Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011 / As global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills. However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable. This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions. A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace. In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.

An emphasis ·on creativity as well as its implications for teacher education is significant for the South African education system. In this study some relevant issues related to the creative teaching of English in the· Junior Primary phase of schooling as well as to the training of teachers are highlighted. The transitional changes that are taking place currently, present a challenge for all educators, particularly language educators. It is evident that teachers need to acquire competencies which would enable them to function effectively in a multicultural, multilingual society. They need to be a skilled, flexible and innovative work-force. The main area of focus. is the training programme used at Springfield College of Education. An analysis of the Junior Primary English Syllabus reveals that there is a need for the programme to be orientated towards the development of creative teachers. This study includes some recommendations for teaching practice and teacher training. / Educational Studies / M. Ed. (Didactics)

Dissertation submitted in fulfilment of the requirements for the Master's Degree of Technology: Information Technology, Durban University of Technology, 2010. / The main purpose of this study was to examine how e-learning can help resolve some of the most acute problems that are specific to the nature of the outcomes-based education (OBE) system in developing countries. This was accomplished by investigating the relevant literature on OBE and by designing an e-learning content prototype for the South African version of OBE, with the focus on the training of Mathematics and Mathematical Literacy educators. OBE is an education system centred on the theory of mastery of learning introduced by Bloom in the 1950s. It has been implemented worldwide in primary and secondary schools and also in tertiary institutions. Some studies have shown that OBE is problematic, and that both educators and learners are opposed to this system of education. Existing research also reports that the quality of education in OBE is very poor as compared to that of the traditional education system. This study was an attempt to identify the most acute problems experienced by educators and learners in the OBE context and to design a prototype for e-learning content that can be used in courses in an attempt to solve these problems. The research population of the perceptions survey consisted of Mathematics and Mathematical Literacy educators and learners from the 6 000 primary and secondary schools of the KwaZulu- Natal (KZN) province of South Africa. Eighteen schools formed part of the research sample, with an average of two schools per region (the KZN province is divided into nine regions). Both private and public schools were included in the study. Data for the study were collected from March 2007 to August 2007 in the form of a perceptions survey of 104 educators and 288 learners, yielding an average of six educators and sixteen learners for each randomly selected school. Results from the perceptions survey show that educators and learners do not understand OBE terminology. In addition, educators claim that they are not sufficiently trained for OBE. Research iii participants also report that schools’ basic infrastructure is unsatisfactory, and that their classrooms are overcrowded. Mathematics is perceived as the most difficult subject by both educators and learners. The survey also reveals that most public schools do not have computers and that neither educators nor learners have access to computers in their public libraries. A SCORM- (Sharable Content Object Reference Model) compliant e-learning course was developed in this study to address the most acute problems identified by the survey, based on the Software Engineering Unified Model. The designed e-course contains OBE terminology such as learning outcomes, OBE principles, assessment standards, assessment methods, national curriculum statement and learning fields. The e-learning course content also contains the Mathematics and Mathematical Literacy curriculum for grades 11 and 12. It was constructed using 16 documents extracted from the National Department of Education’s website: 7 documents under Further Education and Training, 4 under Teacher Guide, and 5 under General Education and Training. The evaluation of the e-learning content prototype was conducted through a survey among 36 educators from different primary and secondary schools of the Mnquma Municipality of the Eastern Cape province of South Africa. They were trained in the SCORM-compliant e-learning course content at the Walter Sisulu University’s Butterworth campus. The training took place from 10 to 13 November 2009. After the training, educators filled out a questionnaire on their perceptions of the effectiveness of the proposed e-learning content prototype with regard to the practice of OBE. Results from the SCORM e-course evaluation survey showed that the proposed SCORM software artefacts allow educators to have a better understanding of OBE terminology. The proposed software artefact is user-friendly and educators recommended its use not only for Mathematics but for all subjects.

