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

This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.

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

D.Ed. / The purpose of this research is to create a managerial training model to address the classroom and workshop management skills of teachers responsible for Farm Mechanics at agricultural schools. The research mainly comprises four sections. Firstly, literature exists on the inception and development of agricultural education since Pestalozzi's sense-perception and self-activity was regarded as fundamental to knowledge and education, up to present day implementation of outcomes-based education. Outcomes-based education is a new method whereby the existing gaps in education are inter alia, addressed as a whole. This presents a challenge to the agricultural school, the teachers, the parents and the community. The agricultural school with its colourful history, is a vocationally directed institution that serves the agricultural community in which it is situated in a special way — more specifically by introducing Farm Mechanics with its broad technical impact. On account of the multidisciplinary nature of Farm Mechanics as an educational presentation, stiff demands are made on the teacher, who usually lacks initial training and technical experience. Farm Mechanics covers approximately seven trades extending over the three main engineering fields namely, civil, electrical, and mechanical. Instruction and teaching are widely regarded as the most important tasks the teacher must fulfil in order to ensure that learners realise their full potential during and after their school days. One of the main reasons that students at tertiary institutions are performing badly and that novices in industry and agriculture are untrainable, is, among others, the shortcomings of teachers regarding classroom expertise and management skills. This problem can be overcome through a well-planned management training programme. The role of in-service training is an important instrument in coping with change and can be used to address the particular and distinctive training needs of the Farm Mechanics teacher.Secondly, an empirical study using qualitative- and quantitative research methods was done (phase one). The qualitative research consisted of interviews with Farm Mechanics teachers and educational specialists in agricultural- and technical fields of study. During these interviews certain problem factors were identified. The quantitative research was used to verify the qualitative research. This involved an analysis of the two most recent examinations in which the problem areas in the grade 8 to 12 syllabi occurred. With this information as basis, the pre-test questionnaire (phase two) was compiled. To obtain appropriate representation, a group of 21 Farm Mechanics teachers were chosen from two provinces to form the experimental and control group. The pre-test questionnaire was completed by the Farm Mechanics teachers and was analysed to determine the training needs in order to develop a management training model. Thirdly, different curriculum development models were probed in order to enable the researcher to develop a suitable management training model for the in-service training of Farm Mechanics teachers at agricultural schools. The results of the pre-test were used to perceive trends and to develop a management training programme addressing all the identified training requirements for Farm Mechanics teachers. Furthermore, a general management training model and more specifically the management training programme, were evaluated with a post-test questionnaire (phase three). After the completion of the post-test by the experimental- and control group, the information was processed. According to the results the attendance of the management training programme has shown a statistically significant improvement by the experimental group in their professional management skills. Deficiencies were however experienced in some management areas and recommendations were made in this regard. This research gives a synopsis of education management problems experienced by Farm Mechanics teachers at agricultural schools. The research does not provide for instant solutions for all problems which Farm Mechanics teachers experience in classroom and workshop management, but does give rise to optimism for positive co-operation and the continued search to improve agricultural education. Lastly, this research emphasises the fact that education and learning can only succeed if the teacher, as facilitator, commands effective classroom and workshop skills, as well as management expertise.

