simulated classroom situation. The diagnostic data which was utilised to compile a profile of the study-group consisted of tests for intelligence, aptitude, adaptation, personality and study habits, as well as relevant biographical data. The students' academic achievement in matric was determined by the M-score. The three sub-groups were determined by calculating the average of the groups' practical mark and cut-off points of half a standard deviation on either side of the average. This presupposed a less superior didactical group (Group A) versus a superior didactical group (Group B), utilized for statistical purposes. The calculations did not include the middle group. The entire discussion of the career process selection was based on Super's career choice model. This was done to determine the main contributory factors in selecting teaching as a career. A literature study was made of the teacher and teaching as a career, followed by a discussion of the Importance of the attributes of the excellent teacher, which included more than just good academic achievement. Teaching as a career was also discussed, emphasizing a temporary difference between the practical and theoretical aspects of t118 didactics course, in order to identify which specific attributes contributed to the success in the practical component of the course. A discussion based on literature was done to determine the various psychological tests and questionnaires which were utilized in this study, namely NSGT, SAT, 16-PF, PHSF, 19-FII, SSHAas well as supportive biographical data. The aim of this study was to determine certain psychological aspects which contributed to the success in the practical components of a course in didactics. A career choice is usually made during the late adolescence. In discussing a career choice model, Super (1990) explains various determinants which influence career choice including the geographical origin, personality and contributory aspects of an individual's personality...

M.Cur. / Innovative and revolutionary changes in Nursing Education in South Africa have resulted in significant changes in student accompaniment. To give effect to these changes, two important aspects emerged. Firstly a facilitative process in the form of accompaniment of students and secondly the presence of a significant person to aid development of the student. THE AIM OF STUDY The overall aim of the study was to describe guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice. OBJECTIVES: to explore and describe students' needs for accompaniment during Community Health Nursing Science Clinical Practice to explore and describe the Community Health Nurses' perceived role in the accompaniment of students during Community Health Nursing Science Clinical Practice to describe guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice The study was explorative, descriptive and contextual and it used qualitative methods. The study was conducted in two phases. During phase 1 students' accompaniment needs were identified through written narrative sketches by forty second year students. Data analysis was done according to the protocol by Tesch. An interview schedule was developed from the results of phase 1 and used to guide the focus-group interview in phase 2. In phase 2, a focus-group interview was conducted with twelve Community Health Nurses to identify their perceived role in student accompaniment. In the first part of the interview an open question was asked, followed by questions based on the interview schedule. Data analysis in phase 2 was done according to the protocol by Tesch. Guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice were described based on the results of phase 1 and phase 2 namely identified students needs for accompaniment and perceived accompaniment roles by the Community Health Nurses. Trustworthiness was ensured throughout the study by adhering to Lincoln and Guba's model of trustworthiness.

D.Phil. / The purpose of this research is to develop a curriculum framework for a distance education course in sustainable urban agriculture, whereby it is envisaged to train the trainers of urban farmers. The factors which motivated this study are mainly socioeconomic and ecological in nature and include the food crisis of the urban poor, unsustainable agricultural practices, malnutrition, starvation, health risks and high population growth in cities. Sustainability in urban agriculture implicates a need for environmental education and ecological agriculture. An exploratory and descriptive research design was used in the empirical study to determine the feasibility of an urban agriculture course through distance education. The need for Environmental Education in this course as well as the best media to use for the course were determined. Secondly, the policies and assistance by local governments to establish an infrastructure for practising sustainable urban agriculture, aimed at improving socio-economic and environmental sustainability, were determined. In both these cases a quantitative research study was undertaken, using a questionnaire as the data collecting instrument and a research survey as the method of enquiry. The sampling population was purposively selected. The questionnaires were coded and the data from the closed-ended questions was computer-analysed while data from the open-ended questions was content analysed, using Kerlinger's method of content analysis. Thirdly, a literature study was done on the educational philosophies and the philosophical base undergirding this curriculum as well as curriculum design models and sources of change, influencing this curriculum. A curriculum design model was chosen to serve as a theoretical foundation for designing an urban agriculture curriculum. Finally an empirical study with a discriptive and exploratory research design was undertaken in a qualitative research study to set the curriculum framework for a distance education course in urban agriculture.