Thesis (MMus (Music))--University of Stellenbosch, 2009. / In 1994 the first democratic election took place in South Africa. Since then large initiatives have been undertaken on national level to redress the inequalities of the past. One of these areas where drastic transformation was needed, is the education system of the country. A National Qualifications Framework was created and Outcomes Based Education was used to implement a new curriculum. This required a total paradigm shift of teachers in terms of how they thought about education as well as changes in their teaching practice. The learning area Arts and Culture was included in the new curriculum to provide all learners with equal opportunities to take part in and enjoy the arts, cultural expression and conservation of heritage as a basic human right. The learning area however brought about unique problems for the teacher, as it is multidisciplinary and most teachers were not trained to facilitate it. Initially it was given to teachers who were specialists in one or the other of the arts disciplines, but these teachers progressively left the education system, and since then the learning area has fallen into the hands of nonspecialists. The Department of Education has launched various training opportunities to empower teachers, but without much success. Teachers remain inadequately qualified regarding subject knowledge and skills to bring the learning area to fruition and to reach the goals of the curriculum. In the process learners are deprived of important opportunities for experiences in the arts and teachers become increasingly demotivated. Thus, in South Africa there exists a dire need for effective in-service training and professional development of Arts and Culture teachers in order to empower them to take their place in the unlocking and transmission of the spiritual goods of the human race to our youth. This study investigates the true problems of Arts and Culture teachers in South Africa by placing the process of transformation in the education system after 1994 into context and viewing Outcomes Based Education, the learning area Arts and Culture and the development of teachers through the looking glass. Three forms of training for teachers are compared to try and find a possible best way to address these problems and to determine whether effective in-service training of Arts and Culture teachers leads to professional development, empowerment, a more positive vocational disposition and motivation. Training on a one-to-one basis lead by a specialist teacher emerges as the most effective alternative form of training.

Thesis (MCur)--Stellenbosch University, 2003 / ENGLISH ABSTRACT: It appears that registered midwives prefer not to cut episiotomies which results in an increase in perineal tears. This may be the case as a result of current controversies regarding episiotomies, lack of suturing skills due to insufficient training and evaluation, or the fact that the necessity of an episiotomy are not recognised timeously. In light of this the incidence of perineal trauma during deliveries in public healthcare institutions in the Western Cape was evaluated from a nursing perspective. The midwife can playa significant role in the prevention of unnecessary perineal trauma by applying particular precautions in practice. Triangulation was used as the research method. Seven public healthcare institutions in the Western Cape were included in this study. Nurses completed 45 questionnaires while 33 deliveries and 25 cases of suturing of perineal wounds were evaluated according to a pre-compiled checklist. Semi-structured interviews were conducted with registered midwives and medical practitioners involved in the training of nursing students. According to findings it appears that nurses do not recognise the risk factors to be contributory causes of perineal tears. Furthermore, it appeared that 46% of registered midwives did not feel competent enough to suture perineal wounds. Disparities were identified pertaining to the training of student nurses as well as the continuous training and evaluation of registered midwives regarding the suturing of perineal wounds. It is recommended that a uniform policy should be formulated concerning guidelines for the cut and suturing of episiotomies and lacerations. Furthermore, a uniform classification system regarding perineal trauma should be formulated as well as a uniform system to evaluate the competency of midwives. / AFRIKAANSE OPSOMMING: Dit blyk dat geregistreerde vroedvroue nie graag 'n episiotomie knip nie, met 'n gevolglike toename in perineale skeure. Dit is moontlik as gevolg van die huidige kontroversie betreffende episiotomies, óf hegtingsvaardighede wat nie voldoende is nie te wyte aan gebrekkige opleiding en evaluering, óf die noodsaaklikheid van 'n episiotomie word nie betyds ingesien nie. In die lig hiervan is die voorkoms van perineale trauma tydens verlossings in openbare gesondheidsinstellings in die Wes- Kaap vanuit 'n verpleegkundige perspektief geëvalueer. Die vroedvrou kan 'n beduidende rol speel in die voorkoming van onnodige perineale trauma deur die toepassing van sekere maatreëls in haar praktykvoering. Triangulasie is as navorsingsmetode gebruik. Sewe openbare gesondheidsinstellings in die Wes-Kaap is in hierdie studie ingesluit. Vyf-en-veertig vraelyste is deur verpleegkundiges voltooi terwyl 33 bevallings en 25 hegtings van perineale wonde volgens 'n voorafopgestelde kontrolelys geëvalueer is. Semi-gestruktureerde onderhoude is gevoer met geregistreerde vroedvroue en geneeshere wat by die opleiding van verpleegstudente betrokke is. Volgens die bevindings blyk dit dat verpleegkundiges nie die risikofaktore as aanleidende oorsake van perineale skeure herken nie. Hulle verkies ook om nie episiotomies te knip nie en sal eerder 'n perineale skeur heg. Dit het verder geblyk dat 46% van die geregistreerde vroedvroue nie bevoeg gevoel het om perineale wonde te heg nie. Leemtes is geïdentifiseer ten opsigte van die opleiding van studentverpleegkundiges asook voortgesette opleiding en evaluering van geregistreerde vroedvroue ten opsigte van hegtingstegnieke. Aanbevelings sluit in dat 'n eenvormige beleid geformuleer moet word ten opsigte van die riglyne vir die knip en hegtings van episiotomies en skeure, 'n eenvorminge klassifikasiesisteem van perineale trauma asook 'n stelsel van evaluering van geregistreerde vroedvroue se bevoegdheid.