M.Ed. / The study under discussion followed on a request to develop a programme which would fill the existing gap between general formative preparatory academic education and general formative preparatory vocational education. The background of the precarious beginnings of education in South Africa was reviewed with specific reference to technical education. A study of the available literature confirmed that there is a need for more technically trained people, technically trainable people, students who have completed their technical vocational studies, an orientation programme and lecturers with management skills. The purpose of the study is, therefore, to investigate how lecturers managed the orientation programme at technical colleges. Technical colleges which acted as facilitators of the orientation programme, was introduced. This post-school institution with its general functions of continuing vocational education, must fulfil the needs of the community and the requirements of the industry it wishes to serve. The function and place of technical colleges were discussed as well as the management functions of education institutions, lecturers and students. The development of the orientation programme was also discussed. A suitable programme had to be developed to orientate students at a technical college. After making a few alterations, Jansen's model for curriculum development was used. Curriculum developers firstly, had to determine what the students had already achieved and secondly, what was expected from students at the end of the orientation programme. After this gap between the achieved and the expected had been clearly identified, the orientation programme could be developed. This programme was tested as a pilot programme, declared as general policy; and then implemented at technical colleges and private training institutions on a national level. The successful implementation of such an orientation programme depends, inter alia, on the classroom management skills of the lecturer. In an attempt to evaluate the success of the lecturers' management skills, a questionnaire was developed as an measuring instrument. The questionnaire was completed by orientation students to determine the management skills of the lecturer. The design of the above questionnaire covered five management aspects, namely, classroom activities, student activities, interpersonal relationships, activities during lesson presentation and administrative duties. Forty four questions were designed and approximately eight questions for each management aspect were included in the questionnaire. An experimental group selected from sixteen technical colleges, was requested to complete the questionnaire voluntarily. These colleges are situated in rural districts, semi-urban and typically urban areas. The students originated from all levels of the community and no preference was given to race, sex, language or background. A total of 177 students participated in this survey. The questionnaire was completed under examination conditions but there was no specific time restriction. All participants were enrolled for all five orientation subjects, namely, engineering technology, engineering drawing, engineering science, industrial communication and mathematics. The performance ability of the students covered the whole spectrum. For admission to the programme, the lowest and highest standard the repondents had obtained, were restricted to Stds 6 to 10 for statistical reasons. To increase the validity and usefulness of the questionnaire, the items in the measuring instrument were checked to ensure that they were based on the managerial competency of the lecturer. The content validity of the measuring instrument was improved in this manner. The Department of Education gave its approval that technical colleges be used for this investigation. On the basis of the empirical investigation, it was discovered that during the first order (PFA) factor analysis, nine factors were identified from the 44 items which appeared in the questionnaire. A second order factor analysis indicated that the 44 items could be reduced to one factor with a reliability coefficient of 0,948. When only 39 items are considered the reliability increases to 0,950 and this factor was named "efficient management." In conclusion, the 39 items can be considered to be one scale and it represents the lecturers' efficient management of the various classroom activities. This factor was also tested by means of multiple statistical techniques in an attempt to find significant differences between the various independent groups. No significant statistical differences were discovered between the scale averages of the various groups. This was an indication that the groups held the same opinion about the management of the orientation programme. With the high average scale marks obtained by the various participating colleges, this investigation proved that lecturers had succeeded to manage the orientation programme successfully. The research results showed that, according to the opinion of the students, no significant statistical differences existed in the lecturers' management of the orientation programme to orientate students towards vocational education. There are however a few deficiencies noticeable in the competency of lecturers in certain management aspects. This research gives an indication of some problems which currently exist with the presentation of the orientation programme. Clear solutions cannot be provided. However the research does indicate that an orientation programme can be successfully presented at technical colleges with the necessary awareness, adaptation, training and positive attitudes as needed by the community , the world of work and the country.

M.Ed. (Education and Curriculum Studies) / In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).

M.Ed. (Education) / This study focuses on the teaching of linguistic rules and structures in rural informal Settlement Schools. The inquiry was undertaken with the aim of determining what the nature of instruction of grammar, specifically tense, is and what teachers' conceptions of the pedagogy of grammar are. The rationale for the study was that there is virtually no research on the language pedagogy knowledge of practice of unqualified teachers in community schools. Teachers in this type of setting needed to be exposed to contemporary theory of Second Language instruction with the view of improving their pedagogy. This also needed to be researched in order to contribute to the body of knowledge..The rural settlement schools where semi-qualified teachers are still found in increasing numbers, need competent teachers who can teach students to function socially as well as linguistically. For relevant teacher education curricula research is needed to inform policy. Literature review was done and field investigation was conducted to determine teachers' conceptions of grammar and tenses. Data were collected through interviews and observations. These data were consolidated and clustered across five sources of different methods. The categories of data indicated that teachers' knowledge of rules was limited. The research was concluded with suggestions pertaining to the researcher's experience of semi-qualified teachers. It was suggested that teachers should not only concentrate on grammar knowledge but also on the knowledge about pedagogy and linguistics. The involvement of INSET programmes in this respect was strongly recommended.

M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.