The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.

Submitted in fulfillment of the requirements for Doctoral Degree in Philosophy – Management Sciences, Durban University of Technology, Durban, South Africa, 2017. / South African municipalities are key institutions that are close to the heart of communities and therefore, their employees form the cornerstone of service delivery to communities. Many municipalities have been blamed for unreliable delivery of basic services whilst those that are located in rural areas still struggle to generate own revenue and faces serious skills shortages. It is important to note that there has been very little research conducted in rural districts and other similar sized municipalities on evaluating the impact of skills development, service delivery and management of learning transfer. Existing studies although they provide useful data, they seem to be aggregate, broad and not tailor made for rural district[s] and some other South African municipalities. Studies which are directed at local municipalities adopts ‘one size fit all approach’ and they did not consider that rural district municipalities have enourmous challenges in evaluating the impact of skills development in service delivery and attracting people with requisite technical and managerial expertise. According to Punia and Kant (2013) most literature on impact and evaluation of transfer training is mainly drawn from the corporate sector. Furthermore, Topno, (2012), Pallares, (2012), Bird and Cassel (2013), they similarily pointed that existing models on evaluating effectiveness of development programs in various companies have the most limitations in assessing post training job performance and organisational impact. This is supported by Wenzel and Cordery (2014 stresses that for the past 40 years, evaluation and impact of learning transfer concept remained complex, underdeveloped and with limited clearly defined empirical findings. Raliphada, Coetzee and Ukpere (2014) indicates that there are organisational factors affecting learning transfer in the South African Public Service. The identification of factors affecting learning transfer is a critical step toward ensuring that successful strategies are developed to remove barriers to learning transfer and ultimately improve implementation which leads to enhanced service delivery (Raliphada et al 2014). Since 2000, Government has undertaken steps to transform South African municipalities. However, systematic problems contributing to poor management and service delivery challenges have continued to engulf local government and in most instances such grievances translated to service delivery protests across the country. Amongst dilemmas facing local government in South Africa is the shortage of skills, poor management, corruption, conflict management and unreliable service delivery. Researchers consistently argued that grievances concerning local government relates to unreliable service delivery, shortage of skills and poor management. The purpose of this is to assess the role of line managers in implementation of skills development at the UMzinyathi rural – district and other similar sized municipalities and impact on service delivery. The study investigated perceptions of line managers, skills development facilitators and employees about the impact of skills development on service delivery at uMzinyathi District Municipality in Kwazulu Natal. The study investigated challenges experienced by managers in training and skills development. The questions were to indicate how challenges in training and skills development can be addressed in rural –district municipality and other South African municipalities. The research adopted qualitative methodology. Furthermore, thematic analysis was used for presentation and discussion of the results. The responses or data collected from participants was interpreted and analysed. The findings of the study imply that there is no human resource development strategy, absence of mentoring and coaching, managers are not involved in skills development, there are no Skills development facilitators, high management turnover, poor planning, absence of effective employee performance management system across all levels in a municipality, no proper training and development sections and there are no tools to measure impact and success of training in local municipalities of a District. The research proposes that integrative transfer of training model developed by Lee C et al (2014), be extended to UMzinyathi District municipality in KwaZulu-Natal and other South African municipalities. The study is also suggesting that existing transfer of training model be modified to add the evaluation of impact and post organisational performance. The study targeted a rural district municipality because of limited research directed at this sphere of government. The modified Integrative Transfer of training Model will contribute to the new knowledge which is currently not existing in the municipalities. The model is modified to consider not only post training job performance but to add the evaluation of organisational performance and impact influenced by skills development programmes. / D

