Schools today are entrusted with the duty of managing their funds in such a way that that the educational outcomes of the primary beneficiaries of these funds are maximised. This places more responsibility on the school governing bodies as the legal custodians of these funds, at local level, which need to be used economically, effectively and efficiently. To achieve this, school governing bodies need capacity in the form of appropriate skills and knowledge needed to connect school funding to educational outcomes. This study focuses on how capacity building for school governing body can contribute to value for money in school financial management. It sought to examine possible impediments to effective financial management, which result from the existing gaps in the current capacity building programmes and the financial management frameworks and procedures relating to school financial management. A qualitative research methodology involving in-depth interviews with members of governing bodies and Circuit officials was followed to examine the problem and possible improvement strategies. Themes that emerged from the data include, comprehensiveness, duration and frequency of the training programme, competency of training facilitators, monitoring, assessment and evaluation and other follow-up modalities, presentation style of the training facilitators, internal records and audited financial statements, the involvement of senior officials in school financial management, and the effectiveness of financial management. Findings suggested that, training of SGBs in financial management is inadequate, training facilitators lack requisite skills, the duration of the training for SGBs is short, the training programme is not provided frequently, the training programme’s presentation style is ineffective, mismatch between internal records and audited financial statements, lack of support and monitoring by circuit officials in the schools’ financial management, questionable conduct of external auditors, and ineffective cluster approach by SGBs. / Educational Leadership and Management / M. Ed. (Education Management)

This study explored the effects of the Skills Development Act 97 of 1998 on transforming municipal management training and development. The pre-1994 education and training was premised on the policy of separate development. This policy prevented the majority of the people, mainly blacks, from receiving adequate training and development. Resultantly, training and development in South Africa have assumed significance since the adoption of a constitutional democracy, especially at the local government sphere which constitutes the coalface of service delivery. Investment in human resources training and development at management level is imperative for institutions to gain strategic and operational advantage.Analysis and interpretation of data in this study were undertaken through official document analysis, interviews and structured questionnaires. The major findings of the study indicate that according to the first objective the majority of respondents are qualified as they possess higher education qualifications due to the assistance of the municipality, with nearly half currently involved in furthering their studies. As far as the second objective is concerned, the researcher found out that the majority disagree with the statement that opportunities are created to motivate employees to use the workplace as an active learning environment to acquire new skills. Further analysis and interpretation of data show that according to the third objective the majority of respondents do not undertake crucial management courses relevant to the workplace. Final data analysis and interpretation of the fourth objective reveal that the majority of respondents are not aware of the support and financial investment in education, training and development of municipal officials, due to aspects such as lack of consultation and transparency. / Public Administration and Management / M.Tech. (Public Management)

Thesis (M.Tech.: Office Management and Technology)-Durban University of Technology, 2005 xv, 129 leaves / The Constitution contains the Bill of Rights, one that is regarded as the corner-stone of democracy, as it enshrines the rights of all people and affirms the democratic values of human dignity, equality and freedom. Section 9(1) provides for the promotion of a society in which diversity of identity is respected and protected. The Employment Equity Act 55 of 1998, stipulates that designated employers implement affirmative action, thereby compelling organizations to eradicate all forms of discrimination in organizational processes and procedures. With such legal measures put in place (Promotion of the Equality Act) acceptance and change within organisations has to be accelerated. The purpose of this study is to explore workplace discrimination against trainees within the Hotel and Catering industries. Workplace discrimination is against human rights and can become a legal violation of Labour laws. Although preventative policies are in place, this study would illuminate the extent to which discrimination occurs, how it has manifested itself, and how students would be affected by this discrimination.

The focus of the research reported on in this dissertation is an evaluation of the Language in Learning and Teaching project (LILT), in terms of its ability to facilitate English language development in schools where both educators and learners are second language speakers and where the Language of Learning and Teaching (LoLT) is English. The research involved two main phases. During the first phase I established evaluation criteria from the literature review, from another project the English Language Education Trust, (ELET) and from my own experience and feedback from the end-users (Le. teachers) and the observation of workshops. In the second phase I evaluated the LILT materials against the criteria developed in the literature review, analysed the feedback from end-users in the form of a questionnaire and made recommendations. In this dissertation the following terms will be used interchangeably: teacher, educator, facilitator and tutor because in the quoted passages, the term teacher is largely used. However, in Outcomes-Based Education (OBE) the terms educator, facilitator and tutor are used. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.