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The 1990s were characterised by a process of rapid political change in South Africa, which resulted in a period of transition in the economic and social spheres of this society. South Africans need to adapt to the shift in political leadership as well the rapid rate of technological innovation globally. Leadership theory has evolved from more traditional approaches such as the trait approach and behavioural approach to more recent theories such as situational leadership theories, leader-follower exchange theories and leadership decision-making theories. The recent trends in the field of Industrial Psychology lead to a more comprehensive and all-inclusive theory of leadership, namely transformational leadership. South Africa needs transformational leaders to drive and manage the change process. From the literature study it is evident that there is a need for transformational leadership training and development in South Africa. Therefore the main goal of this study was to determine the feasibility of transformational leadership training and development in South Africa. The main problem is divided into four sub-problems. In order to develop South African managers into transformational leaders, it is important that a need for transformational leadership training exists. Therefore the first subproblem is concerned with the need for the development of transformational leadership skills in South African leaders. The data of all South African leaders (7,563 cases) that were rated on Form 5X of the Multi-factor-Leadership Questionnaire (instrument measuring transformational leadership) was obtained from Productivity Development Pty. (Ltd.). This data was generated from March 1995 to June 1999. Firstly, the Ideal Theoretical Leadership Profile is compared to the total South African sample (N=7563). Secondly, leaders who performed effectively in the world of work were extracted from the total South African sample and were compared to the rest of the South African sample. Thus the Ideal Effectiveness Leadership Profile (N=657) is compared to the rest of the South African sample (N=6906). In both instances the profiles of the South African sample resembles the two ideal leadership profiles. The fact that the South African leaders scored well below the norms of the two ideal profiles on transformational leadership dimensions indicates that there is a need for the development of transformational leaders in South Africa. Thirdly, the t-test is utilised in order to compare the total South African sample (N=7,443) to an international sample (N=2080). The South African sample scored significantly higher on transformational leadership scales than their international counterparts. This indicates that South African leaders compare well to international standards regarding transformational leadership Once it was assessed that there is a need for South African leaders to be developed as transformational leaders, it was important to determine whether the Multi-factor Leadership Questionnaire (MLQ) is a valid instrument for measuring transformational leadership in South Africa. Transformational leadership training and development can not be managed in South Africa unless it can be measured. Therefore the second subproblem was concerned with the construct validity of the MLQ in South Africa. Confirmatory factor analysis was utilised in order to assess the construct validity of the MLQ on 7563 cases. The final first-order analysis indicated that there is not conclusive evidence for the 8-factor structure in the South African context. More comprehensive research is needed in order to prove the validity of the MLQ beyond reasonable doubt in the South African context. After the conclusion was reached that transformational leadership training is needed in South Africa, it was decided to investigate the practical implementation of transformational leadership training in South Africa. In order to investigate the practical implementation of transformational leadership training, high-level managers trained at the Graduate School of Business, University of Stellenbosch (USB) were assessed as a microcosm of the larger South African sample. The USB group (N=120) was compared by means of t-tests to two other groups, namely the rest of the South African sample (N=7443) and an international sample (N=2080). The third sub-problem was thus concerned whether the USB group was a select group. The USB group scored significantly higher on all of the individual transformational factors than the two other groups. The results suggest that the USB is a select group. Once it was concluded that the USB group was a select group, they were tested on Kirkpatrick's reaction level of evaluation in order to determine whether they benefited from the course, although their MLQ scores reflected that they were already acting in a transformational manner. The fourth sub-problem was thus concerned with evaluating the reactions of the USB group