Submitted in fulfilment of the requirements for the degree of Masters in Technology: Business Administration, Durban University of Technology, Durban, South Africa, 2017. / Skills Development is one of the key priorities of the National Development Plan Vision for 2030, which views it (skills development) as a catalyst for the unemployment reduction in South Africa. Skills Development is a key National Priority in South Africa and requires a new approach to training and development, one that calls for positive interventions. However, a challenge has been identified, namely the lack of commitment and support to skills development by line managers at municipal level. The problem was not confined to the institutional capacity of the Municipality but included the individual capacity of the line managers who is responsible for managing employees. The challenge was ensuring that they have the relevant capacity and skills to undertake their functions. Managers are accountable for the development of their subordinates but tend to neglect their role in the area of skills development. Existing research focuses on the role of line managers in training and development and the significance of managerial support in training and development. However, there is a gap because managers understand training and development but do not understand their role in supporting and developing their subordinates, which impacts negatively on the performance of the organisation which in turn impacts negatively on the delivery of services. Human Resource Development (HRD) literature remains largely theoretical and rhetorical in encouraging line managers to take responsibility for training and development. The overall aim of the study was to identify the role of line managers in the implementation of skills development at a local municipality and the impact thereof on service delivery. A quantitative research study was undertaken to achieve the objectives of the study. One hundred and ten managers on Patterson Grades D1 to E2 were targeted for the study. They were required to complete self-administered questionnaires. The findings of the study will assist line managers to understand the positive impact that training and development has on the performance of employees, which ultimately impacts on the achievement of business goals and objectives. The findings are; • Managers understand the training and development practices of the municipality but do not know how to support the training and development of their subordinates. • Managers believe that the organisation supports training and development but do not know if the organisation has an approved Workplace Skills Plan (WSP) that is being implemented; whether the organisation has a training and development strategy which is related to the overall strategy of the organisation; and whether the training of employees is given adequate importance in the organisation and is being managed in a proactive way. • A majority of the managers believe that training and development of employees has an impact on service delivery, but cannot agree whether training and development has helped improve the performance of employees in the organisation. • In terms of what can be used to encourage managers’ buy-in to training and development within the organisation, the overall average level of agreement was 88.0% .The scores for this section demonstrated that managers lack the necessary skills and competencies when it comes to the identification of training needs and training gaps. The findings of this research has identified that although managers are experienced in local government and have an understanding of the training and development practices of the municipality, they tend to get stuck in the authoritative managerial role and cannot switch into the facilitator role, which impacts on the way that they perform their skills development function as a manager. This therefore impacts negatively on the development of employees and on the delivery of services by the municipality. Without skilled, competent employees, no services can be rendered to communities. / M

Submitted in fulfilment of the Doctor in Technology: Human Resource Management, Durban University of Technology, 2017. / There is a concern that students are inadequately prepared before being placed in industry to do Work Integrated Learning (WIL). To add on to this, the Co-operative Education Practitioners as well as the external partners or employers are not sufficiently supported to drive this challenging work. This may have an adverse impact on the students as they would drop out or perform badly. Students are from different backgrounds, some of them are from rural areas where there is a scarcity of work opportunities. The opportunity of getting a placement in industry is an unusual experience to them. This research implements a Single Case Study (Durban University of Technology case study), a mixed method design is followed combining both qualitative and quantitative methods. One of the main reasons for using a single case study in this investigation is that the DUT practices of Co-operative Education and Work Integrated Learning are not unique. It is representative of other Universities of Technology in South Africa. The first stage involves collecting data from students that are undertaking WIL. The second stage entailed targeting the graduates that were enrolled for programmes that incorporated WIL. The third and fourth stages involved the Co-operative Education Practitioners or the Co-ordinators of WIL at DUT and employers or supervisors of WIL students in the workplace respectively. Furthermore, this investigation will focus on stratified random sampling. The aim of the pilot study was done in order to test the questionnaires with regards to the relevance and clarity of questions. The objectives are to investigate the role, responsibilities and qualities of university and industry staff for facilitating support for learners. This study revealed that a large percentage of employers suggested that lack of learner support can contribute to student failure. Also, WIL Co-ordinators need to be capacitated as the majority of respondents indicated that training to facilitate WIL is extremely important (64%). 72 percent of the respondents indicated that the visits by the Co-operative Education Practitioners in workplaces are extremely important. / D