Thesis (MSc)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The aim of the study was to develop the content of a programme to increase the awareness of women in Duncan Village of I) the potential role of food micro-enterprises in the improvement of food security; 2) the consumer demand concerning the operations of food micro-enterprises; and 3) appropriate microenterprise training programmes available in the greater East-London area. This was based on an identified need for the inclusion of a module on food security in a comprehensive programme to prevent growth failure in 0 to 24-month-old children attending local government clinics in Duncan Village by improving the capacity of mothers or primary caregivers to care for their children. Food security is defined as access by all people at all times to enough food for an active, healthy life. The potential role of food micro-enterprises in the improvement of food security was established through a literature review. It was established that street foods contribute to individual food security by providing food where people work or congregate at cheap prices, thus increasing availability. It also helps in meeting energy and nutritional needs if safe, nutritious food is provided. The main method by which it increases an individual's access to food is by supplying an income to food micro-enterprise owners if they sell street foods. The consumer demand concerning the operations (including the products) of food micro-enterprises was determined through personal interviews with the customers and non-customers of food micro-enterprises in Duncan Village, using a structured questionnaire. One hundred and twenty-nine customers and 129 non-customers were selected using a combination of cluster and convenience sampling. Food microenterprises operating at the schools and on pavements in Duncan Village and at the taxi rank in East London were included. The results of this particular survey indicate that the consumer behaviour is influenced by the trade area where the customers purchase their food, the age and gender of the customers as well as the friendliness of the vendor. The product choice of consumers was mostly determined by taste, price and how filling the food is. There was general satisfaction with the operating times of, and the products sold by, food micro-enterprises. Street food consumers were least satisfied with the locations where the enterprises were situated. The dusty environment was given as a reason for dissatisfaction. Further, cleanliness of the food, the vendor and the environment were the main problems cited, especially by the non-customers. The appropriateness of micro-enterprise training programmes available in the greater East London area for current and prospective food micro-enterprise owners in Duncan Village was determined by compiling a profile of food micro-enterprises, their owners and their business operations in Duncan Village; identifying the features of the ideal training programme for current and prospective food microenterprise owners in Duncan Village; investigating the supply of micro-enterprise training in the greater East London area; and evaluating the appropriateness of the identified training programmes. The profile of food micro-enterprises in Duncan Village owned by women, included a profile of the owners, the enterprise itself as well as the business operations thereof. The data were gathered by means ofa personal interview (using a structured questionnaire) with the owners of food micro-enterprises. The enterprises included in the study were operated by women producing and trading processed foods from non-permanent structures at schools and on pavements in Duncan Village, as well as at the taxi ranks in East London. Systematic sampling techniques were used to select food micro-enterprises at the schools while all the enterprises at the pavements and at the taxi rank were included. This resulted in the inclusion of 41 food micro-enterprises. The results indicated that the profiles of these owners do not differ significantly from micro-enterprise owners operating in the informal sector elsewhere in South Africa. Furthermore, they indicated a clear need for training in all aspects regarding their business operations. The identification of the features of the ideal micro-enterprise training programme for the training of current and prospective female food micro-enterprise owners operating in Duncan Village was based on the profiles of street food consumers and food micro-enterprise owners, discussions with experts and on the literature. The identified features were used for the development of a framework to evaluate the appropriateness of micro-enterprise training in the greater East London area for current and prospective food micro-enterprise owners in Duncan Village. The supply of micro-enterprise training in the greater East London area for food micro-enterprise owners was investigated using a structured questionnaire, completed during a personal interview with the training managers of the organisations. All governmental and non-governmental organisations in the area offering training programmes with the objective to motivate and enable persons to establish a microenterprise in the informal sector; or with the objective to enable established micro-enterprises to operate more efficiently within the informal sector, were included in the study population. These organisations were identified through snowball sampling and resulted in ten organisations and 17 programmes being included. Subsequently, the appropriateness of micro-enterprise training programmes available in the greater East London area for current and prospective food micro-enterprise owners in Duncan Village was evaluated using the Evaluation Framework. The results indicate that only one programme, combining business management and cooking skills, could be rated as appropriate for current and prospective food microenterprise owners in Duncan Village. Five other programmes could be rated as moderately appropriate for particular groups. These programmes, with the exception of one, included business management skills and no cooking skills. The remaining programmes were rated as either not very appropriate or inappropriate for current and prospective food micro-enterprise owners in Duncan Village. It is concluded that a need for the mentioned awareness-creating programme exists. Furthermore, it is recommended that the programme developed in this research, be used as basis for the household food security module of the comprehensive programme. / AFRIKAANSE OPSOMMING: Die doel van die studie was die ontwikkeling van 'n program om die bewustheid van vroue in Duncan Village ten opsigte van 1) die bydrae wat voedsel