towards the Full Range Leadership Programme. Overall the participants (N=46) gave a positive reaction towards the programme. Although the USB group can be classified as a select group, participants believed that the programme was of practical use. This substantiates the argument that there is a need for developing transformational leaders. The results indicate that transformational leadership training and development is feasible in South Africa. Finally, on the basis of the results of this study, conclusions and recommendations are made for future research. / AFRIKAANSE OPSOMMING: Die negentigerjare word gekenmerk deur 'n proses van snelle politieke verandering in die Suid-Afrikaanse samelewing, wat In oorgangsperiode in die ekonomiese en sosiale sektore ingewy het. Dit is noodsaaklik dat Suid-Afrikaners aanpas by die veranderinge in politieke leierskap, asook by tegnologiese vooruitgang. Die leierskapsteorie, wat vroeër bestaan het uit die meer tradisionele benaderings soos die karaktertrek- en die gedragsbenadering, het gestalte gekry in meer onlangse teorieë. Hierdie teorieë sluit in die gebeurlikheids-, leier-volgeling-uitruilings- asook die leierskapsbesluitnemingsbenaderings. Die huidige neiging binne die wêreld van die Bedryfsielkunde is In meer omvattende en alles-inklusiewe benadering ten opsigte van die leierskapsteorie, naamlik transformasieleierskap. Suid-Afrika benodig transformasieleiers om die proses van verandering aan te dryf en te bestuur. Uit die literatuurstudie is dit duidelik dat daar 'n behoefte is aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika. Vervolgens is ~die hoofdoel van hierdie studie om die praktiese uitvoerbaarheid van transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika te bepaal. Die hoofprobleem word in vier sub-probleme verdeel. Daar word van die standpunt uitgegaan dat dit belangrik is om die transformasieleierskapsvaardighede van Suid-Afrikaanse bestuurders te ontwikkel. Die eerste sub-probleem fokus op die behoefte van Suid-Afrikaanse bestuurders aan opleiding in transformasieleierskap. Die data is ingesamel van alle Suid-Afrikaanse leiers (7,563 proefpersone) wat op die Multi-faktor Leierskapsvraelysvorm 5X (instrument wat transformasieleierskap meet) beoordeel is. Hierdie data is deur Productivity Development (Pty) Ltd beskikbaar gestel, en is vanaf Maart 1995 tot Junie 1999 ingesamel. Eerstens is die Ideale Teoretiese Leierskapsprofiel vergelyk met die leierskapsprofiel van die totale Suid-Afrikaanse steekproef (N=7,563). Tweedens is leiers wat effektief in die praktyk funksioneer, die Ideale Effektiwiteit Leierskapsprofiel (N=657), onttrek van die totale Suid-Afrikaanse steekproef en vergelyk met die res van die Suid-Afrikaanse steekproef (N=6,906). In beide gevalle is daar 'n verwantskap gevind tussen die Suid-Afrikaanse steekproef en die twee ideale leierskapsprofiele. Derdens is daar van 'n t-toets gebruik gemaak om die res van die Suid-Afrikaanse steekproef (N=7,443) met In internasionale steekproef te vergelyk. Die Suid-Afrikaanse steekproef het beduidend hoër tellings as die internasionale steekproef op alle transformasieskale behaal. Hiervolgens voldoen die Suid-Afrikaanse steekproef aan internasionale standaarde ten opsigte van transformasievaardighede. Nadat vasgestel is dat daar 'n behoefte bestaan aan transformasieleierskap-opleiding in Suid-Afrika, is daar ook besluit om die geldigheid van die Multi-faktor Leierskapsvraelys (MLO) onder Suid-Afrikaanse omstandighede te ondersoek. Transformasieleierskapopleiding en -ontwikkeling in Suid-Afrika kan nie bestuur word tensy dit akkuraat gemeet word nie. Daarom fokus die tweede sub-probleem op die konstrukgeldigheid van die MLO onder Suid-Afrikaanse omstandighede. Daar is van bevestigende faktor-ontleding gebruik gemaak om die konstrukgeldigheid van die MLO by 7,563 proefpersone te bepaal. Die 8-faktorpatroon lewer nie voldoende bewys dat die MLO weloor 'n mate van konstrukgeldigheid onder Suid-Afrikaanse omstandighede beskik nie. Nog in-diepte navorsing word benodig om bo redelike twyfel die geldigheid van die MLO onder Suid-Afrikaanse omstandighede te bevestig. Nadat tot die gevolgtrekking gekom is dat daar 'n behoefte aan opleiding in tranformasievaardighede bestaan, is die praktiese implementering van transformasieleierskap-opleiding in Suid-Afrika ondersoek. Vir hierdie doel is hoëvlakbestuurders, wat opgelei is by die Nagraadse Bestuurskool aan die Universiteit van Stellenbosch (USB), ondersoek as 'n mikrokosmos van die groter Suid-Afrikaanse steekproef. Die USB-groep (N=120) is deur middel van t-toetse met die res van die Suid-Afrikaanse groep (N=7,443) en 'n internasionale steekproef (N=2,080) vergelyk. By die derde sub-probleem moes bepaal word of die USB-groep 'n uitgelese groep is. Dié groep het beduidend hoër tellings by al die afsonderlike transformasiefaktore as die ander twee groepe behaal. Die gevolgtrekking kan dus gemaak word dat die USB-groep wel uitgelese is. Hierna is die groep gemeet aan Kirkpatrick se reaksievlak. By die vierde sub-probleem is die USB-groep se reaksie ten opsigte van die "Full Range Leadership Programme" geëvalueer. Oor die algemeen het respondente (N=46) 'n positiewe reaksie teenoor die program getoon. Die USB-groep het die program as betekenisvol beskou, en alhoewel hulle 'n geselekteerde groep is, dui dit aan dat daar tog onder hulle 'n behoefte is aan opleiding in transformasievaardighede van Suid- Afrikaanse bestuurders. Die resultate dui aan dat daar onder bestuurslui in die algemeen 'n behoefte aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika is. Ten slotte is gevolgtrekkings en aanbevelings wat op die resultate van die studie gebaseer is, vir toekomstige navorsing gemaak.

Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: South African society is currently undergoing a process of reconstruction and development, in social, economic and various other areas. South Africa struggles with problems such as unemployment and crime, which is also the case in many other countries. Socio-political and cultural factors, for example, poverty, unemployment, hunger and a shortage of housing, lends itself favourably towards criminal activities. These individual problems are regarded as reasons for the escalating crime in the country. The statistics pertaining to violence reflect that the level of acceptance of crime is embedded in the South African culture. As a result of the high crime figures, only the minority of the South African population have peace of mind. This situation influences the learners of the country because the school is directly connected to their society. Without peace, South Africa will be unable to prosper on any level and therefore it is essential that the present generation of learners be taught to resolve conflict in a peaceful manner. The statistics in respect of crime indicates that learners are influenced negatively and because of the democratic values of the country the various aspects of the rights of children do not carry any weight. The process of democracy has led to a total transformation at the educational level. A teaching system has evolved whereby teaching is more developmental, thereby stimulating people physically, emotionally, critically, aestheticaely and mentally. Outcomes Based Education is therefore regarded as a valuable shift in the direction for a better educational system. This education system strives to breach the social and historical inequalities. Aspects such as freedom, equality and peace which connect strongly to the process of Continuous Learning is emphasised in the White Paper of Education and Training (1995). The new education system requires that crime in schools be resisted and that education be utilised as an instrument for the promotion of peace in the country. The teaching of values and skills to handle conflict, conflict resolution, mediation, tolerance and co-operation can promote stability and peace within schools. These critical elements form part of Education for Peace. According to the literature, Education for Peace is seen both nationally and internationally as a possible solution to crime. Outcomes Based Education has made a tremendous impact on schools and educators. The National Qualification Framework requires of the educator to be a facilitator, which changes the task and nature of the teacher. The teacher must realise that change is an ongoing process and that the process of empowerment is necessary. Empowerment in Outcomes Based Education system and also in respect of Education for Peace demands a prominent role from the teacher as curriculum agent and developer. The development of an effective curriculum is rather difficult and demands dynamic teachers that can positively handle these changes. The teacher is regarded as the stimulant of behavioural changes within the learner. Teachers are therefore responsible to empower learners within the school context to think critically about social problems, conflict and crime. In this study acknowledgement is given to the importance of participation of the teachers in decision making. The opinions of teachers with regard to Education for Peace are obtained by an empirical investigation through interviews and questionnaires. Responding teachers have indicated that there is a vacuum in respect of Education for Peace. In this study teachers have: taken cognisance of Education for Peace and highlighted its critical elements; declared that Education for Peace (and the critical elements within) be applied as a mechanism to combat crime; determined that Education for Peace is essential within Outcomes Based Education and that specific skills be carried over to learners and that certain critical outcomes be reached. In response teachers have indicated that South Africa is not a peaceful country and that each teacher and learner make a personal contribution to the attainment of peace in schools, as well as in the community. Through Education for Peace learners can realise that they have an important role to playas peace makers in South Africa. This research has led to the compilation of a theoretical curriculum framework which has specific critical elements of Education for Peace as its foundation. The curriculum framework can be changed or adapted according to the needs of the learner and the community. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans op ekonomiese, sosiale en ander terreine in 'n proses van heropbou en ontwikkeling. Soos baie ander lande worstel Suid-Afrika ook met probleme soos werkloosheid en misdaad. Sosio-politieke en kulturele faktore, byvoorbeeld armoede, hongersnood werkloosheid en 'n tekort aan huise, verskaf 'n ideale omgewing vir kriminele aktiwiteite. In hierdie studie word enkele van die probleme as agtergrond vir die toenemende geweld in die land aangedui. Die statistiek ten opsigte van geweld toon aan dat die aanvaarding van geweld diep gewortel is in die Suid-Afrikaanse kultuur. As gevolg van die hoë misdaadsyfer het slegs 'n klein persentasie van die Suid-Afrikaanse bevolking algehele gemoedsrus. Hierdie situasie beïnvloed die leerders van die land omdat die skool inherent deel ls van die samelewing. Sonder vrede kan Suid-Afrika nie op enige terrein vooruitgaan nie en daarom is dit so essensieel dat die huidige generasie leerders geleer moet word om konflik vreedsaam op te los. Die statistiek ten opsigte van geweld dui egter daarop dat die leerders van die land nadelig beïnvloed word omdat die demokratiese waardes en die regte van kinders nie gewig dra nie. Die proses van demokrasie het gelei tot 'n totale verandering op opvoedkundige gebied. 'n Onderwysstelsel is gevestig waar onderwys tans in 'n ontwikkelingsproses is en sodoende mense verstandelik, fisies, emosioneel, krities en esteties ontwikkel. Uitkomsgebaseerde onderwys word daarom beskou as 'n waardevolle skuif in die rigting van 'n beter onderwysstelsel. Met hierdie onderwysstelsel word daarna gestreef om die sosiale en historiese ongelykhede in gemeenskappe te oorbrug. Aspekte soos vryheid, gelykheid en vrede wat aansluit by die proses van lewenslange leer, word in die Witskrif oor Onderwys en Opleiding (1995) beklemtoon. Die nuwe onderwysstelsel vereis dat geweld in skole teengestaan moet word, en dat opvoeding benut kan word as 'n instrument vir die bevordering van vrede in die land. Die onderrig van waardes en vaardighede in konflikhantering, konflikresolusie, mediasie, verdraagsaamheid en samewerking kan vrede en stabiliteit in skole bevorder. Hierdie kritiese elemente vorm deel van Opvoeding vir Vrede. Volgens die literatuur word Opvoeding vir Vrede, internasionaal sowel as nasionaal, as 'n moontlike oplossing vir geweld gesien. Uitkomsgebaseerde onderwys het 'n geweldige impak op skole en die onderwyser. Omdat die Nasionale Kwalifikasieraamwerk van die onderwyser verwag om 'n fasiliteerder te wees, verander die aard van die onderwyser se taak. Die onderwyser moet besef dat verandering 'n voortdurende proses is en dat die proses van bemagtiging noodsaaklik is. Bemagtiging in 'n uitkomsgebaseerde onderwysstelsel, en ook ten opsigte van Opvoeding vir Vrede, vereis dat die onderwyser as kurrikulumagent en ontwikkelaar In groter rol moet speel. Die ontwikkeling van 'n effektiewe kurrikulum is uiters moeilik en vereis dinamiese onderwysers wat hierdie veranderinge positief kan hanteer. Die onderwyser word beskou as die stimuleerder van gedragsverandering in die leerder, en is daarom verantwoordelik om leerders binne die skoolkonteks te bemagtig om krities oor sosiale probleme, konflik en geweld te dink. In hierdie studie word gefokus op die belangrikheid van die onderwyser se deelname aan besluitneming. Die menings van onderwysers ten opsigte van Opvoeding vir Vrede word in "n empiriese ondersoek uit onderhoude en vraelyste verkry. Responderende onderwysers het aangedui dat daar "n leemte is ten opsigte van Opvoeding vir Vrede. In die ondersoek het responderende onderwysers: bepaalde gebreke ten opsigte van kennis en vaardighede met betrekking tot Opvoeding vir Vrede getoon en is bepaalde kritiese elemente daarin geïdentifiseer; verklaar dat Opvoeding vir Vrede (en die kritiese elemente daarin) aangewend kan word as "n meganisme om geweld te bekamp; bepaal dat Opvoeding vir Vrede essensieel is binne uitkomsgebaseerde onderwys. Bepaalde vaardighede word op hierdie wyse aan leerders oorgedra en sekere kritiese uitkomste kan bereik word. Responderende onderwysers het aangedui dat Suid-Afrika nie "n vreedsame land is nie en dat elke onderwyser en leerder "n persoonlike bydrae kan lewer tot die verkryging van vrede in die skole, asook in die gemeenskap. Deur Opvoeding vir Vrede kan leerders besef dat hulle "n belangrike rol as vredemakers in Suid-Afrika het. Hierdie navorsingsondersoek het gelei tot die opstel van "n teoretiese kurrikulumraamwerk wat die geïdentifiseerde kritiese elemente van Opvoeding vir Vrede as onderbou neem. Die kurrikulumraamwerk kan verander en aangepas word na gelang van die behoeftes van die leerder en die betrokke gemeenskap.

Thesis (PhD)--Stellenbosch University, 2015 / ENGLISH ABSTRACT: An analysis of a teacher development programme known as the Cluster Project is central to this research. Study of the form, processes and outcomes of the project model draws attention to teacher professional development (TPD) as a critical strategy for improving science education in primary schools. High quality teaching at the foundational level supports children develop the appropriate level of knowledge that would allow them to take up and succeed at science at higher levels. With the object of strengthening primary science education the Primary Science Programme (PSP) implements a Cluster Project in Western Cape schools. The project model offers training workshops, classroom guidance and essential resources to support teachers develop both their knowledge and teaching competencies to teach science well. Training workshops are designed to build teachers’ understanding of critical science concepts, improve science content knowledge, and offers guidance with curriculum implementation and assessment of learning. In-classroom support and team-teaching, supported with teaching and learning materials and other resources, assists with improving teaching practice in context. This interpretive case study analyses the Cluster Project model and its processes within three theoretical frames: activity theory, complexity theory, and a research-developed qualitative framework to trace teacher professional development. Activity theory is applied to the purpose, organization and function of the Cluster Project, while complexity theory probes the meaning and implications of educational change for teachers and TPD. The qualitative framework with its five critical indicators of autonomy, knowledge, practice, and collaboration and continuing development analyses empirical evidence of TPD with respect to six teacher participants. Activity theory draws attention to the use of flexible adaptive teacher professional learning models which can accommodate frequent change to curriculum and context, and further highlights the importance of promoting collaboration and reducing contradictions in order to improve learning outcomes. Complexity theory expands understanding of teacher professional learning through its focus on the critical concepts of pedagogy, holism, learning as a nonlinear process, the unpredictability of teaching and learning, networking and connectedness, change by emergence and self-organization, changing environments, and teacher development programmes as open, complex adaptive systems. This research observed the six teacher participants were able to improve aspects of their teaching of science, thereby achieving a measure of professional development, although this was not a general observation within the Cluster Project teacher population. Research findings show that teachers’ active participation in meaningful practical science experiences promotes teacher learning, improves practical science in the classroom, and encourages the ready take-up of helpful and innovative science teaching ideas and strategies. This research recommends that practical science teaching, integrated with language and mathematics teaching, should form an essential part of education and training programmes for both pre-service and in-service primary and high school science teachers. / AFRIKAANSE OPSOMMING: Die analise van`n onderwyser-ontwikkelingsprogram, bekend as die Groepsondersteunings Projek, is die kern van diè navorsing. Studie van die vorm, prosesse en uitkomste van die projekmodel, vestig die aandag op onderwysers se professionele ontwikkeling as `n kritiese strategie vir die verbetering van wetenskaponderrig in primêre skole. Hoë gehalte onderwys in die grondslagfase, ondersteun die kinders se ontwikkeling op `n geskikte vlak van kennis wat hulle in staat sal stel om wetenskap verder te neem en daarvan `n sukses te maak op senior vlak. Met die doel om wetenskaponderrig te versterk in die primêre skool, implimenteer die Primêre Wetenskap Program (PSP) tans `n Groepsondersteunings Projek in die Wes-Kaapse skole. Die model voorsien opleiding deur slypskole, klaskamerleiding en noodsaaklike leerhulpmiddels om onderwysers se kennis en onderrigvaardigheid, om wetenskap as vak goed te onderrig, te ontwikkel. Opleidingsslypskole fokus daarop om onderwysers se begrip van kritiese wetenskaplike konsepte en opgradering van wetenskapinhoudskennis op te bou en ook om te help om die kurrikulum te implimenteer en kinders se leerwerk te assesseer. Klaskamer ondersteuning en span-onderrig, met die hulp van onderrig-en leerhulpmiddels, help met die verbetering van die onderwyspraktyk in konteks. Diè interpreterende gevallestudie analiseer die Groepondersteunings Projek model en die prosesse binne drie teoretiese raamwerke, die aktiwiteits-teorie, kompleksiteits-teorie en `n stel aanwysers wat ontwikkel is om bewyse van onderwysers se professionele ontwikkeling te ontleed. Die aktiwiteits-teorie is toegepas op die doel, organisering en funksie van die Projek, terwyl die kompleksiteits-teorie die betekenis en implikasies van die opvoedkundige verandering vir onderwysers en onderwysers se professionele ontwikkeling ondersoek. Die stel aanwysers met vyf kritiese fokuspunte: outonomie, kennis, praktyk, samewerking en voortdurende ontwikkeling, lei die analise van ses onderwyser-deelnemers se professionele ontwikkeling. Die aktiwiteits-teorie beklemtoon die belangrikheid van aanpasbare professionele leermodelle wat gereelde verandering aan die konteks en kurrikulum kan akkommodeer, en beklemtoon ook die belangrikheid om samewerking bevorder, teenstrydigheid te verminder en om sodoende die leeruitkomste te versterk. Die kompleksiteits-teorie verbreed die insig van onderwyser se professionele leer deur die fokus te plaas op die kritiese konsepte van pedagogiek; holisme; leer as `n nie-lineêre proses; die onvoorspelbaarheid van onderrig en leer; netwerk en aaneenskakeling; verandering deur die ontstaan en self-organisasie; veranderende omgewings en onderwyser-ontwikkelingsplanne as oop, komplekse aanpasbare stelsels. Diè navorsing het waargeneem dat die ses onderwyser-deelnemers in staat was om aspekte van hul wetenskap-onderrig te verbeter en sodoende was hulle in staat om `n mate van professionele ontwikkeling te behaal alhoewel dit nie `n algemene waarneming binne die Groepsondersteunings Projek se onderwyspopulasie was nie. Navorsingsbevindings dui aan dat onderwysers se aktiewe deelname aan betekenisvolle, praktiese wetenskapondervindings, leer kan bevorder en begrip kan bevorder van `n praktiese implimentering daarvan in die klaskamer en moedig die geredelike opname van nuttige en innoverende leer-idees en strategieë aan. Die navorsing beveel aan dat praktiese wetenskap-onderrig, integreer met tale en wiskunde, `n noodsaaklike deel moet vorm van onderwys-en opleidingsprogramme vir voor-diens en in-diens primêre en hoërskool wetenskaponderwysers.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville. This thesis has five chapters. Chapter One is the introductory chapter and examines the nature of the study in relation to the aims of the study, sub-problems, various definitions of staff development and formulates a hypothesis. The hypothesis states that: "There is a definite need for an academic staff development programme in the Faculty of Arts at the University of Durban-Westville." This hypothesis is then followed by a motivation and rationale of the study followed by a discussion of background studies on staff development. The limitations, strengths and scope of the study are presented followed by some preliminary considerations. Chapter Two provides an in-depth examination of staff development. It begins with a critical discussion of the various philosophies that underpin staff development practices. These philosophies include positivism, hermeneutics and the political nature of staff development. This is followed by a discussion on the goals of higher education and its link to staff development. Special reference is made to the South African context, quality assurance in South African universities and staff development programmes at the Historically Black Universities. Thereafter, an in-depth discussion of the link between teaching and learning is presented. This is accomplished by referring to theories of teaching and learning in higher education. Once this is completed, the entire spectrum of staff development activities is presented. This discussion begins with a description of the various competencies of the lecturer followed by a presentation of two models on staff development. The following staff development practices are then discussed in detail: induction programmes, seminars and workshops, reflective teaching and self-directed practice, mentoring, consultation, personal growth contracts, the cascades method and micro-teaching. This discussion is consolidated by presenting the case of the University of Durban- Westvi11e and motivating for the need for academic staff development in the Faculty of Arts. Chapter Three presents the research design and methodology - it outlines the steps undertaken in the current study. Both qualitative and quantitative methods of research were utilized. The primary means of collecting data was the survey which included the dissemination of questionnaires to both third year students and lecturers in the Faculty of Arts. Students were selected from the population of third year students in the Faculty of Arts. A proportional stratified randomized sampling procedure was applied to both the population of staff and students. Chapter Four presents the analysis of the data in a systematic way. The student questionnaire is analyzed followed by an analysis of the staff questionnaire. These results are presented in table form, followed by a discussion. There are 38 tables in this chapter. Chapter Five is the final chapter that presents the conclusions drawn from the study and provides recommendations for the establishment of a staff development programme. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme, verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville." Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing. 'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n paar inleidende beskouinge. Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met 'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het. Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word. Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek. Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan dosente moet voldoen, en word gevolg deur 'n voorlegging van twee personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels, reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe, word gemotiveer. In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel, was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente. Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word daarna bespreek.

M.Ed. (Education) / Please refer to full text to view abstract