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

D.Ed. / This research focussed on how the school management team could create in—service training opportunities for school governing bodies because the management team has the finger on the pulse of the exact needs of the schools. Firstly a literary review was undertaken to determine how school governing bodies are presently functioning. The following findings were deduced: There is a definite need for further training for the school governing bodies of previously disadvantaged schools. Most school governing bodies do not function effectively as a result of uncertainty of their roles and powers, the lack of relevant knowledge and skills as well as the fact that a large number of the parent body is illiterate. Schools do not create enough training opportunities for their governing bodies. Secondly, an empirical study was undertaken in order to achieve the goal of this research. Structured questionnaire and focus group interviews were used. The above research instruments were based on the perceptions of respondents with regard to effective school governance and in- service training of governing bodies. Three representative groups on the governing body namely parents, teachers and principals were used as respondents. The questionnaire consists of a Section A ( biographical details), Section B (accountable school governance) and Section C (school based training). Section B and Section C consist of 16 items each. After a factor analysis of Section B one factor emerged. This factor had a Cronbach-Alpha-reliability coefficient of 0.955 and was named accountable school governance. Hypotheses based on accountable school governance were stated. The data was analysed and interpreted by comparing the mean scores of: two independent groups; and three or more independent groups. Statistical significant differences between two independent groups were investigated by using Levene's student t-test. Where three or more independent groups were involved, ANOVA (Analysis Of Variance) followed by Dunette T3 or Scheffe tests were used. Discussions and explanations of the mean scores were provided. The perceptions of the majority of the respondents were that their governing bodies do not execute their duties and responsibilities effectively.The factor analysis of Section C was problematic in that only seven out of sixteen items could be used to form a factor. hi spite of a very low Cronbach-Alpha-reliability coefficient of 0.592 this factor could be named as school based training. Focus group Tell me how you experienced the training workshops that were organised by the Department of Education? What are your feelings that the school should be involved in the training of school governing bodies? The responses from the interviews indicated that the majority of the respondents were not satisfied with the training workshops that were organised by the Department of Education. The general feeling was that the workshops were very infrequent. It was recommended that training should take place on a continuous basis. This will enable members of governing bodies to develop their potential, which will in turn contribute The respondents were not in favour of the school management team providing training to school governing bodies. They were concerned that the management team would not be as objective as external organisations or institutions. However they were of the opinion that the school is in the best position to solve its own problems. A shadow period for training should be provided where the old office bearers serve as mentors for the newly elected members. This is to ensure stability and continuity of the organisation. In this regard the school management team should plan, control and co-ordinate in-service training programs on a continuous basis.

M.Cur. (Curriculum Studies) / The aim of this study is to determine whether training in stress management through primary mental health education has a positive effect on the learning of effective stress management techniques. This study was carried out on a group of police officers. In an experimental investigation the following method of stress management was used, namely a primary mental health education programme. An at-risk population in the society was identified namely the South African Police Force, and sixty four people from the target population of one hundred and twenty eight candicate-officers 'were selected for this study. A survey of the target population was done and these sampling units met the following criteria: they were all white warrant officers in training in the South.African Police Force from the same level of training, who had all obtained a national diploma in police administration. These members were representatives from throughout South-Africa making it a national study. Their ages ranged from twenty to fifty years of age....

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Science, 2002.

A research report in partial fulfilment of the requirements for the degree of Master of Science in the School of Science Education of the Witwatersrand. Johannesburg, 1995. / This project is concerned with a multimedia package which incorporates comics, video and pupil workbooks. The intention as to determine the effectiveness of the package on the conceptual change of pre-service teachers, using an empirical research method and decriptive analysis of results. Logistical constraints experienced at colleges of education and schools led to an alternative evaluation of the packaqe with D.E.T. college lecturers at RADMASTE workshop. Results indicated that, if properly administered, the multimedia package can assist users in identifying and changing tneir interfering preconceptions and misconceptions while they are enjoying the story. / MT2017