mikro-ondernemings tot die verbetering van voedsel sekuriteit kan lewer; 2) verbruikers se behoeftes betreffende die bedrywighede van voedsel mikroondernemings; en 3) toepaslike mikro-onderneming opleidingprogramme in die groter Oos Londen area te verhoog. Die behoefte om 'n module oor voedselsekuriteit in 'n omvattende intervensie program in te sluit, is reeds geïdentifiseer. Hierdie intervensie program het ten doeI om groeivertraging in 0 tot 24 maande oue kinders, wat munisipale klinieke in Duncan Village besoek, te voorkom deur die versorgingkapasiteit van hul moeders of primêre versorgers te verhoog. Voedselsekuriteit word gedefinieer as toegang deur alle mense, ten alle tye, tot genoegsame voedsel vir 'n aktiewe, gesonde lewe. Die potensiële rol wat voedsel mikro-ondernemings in die verbetering van voedselsekuriteit kan speel, is deur middel van 'n literatuuroorsig vasgestel. Daar is vasgestel dat die voedsel wat deur hierdie ondernemings verkoop word tot individuele voedselsekuriteit bydra deurdat dit goedkoop voedsel beskikbaar stel by plekke waar mense werk of andersins bymekaar kom. Indien veilige en voedsame voedsel voorsien word, kan dit help om energie- en voedingbehoeftes te bevredig. Die belangrikste metode waardeur dit 'n individu se toegang tot voedsel verhoog, is deur 'n inkomste aan die eienaars van voedsel mikro-ondernemings te verskaf. Verbruikers se behoeftes betreffende die bedrywighede, insluitend produkte, van voedsel mikroondernemings is met behulp van gestruktureerde vraelyste tydens persoonlike onderhoude met die kopers en nie-kopers van voedsel van hierdie ondernemings, bepaal. Eenhonderd nege-en-twintig kopers en niekopers is onderskeidelik geselekteer deur 'n kombinasie van bondel- en geriefssteekproefneming te gebruik. Die voedsel mikro-ondernemings wat handel gedryf het by skole en op sypaadjies in Duncan Village, asook dié by die taxi staanplek in Oos Londen, is in hierdie steekproef ingesluit. Die resultate van hierdie opname toon aan dat verbruikergedrag bepaal word deur die gebied waar verbruikers hul kos koop, die geslag en ouderdom van die verbruiker, en die vriendelikheid van die verkoper. Verbruikers se produkkeuse word grootliks bepaal deur die smaak, koste en die vullingsvermoë van die voedsel. Verbruikers was oor die algemeen tevrede met die bedryfsure en die produkte van voedsel mikroondernemings. Hulle was egter die minste tevrede met die area waar die ondernemings bedryf word, hoofsaaklik vanweë die stowwerigheid van die omgewing. Nie-kopers in die besonder het die higiëne van die voedsel, die verkoper en die omgewing as hul grootste bronne van kommer bestempel. Die toepaslikheid van beskikbare mikro-onderneming opleidingprogramme in die groter Oos Londen omgewing vir huidige en voornemende eienaars van voedsel mikro-ondernemings in Duncan Village is geëvalueer deur die volgende stappe uit te voer: 'n Profiel van voedsel mikro-ondernemings, met inbegrip van die eienaars en die besigheidsaktiwiteite, is saamgestel. Die eienskappe van die ideale opleidingprogram vir huidige en voornemende eienaars van voedsel mikro-ondernemings in Duncan Village is geïdentifiseer, die beskikbaarheid van mikro-onderneming opleiding in die groter Oos Londen omgewing is ondersoek en die toepaslikheid van die geïdentifiseerde programme is geëvalueer. Die profiel van voedsel mikro-ondernemings in Duncan Village, het 'n profiel van die eienaars, die onderneming self en die besigheidbedrywighede ingesluit. Die data is ingesamel deur gestruktureerde vraelyste gedurende 'n persoonlike onderhoud met die eienaars van voedsel mikro-ondernemings te voltooi. Die ondernemings wat in die studie ingesluit is, is bestuur deur vroue wat voedsel vervaardig en verkoop vanaf nie-permanente strukture by die skole en op die sypaadjies in Duncan Village, asook die taxi staanplek in Oos Londen. Sistematiese steekproefnemingmetodes is gebruik om die voedsel mikroondernemings by die skole te selekteer. Al die ondernemings wat vanaf die sypaadjies in Duncan Village en die taxi staanplek in Oos Londen bedryf is, is ingesluit. Een-en-veertig voedsel mikroondernemings is in die studie populasie ingesluit. Die resultate het aangedui dat die profiel van die eienaars nie wesentlik verskil het van dié van algemene mikro-onderneming eienaars in die informele sektor elders in Suid Afrika nie. Bykans alle eienaars het aangedui dat daar by hulle 'n behoefte bestaan vir opleiding in alle aspekte rondom die bestuur van hulle besighede. Die eienskappe van die ideale mikro-onderneming opleidingprogram vir huidige en potensiële eienaars (vroulik) van voedsel mikro-ondernemings in Duncan Village, is gebaseer op die profiele van die verbruikers en eienaars van voedsel mikro-ondernemings, besprekings met kundiges op die gebied en relevante literatuur. Die geïdentifiseerde eienskappe is gebruik vir die ontwikkeling van 'n raamwerk om die toepaslikheid van mikro-onderneming opleidingprogramme in die groter Oos Londen area te evalueer. Die beskikbaarheid van mikro-onderneming opleiding programme in die groter Oos Londen omgewing, vir voedsel mikro-onderneming eienaars, is met behulp van 'n gestruktureerde vraelys wat tydens 'n persoonlike onderhoud met die opleidingbestuurders van die organisasies voltooi is, ondersoek. Alle regerings- en nie-regerings organisasies in die omgewing wat opleidingprogramme met die doel om persone te motiveer en in staat te stel om 'n voedsel mikro-onderneming in die informele sektor te vestig, of om 'n gevestigde voedsel mikro-onderneming meer effektief te bedryf, aanbied, is in die studie populasie ingesluit. Tien organisasies en 17 programme is deur middel van sneeubal steekproefneming geïdentifiseer en ingesluit. Die toepaslikheid van beskikbare mikro-onderneming opleidingprogramme in die groter Oos Londen omgewing is deur middel van die Evaluering Raamwerk geëvalueer. Die resultate het aangedui dat slegs een program wat ondernemingsbestuur- en voedsel voorbereidingsvaardighede gekombineer het, as toepaslik vir huidige en voornemende voedsel mikro-onderneming eienaars beskou kon word. Vyf ander programme kan as redelik toepaslik vir sekere groepe gesien word. Almal behalwe een van hierdie programme het ondernemingsbestuurvaardighede ingesluit, maar geen voedsel voorbereidingsvaardighede nie. Die oorblywende programme is as nie baie toepaslik of geensins toepaslik vir huidige en voornemende eienaars van voedsel mikro-ondernemings in Duncan Village geëvalueer. Daar is tot die gevolgtrekking gekom dat daar 'n behoefte bestaan vir die bogenoemde bewusmakingprogram. Daar word verder aanbeveel dat die program wat in hierdie navorsing ontwikkel is, as 'n basis vir die huishoudelike voedselsekuriteit module in die omvattende intervensie program gebruik word.

In the 21st century change is inevitable and management accounting has not been immune to the changing business environment. The morphogenic change, has been brought about because of three distinctly identifiable drivers of change namely rapidly advancing communications and information technology, the onslaught of globalisation and an increased emphasis on the knowledge worker in organisations. Questions have been raised by business leaders about management accountants ability to keep pace with the challenges, as well as higher education's ability to provide graduate management accountants with the required skills for the new business environment. A triangulation method was used to conduct an investigation into the perception of the skills required and acquired by South African management accountants to meet the challenges of the changing business environment. As the fundamental nature of the study implied performance measurement, a balanced scorecard was employed to report on and measure if academia is delivering what practice wants. The study found that tertiary management accounting education has been slow to adopt the changes of the business environment and that a gap does indeed exist between what practice want and educators teach. Information obtained from the customer, learning and growth, internal business process and financial perspectives of the balanced scorecard was used to develop a framework for curriculum design. Academics involved in curriculum design should take note of the recommendations listed in this research in order to ensure that qualifications remain relevant to an ever-changing business environment. / Financial Accounting / D.Comm.

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

A quantitative, descriptive, explorative design was used to evaluate a decentralised primary health care training programme at a training unit in the Limpopo Province. The study sought to determine to what extent the newly qualified diplomates were able to manage patients appropriately when faced with the realities, such as the shortage of personnel, large numbers of patients, shortage of resources and time constraints in the real situation without the support and guidance from medical practitioners and senior nursing personnel. Data were collected by observing the diplomates as they managed patients with hypertension by making use of checklists. The diplomates were also interviewed by making use of an in interview schedule. The major inferences drawn from this study was that these diplomates were competent in the management of these patients and were satisfied with their abilities and training. / Health Studies / M. A. (Health Studies)

Background: The Continuing Professional Development (CPD) Framework established by the South African Nursing Council (SANC) states that organisations have a responsibility to create enabling environments in which the development of nurses can take place. Aim: The aim of this study is to assess the CPD of nurses at a public hospital in KwaZulu-Natal. Method: A quantitative descriptive design was followed. Convenience sampling yielded a sample of 166 nurses consisting of the registered nurse (63.2%) and enrolled nurse categories (36.8%). Data collection was done using a self-designed questionnaire. Statistical analysis was done using the Statistical Analysis System (SAS) Version 9.4 programme. Results: The findings revealed that CPD was ranked the least important area in terms of management priorities. Key barriers to development included staff shortages, lack of funding, poor resources and competing personal responsibilities. The study found that CPD had positive outcomes for nursing practice. / Health Studies / M.A. (Nursing Science)

It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.