The main objective of this mini–dissertation is to investigate the basic form and content of moral education as it manifests itself in the mamtiseni and nkciyo female initiation rituals of the Mount Frere region of the Eastern Cape Province of the Republic of South Africa. The main theoretical position taken is the reemergent African Renaissance coupled with African indigenous knowledge systems, first revived by (former) President Thabo Mbeki. Accordingly the main purpose of this study is to address the transmission of moral aspects of female Bhaca initiation inherent in behavioural/cultural educational enculturation. The main findings of the mini–dissertation constitute the following: 1. Mamtiseni and nkciyo rituals play a major role in the enculturation of young Bhaca girls. 2. The song texts carry strong messages of how to go about achieving a healthy and surviving society. There are further opportunities for research in the following aspects: 1. Nkciyo initiation schools are very exclusive, involving many secret codes. The fact that I am a male put me at a disadvantage. 2. There are many more points of difference between the two rituals than meets the eye. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2011.

The main objective of this mini–dissertation is to investigate the basic form and content of moral education as it manifests itself in the mamtiseni and nkciyo female initiation rituals of the Mount Frere region of the Eastern Cape Province of the Republic of South Africa. The main theoretical position taken is the reemergent African Renaissance coupled with African indigenous knowledge systems, first revived by (former) President Thabo Mbeki. Accordingly the main purpose of this study is to address the transmission of moral aspects of female Bhaca initiation inherent in behavioural/cultural educational enculturation. The main findings of the mini–dissertation constitute the following: 1. Mamtiseni and nkciyo rituals play a major role in the enculturation of young Bhaca girls. 2. The song texts carry strong messages of how to go about achieving a healthy and surviving society. There are further opportunities for research in the following aspects: 1. Nkciyo initiation schools are very exclusive, involving many secret codes. The fact that I am a male put me at a disadvantage. 2. There are many more points of difference between the two rituals than meets the eye. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2011.

Abstract in English, Afrikaans and Xhosa / Critical thinking competencies are not only seen as crucial for success in higher education, but also for future personal and workplace success. These competencies are commonly cited as a graduate attribute or goal of higher education, and resulting research has tended to focus on exploring and measuring the development of critical thinking competencies in students within higher education. However, few researchers have explored the curriculum and practice of academic staff within higher education in relation to their influence on developing critical thinking competencies in students, or how they theorise about the development of these competencies as part of their professional practice. Within the South African context, there is a perception of a decline in the development of critical thinking competencies within the secondary school system. This has informed policy imperatives to improve access and success in South African higher education through additional support for students, as well as through research into the first-year experience. Within a constructivist paradigm, and adopting a qualitative approach, this study takes the first year of higher education as its context in order to explore the curriculum, assessment, pedagogical and andragogical practices of academic staff designed to develop critical thinking competencies in first-year students. The aim is to explore how academic staff construct their theory and practice in order to contribute to the Scholarship of Teaching and Learning in South African Higher Education. Phenomenological case study research methods, which draw on data