A research report submitted to the Faculty of Commerce, Law, and Management, University of the Witwatersrand in partial (50%) fulfilment of the requirements for the degree of Master in Management (in the field of Public Sector Monitoring and Evaluation) August 2016 / This qualitative research study investigated implementation of the skills development programmes in the education, training and development sector using the ETDPSETA as a case study. Our investigation focused on implementation of the youth development programme outlined in the ETDPSETA five-year strategic plan for fiscal years 2011/12 to 2015/16. We chose this programme as our focus because it consumes more than sixty per cent of discretionary grant funding of the SETA. Through in-depth one on one and group interviews, we sought to understand what the programme was intended to achieve, what was delivered in reality, were there gaps between programme planning and actual implementation, and what were the challenges experienced by implementers in their implementation of this programme. To triangulate our findings from the interviews, we conducted an in-depth document analysis looking at various planning documents, implementation and reporting evidence. We further used the Programme theory model, the Quality Implementation Framework (QIF) and the Ecological Framework for understanding implementation to interpret and discuss our research findings. We found that there were major gabs in the manner the ETDPSETA implements its youth development programme, which could negatively affect realisation of programme outcomes and impacts. This is in spite of the fact that the ETDPSETA consistently met its programme implementation targets. / GR2018

Research report submitted to the Faculty of Science University of the Witwatersrand Johannesburg, in part completion for the Master of Science Degree, / Three case studies were conducted involving Andrew, Ferrial and Mary. A number of aspects relating to their experiences were explored and are described in this report. In addition to their personal accounts, their views about the nature of science, science teaching and learning were sought. The study also surveyed HDE students' knowledge of certain concepts related to chemical bonding and acids and bases. The case studies were observed during their teaching practice to establish how the aspects mentioned above relate to their practices in the classroom. Data was collected through intervews, journals, classroom observation both in their science methodology classes and during teaching practice and diagnostic tests. It was found that school backgrounds influenced Ferrial's and Mary's perceptions of the HDE programme. They both appreciated those aspects of the metholodologies that were directly linked to preparation for teaching, such as the mini lessons, test design, the practical work, and enriching their knowledge of science concepts through discussing science content. Both were very anxious about their competence in teaching science. They considered the assignment work excessive, irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt .they were given too much work. Andrew, on the other hand did not seem to find any problems. He liked the practical approach followed in the classes and appreciated the suggestions made. His experiences were more of a personal nature and related to the fact that he was engaged in part time teaching. Their conceptions of science, teaching and learning were modified rather than changed during the year of study. They were not always successful in trying out their theories of teaching and learning and applying the suggestions made in the HDE courses because such moves were sometimes unacceptable to their students or cooperating teachers. In Andrew's situation implementation of suggestions were impeded by lack of appropriate facilities. It was also found from this study that student teachers had several erroneous ideas about chemical bonding and acids and bases irrespective of the depth of their chemical background. It was further found that discussing chemical bonding helped the students change some of their ideas to more acceptable ones. / Andrew Chakane 2018

No description available.

Thesis (MTech (Tourism and Hospitality Management) --Cape Peninsula University of Technology, 2018. / A key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.

Thesis (D.Tech degree in Information Technology)--Tshwane University of Technology, 2012. / In this study an interactive scenario analysis technique was developed and tested to forecast e-skills development in South Africa. The developed technique integrates qualitative and quantitative assumptions to improve the forecasting process. Improving the forecasting process is generally an open discourse, given that many organizations use techniques that were rejected from an academic perspective. The extant scenario analysis techniques that integrated quantitative and qualitative assumptions often will trade-off participation of decision makers and rely on experts. The conception of this work was based upon the preliminary analysis conducted on the strengths and weaknesses encountered in the previous forecasting studies. The goal was to evolve a new technique that demonstrates how scenario-based forecasting process can be practically improved by the inclusion of constructs that promote a comprehensive participatory model. The integration of constructs to support a team of decision makers and experts to engage in a participatory forecasting process has demonstrated considerable improvement and acceptance of results by decision makers. The cardinal contributions of this study are the merging of qualitative intuitive logic and quantitative cross-impact analysis to improve forecasting process, the quantification of scenarios to better convey meaningful information and the unique application of the developed technique to forecast demand-supply of e-skills development in South Africa.