M.A. (Politics) / Public administration enables public institution officials to do their work, for instance educators to teach. The activity of public administration comprises six generic processes which are functions because they all have a specific purpose aimed at particular outputs. Secondary schools would not function without policy-making, organising, financing, determination of work procedures, control and staffing processes which are imperative to expedite functional activities. This studyis primarily based on the staffing process and staff development in particular. One of the mostserious and disturbing educational problems confronting educationists, policy-makers, learners, parents and the community is the restoration of the culture of teaching and learning. This studywill identify contributing factors towards the low performance morale of educators as a result of which mosteducators feel less motivated and committed to their tasks. Someeducators feel that they are not involved in all matters that affect their field of work, e.g. the budget. Staff development will ensure that educators' confidence is enhanced for the delivery of qualityeducation. The studywill indicate the role of the Department of Education, the principal and the governing bodiesin staff development and training activities. Intensive in-service training and retraining of educators is regarded as being essential for the successful implementation of the new education system of outcome-based education (OBE). The purpose of this studyis to cover such staff development aspects as the motivation of educators who lack commitment, the induction and orientation of newly appointed educators, building of a team spirit as stressed by OBE, delegation of authority for empowerment and the training and development for sustained performance...

This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orientation in conjunction with the participatory action research approach, and located in the qualitative and interpretive research paradigms, it focuses on doing research in democratic and egalitarian ways through working with teachers rather than on them. Such a stance supposes a collaborative partnership and a dialogic relationship viewed as being both reciprocal and mutually enriching for the teachers who were seen as co-learners and co-researchers in this study. Two main goals of the study may be identified. For the first goal, the actors in this study established a sustainable and participative approach to professional development. This was explored through the formation of a TTCPD network which was informed by the actor-network theory framework. Our focus was on co-construction of scientific knowledge utilising the development and adaptation of learning and teaching support materials (LTSMs) as a catalyst to drive the process. The second goal was to examine how the TTCPD network enhanced the teachers' subject-content knowledge, pedagogical-content knowledge as well as individual and collaborative reflections. The research process evolved into three mam phases: The initial phase involved adapting and modifying LTSMs which were initially used in conjunction with microscale science kits and pilot tested with a group of Grade 10 students. This led to the second phase of the research project, which was aimed at gaining insights into the science teachers' capabilities in developing teaching and learning units of work. ii \ The second phase focused on the development of a collaborative orientation to the development of LTSMs and culminated in the formation of sub-networks responsible for certain tasks within the broader network. AB common ground, we focused on developing teaching and learning units of work on the following science topics: electrostatics, electricity, and electrochemistry, to illuminate and foster integration within science. The third phase was concerned with gaining insights into the science teachers' practice in their classrooms. This phase focused on putting theory into practice through the collaborative implementation of teaching and learning units of work. Feedback on the lessons was discussed during our workshops as an attempt to further enhance collaborative reflections. Data was generated usmg workshop discussions with reflective notes; active interviews; focus group discussions; co-teaching, participant observation and videotaped lessons with reflective notes; and a research journal. A variety of data generation techniques were employed to enhance validity and quality of the research. Techniques for validation and trustworthiness of data included triangulation; member checks orface validity; prolonged engagement; catalytic validity and peer validation. The study exposed the underlying historical, ideological and epistemological contradictions of the teachers' past educational backgrounds. It emerged that the ways in which they were taught were at times an inhibitor to innovativeness, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and the tensions between policy formulation and implementation exacerbated this. Reflections from the teachers' experiences further revealed that, for teachers to be effective agents of change in the reform process, empowerment opportunities are vital. AB a result, exposure to the TTCPD network was useful in capacitating the teachers with the development of LTSMs, which led to the enhancement of their pedagogical, and science content knowledge conceptual development as well as collaborative reflections.The main findings of this study is that, science teachers' transformative and continuous professional development based on participative approaches and mutual collegial support are indispensable, and that teachers' socio-cultural contexts and experiences should be taken into consideration during this process. Teachers should be regarded as central in the process, and mutual respect and dialogical relationships are pivotal. A further recommendation of this study is that capacity-building is critical for quality teaching and learning, and there is a need to move beyond the rhetoric of complacency to pro-activism, supporting ongoing development of teachers in professional transformative networks. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in