collection through semi-structured interviews and document analysis, enabled a better understanding of the lived experience of academic staff within private higher education. Academic staff, as research participants, were able to describe deliberate actions taken in their teaching practices to facilitate the development and assessment of critical thinking competencies. The findings revealed that academic staff – while having no coherent, well-articulated construction of critical thinking competencies – feel that such competencies are essential for academic and future life success. This not only affirmed previous research reviewed, but aligned to the inclusion of explicit and implicit references to critical thinking competencies found in the curriculum and assessment documents. Recommendations for professional development responded specifically to these findings. / Kritiese denkvaardighede word nie net as wesentlik vir sukses in hoër onderwys beskou nie, maar ook vir toekomstige sukses, op persoonlike vlak en in die werkplek. Hierdie bevoegdhede word algemeen aanvaar as dié van ‘n gegradueerde of as oogmerk in hoër onderwys. Gevolglik was ondersoeke geneig om te fokus op die verkenning en meting van die ontwikkeling van kritiekedenkbevoegdhede by studente binne die hoër onderwys. Min navorsers het egter die kurrikulum en praktyk van akademiese personeel binne die hoër onderwys met betrekking tot hul invloed op die ontwikkeling van kritiekedenkbevoegdhede in studente verken nie, of hoe hulle teoretiseer oor die ontwikkeling van hierdie bevoegdhede as deel van hul professionele praktyk. Binne die Suid-Afrikaanse konteks is die persepsie dat die ontwikkeling van kritiekedenkbevoegdhede binne die sekondêreskoolstelsel afneem. Dit het bygedra tot beleidsimperatiewe om toegang en sukses in die Suid-Afrikaanse hoër onderwys te verbeter deur bykomende ondersteuning aan studente te gee, asook deur die eerstejaarervaring te ondersoek. Binne ‘n konstruktivistiese paradigma, en deur gebruik te maak van ‘n kwalitatiewe benadering, neem hierdie studie die eerste jaar van hoër onderwys as konteks ten einde die kurrikulum, assessering, pedagogiese en andragogiese praktyke van akademiese personeel wat ontwerp is om kritiekedenkbevoegdhede by eerstejaarstudente te verken. Die doel is om na te volg hoe akademiese personeel hul teorie en praktyk saamstel ten einde by te dra tot die Kundigheid in Onderrig en Leer in Suid-Afrika se Hoër Onderwys. Fenomenologiese gevallestudienavorsingsmetodes wat steun op die inwin van data deur middel van semigestruktureerde onderhoude en dokumentontleding, het gelei tot beter begrip van die geleefde ervaring van akademiese personeel binne privaat hoër onderwys. Akademiese personeel, as navorsingsgenote, kon optrede beskryf wat doelbewus in hul onderrigpraktyke geneem word om die ontwikkeling en assessering van kritiekedenkbevoegdhede te fasiliteer. Die bevindinge het getoon dat akademiese personeel – sonder koherente, goed geartikuleerde konstruksie van kritiekedenkbevoegdhede – voel dat sulke vaardighede wesentlik is vir akademiese en toekomstige sukses in die lewe. Dit het nie net vorige navorsing bevestig nie, maar gestrook met die insluiting van eksplisiete en implisiete verwysings na kritiekedenkbevoegdhede binne die kurrikulum- en assesseringsdokumente. Aanbevelings vir professionele ontwikkeling het spesifiek op hierdie bevindinge reageer. / Ubuchule bokucinga nzulu abubonwa kuphela njengecebo elibalulekileyo lokuphumelela kwimfundo ephakamileyo, bukwabonwa njengecebo lokuphumelela komntu kwizinto zakhe nakwindawo axelenga kuyo. Obu buchule bukholisa ukuchazwa njengenjongo yemfundo ephakamileyo, kwaye uphando lweziphumo luthande ukugxininisa ekuqwalaseleni nasekulinganiseleni ukuphuhliseka kwezakhono zokucinga nzulu kubafundi bemfundo ephakamileyo. Noxa kunjalo, bambalwa abaphandi bolwazi abakhe baqwalasela ukusetyenziswa kwekharityhulam ngabahlohli bemfundo ephakamileyo malunga nefuthe ekuphuhliseni izakhono zokucinga nzulu kubafundi, okanye iingcingane zophuhliso lokuphuhliseka kwezi zakhono njengenxalenye yomsebenzi wabo. Kwimeko yoMzantsi Afrika kukho imbono yokuba ziyaphelelwa izakhono zokucinga nzulu kwinkqubo yemfundo yezikolo zeesekondari. Oku kukhokelele ekusekeni iinkqubo zempumelelo kwimfundo ephakamileyo ngokunika inkxaso eyongezelelekileyo kubafundi, nangokuphanda ngamava abafundi abakunyaka wokuqala. Ngokujonga kwinkalo ethi imfundo yinkqubo yokusebenza, nangokusebenzisa indlela yophando lomgangatho, esi sifundo sithatha unyaka wokuqala wemfundo ephakamileyo njengemeko nendawo yokuqwalasela ukusetyenziswa kwekharityhulam, uhlolo, ukufundiswa kolutsha nasebekhulile ngabahlohli ekuphuhliseni izakhono zokucinga nzulu kubafundi bonyaka wokuqala. Injongo kukuqwalasela ukuba abahlohli bayiqulunqa njani ingcingane nokusebenza ukuze kuncediswe kubungcali bokufundisa nokufunda kwimfundo ephakamileyo yoMzantsi Afrika. Iindlela zophando zeemeko ezithile, ezifumana iinkcukacha zolwazi ngokuqhuba udliwano ndlebe oluphantse lwangqongqo, nangokuphengulula imibhalo, kwanceda ukuba kuqondakale ngcono amava abahlohli bemfundo ephakamileyo yabucala. Abahlohli abangabathathi nxaxheba kuphando baye bakwazi ukuchaza izenzo ezingqalileyo ezenzelwe ukuphuhlisa nokuhlola izakhono zokucinga nzulu. Okufunyanisiweyo kwadulisa ukuba abahlohli – lo gama bengenasakhelo sibambekayo nesinokuchazwa gca sezakhono zokucinga nzulu – bayaqonda ukuba ezi zakhono zingundoqo kwimpumelelo kwezemfundo nakubomi obuzayo. Oku akwanelanga nje ukungqina okuvezwe luphando lwangaphambili, koko kongeze kosele kuthethwa ngqo okanye mayana, kwimibhalo yekharityhulam nohlolo, malunga nezakhono zokucinga nzulu. Iingcebiso zophuhliso zisabele ngqo koko kufunyanisiweyo. / Curriculum and Instructional Studies / D. Phil.(Education in the subject Curriculum Studies)

This qualitative research and case study analysis resulted from the dearth of information on livestock theft and the livestock theft perpetrators. The purpose of this study was to explore, describe and explain the criminal behaviour associated with livestock theft from a criminological point of view by compiling a sample-specific profile of the perpetrators. Interviews were conducted with 35 offenders, 28 case dockets were analysed and additional interviews were conducted with the SAPS STU members and victims to determine the modus operandi, motives and causes of the crimes. Criminological theories were applied to explain the offending behaviour. The findings of this study revealed that the livestock theft perpetrators come from diverse backgrounds regarding age, qualification status and socio-economic class. Their crimes were of an organised nature and the motives and causes revealed that financial intent was the main driving factor of the behind the thefts. / Dinyakisiso tsa boleng le tshekatsheko ya dinyakisiso tsa tiragalo di feleleditse ka tlhokego ya tshedimoso ka ga bohodu bja leruo le basenyi ba bohodu bja leruo. Maikemisetso a dinyakisiso tse e bile go utolla, go hlatholla le go hlalosa maitshwaro a bosenyi a go amana le bohudu bja leruo go ya ka lehlakore la tsa bosenyi ka go ngwala phrofaele ya mabapi le sampole ya mahodu a leruo. Dipoledisano di swerwe le basenyi ba 35, ditokete tsa melato di ile tsa sekasekwa gomme dipoledisano tsa tlaleletso di ile tsa swarwa le maloko a Lekala la Maphodisa leo le somago ka Bohodu bja Leruo le batswasehlabelo ka nepo ya go tseba mokgwa wo o somiswago ka bohodung bja leruo, maikemisetso le tseo di bakago bosenyi. Diteori ka ga dithuto tsa bosenyi di ile tsa diriswa go hlalosa maitshwaro a tshenyo. Dikutollo tsa dinyakisiso di utollotse gore basenyi ba bohodu bja leruo ba tswa maemong ao a fapanego mabapi le mengwaga, maemo a tsa thuto le maemo a ekonomi ya setshaba. Bosenyi bja bona ke bjo bo rulagantswego gomme maikemisetso le dilo tseo di bakago bosenyi di utollotse gore maikemisetso a tsa ditshelete, bojato, go iphedisa, tlhokego ya mesomo, boipuseletso, kgatelelo ya sethaka, maemo a setshabeng le tshomisobosaedi ya diokobatsi e bile dilo tse kgolo tseo di bakago bohodu. / Uhlaziyo locwaningo lwe-qualitative kanye ne-case study luvezwe wumphumela wokusweleka kolwazi ngokuntshontshwa kwemfuyo kanye nalabo abantshontsha imfuyo. