D.Ed. / This thesis is a report of a research project conducted in a Technikon within the higher education sector of South Africa. Teachers in this sector are facing major challenges due to the transformation of higher education, as well as the introduction of an Outcomes-Based Education (OBE) paradigm. Teachers thus need to adapt their teaching practice to include the principles and practices of this educational paradigm and are continuously required to improve their teaching practice to face the aforementioned challenges. This study was aimed at investigating how teachers could be assisted to improve their teaching practice. It primarily aimed at seeking a way to assist lecturers of the Technikon to improve their teaching practice, while it was hoped that I would also improve my own practice. An action research project was conducted during which I was planned, designed and implemented a teaching skills programme. Literature on teaching and learning, with specific emphasis on theories and approaches that support learners' meaningful learning, was reviewed. Furthermore, literature on staff development policies, approaches, practices and the OBE paradigm provided the theoretical foundation for the various phases in the action research project. After conducting a needs analysis to determine the perceived teaching needs of lecturers, all lecturers at the Technikon were invited to attend the teaching skills programme as a staff development initiative. Data of what was experienced, observed and learnt during the process were noted in my research journal. After I had analysed and interpreted the data gained I reflected on the experiences and learning, as well as on the value of the programme. From the research notes I learnt more about the participants, the programme and the process, while I learnt more about myself as a teacher and as a researcher. These reflections informed the findings, namely that insufficient focus is placed on teaching and learning initiatives. Furthermore, it was found that staff development policies did not seem to provide sufficient support for such initiatives. Literature indicated that these findings were not unique to the Technikon, but also seemed to be experienced in other higher education institutions. Based on the above findings it was concluded that teachers could be assisted in improving their teaching practice by focusing on their learners' meaningful learning and by continuously updating their teaching knowledge and skills. It was therefore recommend that staff development policies be revised and that teachers and managers in higher education refocus on the core business of higher education institutions, namely, teaching and learning. Finally, it was recommended that managers, teachers and staff development units accept coresponsibility for improving teaching practice in higher education and work in synergy to achieve this common goal. The co-responsibilities of role-players in academic staff development have been presented diagrammatically within a framework. The importance of all role-players taking their responsibilities is illustrated. The resulting coresponsibility amongst role-players is argued to emphasise the importance of synergy amongst them towards achieving improved practice. I argued that all three role-players needed to collaborate and support one another if they were "to move in the same direction" towards improved teaching practice. The scholarly contribution of this study lies firstly within my living theory, which is a culmination of the learning journey as well as the results thereof. My living theory of teaching practice and that of academic development is culminated into the framework.

D.Ed. / A child is educated with the aim of being able to comply with all the demands of life. One of these demands is having an occupation. In our contemporary society, the demand for work is far greater than the supply, which leads to unemployment. This is one reason for the actuality of this research. The lack of entrepreneurs is a national problem. Generally, parents are of the opinion that someone out there is waiting to employ their child. Children are thus brought up to believe that they must be employees or job seekers. At an early stage, the awareness and attitudes of the youth can be changed by means of entreprenedrial education as a method of combatting unemployment. This study concerns the task of the parental home as creator of a culture characterised by entrepreneurship. A twofold approach, consisting of a literature study (chapters 2-4) and an empirical study (chapters 5-6) was used. The purpose of the study is to determine: • what is understood by entrepreneurship (chapter 2); • the task of the parental home (chapter 3) and • the contribution of the parental home to the encouragement of entrepreneurship (chapter 4). The empirical investigation was undertaken with reference to the above theoretical framework. Teachers and businessman in the Springs Magisterial District were involved in the research. The purpose of this research is to determine which factors or circumstances in the parental home encourage entrepreneurship. Since this information could not be acquired by means of a known or existing instrument, a suitable instrument was designed.

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

The skills shortages in mining and mineral sector had existed for a decade and had a widespread effect on South Africa economy. It affects the level of economic productivity and reduces the country’s capacity to develop a knowledge society. This, in turn, affects the country’s functioning in the global economy. Despite the sector’s best efforts, the shortages continue to grow and threaten the delivery of projects and growth plans. Some researchers contend with the view that the persistence of skills shortages in mining and mineral sector is largely due to entrenched attitudes among both the industry and the community. They claim that employers have the means to change the educational profile of the subsectors by appointing recruits with higher levels of schooling. However, owing to the limited number of higher educated people living in the communities surrounding the mining operations and lack of interest in mining of people with higher levels of education, to name but few, employers are perceived to have a habit of employing people with little skills. The current study was aimed at investigating the impact of skills shortage on organisational performance, propensity to leave, competitive advantage and sustainability, from the management perceptive. The main objective of this study was to incorporate and embed previous research findings and theories into a comprehensive hypothetical model. A hypothetical model showed various factors that may influence skills shortage. Four independent variables (working environment, employment conditions, resources and education and training) were identified as variables that may influence skills shortage; and mediating variable (skills shortage) was also identified as a variable that have potential to affect dependent variables (organisational performance, propensity to leave, competitive advantage and sustainability) of gold mining sector. Furthermore, eight hypotheses were developed to test the relationship between independent, mediating and dependent variables. All these variables were clearly defined and operationalized with various items obtained from measuring instruments used in other similar studies. A purposive sample of 343 respondents was drawn from the population. A seven-point Likert scale and structured questionnaire were administered in person to the respondents and of which 300 were usable and subjected further to several statistical analyses. The validity and reliability of the measuring instrument was evaluated using significant effect p< = 0.001 and Pearson’s correlation test (α = 0.05). Data gathered were fed to and analysed by STATISTICA (version 10) and factor analysis and regression analyses were the statistical procedures used to test the significance of the relationships between the various independent and dependent variables. Consequently, working environment, resources and education and training were three independent variables that were identified as having ability to predict propensity to leave, competitive advantage and sustainability. An attempt was made to establish whether various demographic variables have an influence on mediating and dependent variables through the introduction of gender and position in the organisation while conducting an Analysis of Variance and Multiple linear regressions, but they obtained negative values. The conclusion is that demographic variables do not have over mediating and depended variables. The findings of this study states that with conducive working environment, availability of resources, the high levels of education and training, the country could produce skills that would reduce propensity to leave, drive competitive advantage and sustainability, innovation and entrepreneurship, create competitive advantages and boost employment sustainability.

The study focused on identifying ways in which to improve and increase the quality of training and supply of skilled artisans in the South African construction industry (especially in Gauteng Province) in terms of short and medium term approach. The construction industry is facing a severe skills crisis and this has made it so difficult to recruit competent artisans. This may be as a result of artisans being regarded as the lowest in the hierarchy of construction worker positions. In addition, these artisans warrant less training than those at executive- and managerial levels. This negative attitude towards artisans training has plunged the industry into crisis. Those involved find it difficult to successfully complete projects on time, within budgeted project costs and within the required quality specification due to lack of competent artisans. However, serious attention is required towards enhancing artisan training in the industry. It is imperative and vital to ensure the survival of the industry. The cardinal aim of this research project was to demonstrate a guiding solution towards the skills crisis. Thus, in order to initiate a tremendous change in the skills profile, certain measures are required, e.g. expanding training institutions to local regions; upgrading and aligning facilities in the training institutions to industrial demands and the dissemination of vital information that will ensure the attractiveness of the industry. This will safeguard the construction organisations operating in Gauteng Province. Although the industry is a major player in the economy, there is need for special attention in order to ensure sustainable growth and economic development. The Government, construction industry stakeholders and training institutions personnel should collaborate to salvage the skills crisis by strategically developing programmes (in accordance with industrial requirements) that will benefit prospective learners. The researcher adopted the descriptive- and analytical survey method, which entailed the use of questionnaires and a review of the related literature for gathering relevant data. The methodology used in the research was the quantitative data analysis. The feature findings of the research concluded that the skilled artisans profile is insufficient to meet industry demands. In addition, training institutions and primary- and secondary educational systems are characterized by ninadequacy and incompetency to produce skilled artisans. The situation is exacerbated by the lack of harmonization between the training institutions and the vindustry’s requirements. Furthermore, the majority of the respondents acknowledged that training of their workers is an important aspect to them, but few of these organisations indicated that they make use of formal training institutions such as FET colleges. The recommendation include that all the stakeholders in the construction industry should form collaborations to strategically develop programmes that would upgrade the existing training institutions. This could be done through provision of adequate funds and resources and the dissemination of vital information that is capable to promote the attractiveness of the industry image.

M.Ed. (Educational Management) / Since 1973 teaching authorities have been compelled to employ artisans due to the shortage of technically trained teachers. This precaution has not been satisfactory because the artisan who has no formal teachers training has now become part of the educational profession. Methods have to be found to provide in-service training for this category of teacher with the view of preparing him for his task as teacher. The headmaster, as manageri all eader, can in thi s case, make use of a tutor-teacher and subject-head. The tutor-teacher must be an experienced and successful teacher , seeing that he has to convey his knowledge and teaching experience to the artisan-teacher. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice, to the artisan-teacher. In the designing of an initial in-service training programme, attention should be given to the practical side of the subject, so that the knowledge acquired can be implemented immediately. Later in the training programme more time can be allocated to the theoretical aspect. The aim of this programme should be to encourage the artisan-teacher to acquire formal teaching qualifications. The school's in-service training programme is only an endeavor to provide the artisan-teacher with sufficient knowledge to teach his subject. The school cannot, in the final instance, replace tertiary institutions in the training of teachers.

MPM / Oliver Tambo Institute of Governance and Policy Studies

Thesis (MPA.) -- University of Limpopo, 2007 / The role of school principals as managers in empowering educators and learners in Tshinane Circuit. This study was carried out to investigate the role of school principals as managers in empowering educators and learners in Tshinane Circuit. Empowering is the process of development and growth where a person is enable to take decisions independently and in an autonomous way to make a contribution to the development of his/her organization ( a school) .empowered people feel confident that they can perform adequately. Empowerment aimed at improving the educator’s and learner’s livelihood ultimately, in order to improve teaching and learning. It also equip educators with information, knowledge, skills and new classroom teaching strategies, which put learners in the centre of the didactic situation required for them. Chapter two is devoted to literature review. The aim of chapter two is to clarify concepts related to empowerment of educators and learners, concepts such as school climate, principals’ management role, participatory school governance, educator’s empowerment mechanism, learners empowerment mechanism, purpose of empowerment, the impact of empowerment on motivation, importance and significance of empowerment and making empowerment possible. Chapter three outlines the methods and techniques used to gather data for this research. The researcher used the qualitative research parading to collect data from selected respondents. Two instruments for collecting data were used in this study. Questionnaire in (Appendices A, B and C) were handed out to school principals, educators and learners. Interview schedules in (Appendices D and E were for circuit manager and subject advisor. The main findings of this study were: • Educators were poorly empowered and in effective as a results of poor attendance of in service training, no proper techniques for supervision and no proper coordination between educators organizations and schools management teams. • Educators competence and effectiveness in enhancing learner performance were found to be remarkably low as a result of indiscipline learners, no involvement in curriculum planning and curriculum development, poor management of schools by principals, lack teaching media and high educator-learner ratio. • Amongst learners, educators were disempowered and ineffective and visible sign were absenteeism , no preparation of lessons when teaching , continuous boycott of classes in attending meeting of their organizations. • Subject advisor and circuit managers indicated that educators were ill empowered and in effective in enhancing scholastic achievement of learners as a result of their being rejected by educators in supervising their activities. Main conclusions Educators are poorly empowered and ineffective in enhancing learner’s performance as a result of: • Poor attendance of in-service training by educators. • There is no proper techniques for educators supervision. • Learners are not disciplined with visible sign-posts such as absenteeism , bullying and negligence of written work. • Poor management behaviour and performance of the management teams by education managers. • Teachers are not involved in the curriculum development of their subjects. • There is high educator-learner ratio, which prevents educators from executing individual teaching necessary for the betterment of learner performance. Resultant Recommendations Several recommendations are made and they are detailed in Chapter Five

The purpose of this study was to analyse the effectiveness of Statistics South Africa's internship programme in developing the statistical skills of interns. A mixed method approach which included semi-structured interviews, document study and electronic questionnaires was used to gain insight into the thoughts and perceptions of 38 participants. The study revealed that many of the crucial elements for a successful internship programme are present in the current internship programme. It was also found that the interns do not get the opportunity to implement or utilize their skills in the areas in which they are being placed. The absorption and retention strategy also seems to pose a challenge for the internship programme of which the goal is to retain as many statisticians as possible. Finally, a proper absorption strategy, better and more formal assessments, and a higher salary level for interns being absorbed into the organization should also be considered / Language Education, Art and Culture / M. Ed. (Adult Education)

Submitted in fulfilment of the requirement of the Degree of Doctor of Technology: Language Practice, Durban University of Technology, 2011. / In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading. Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards vi improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.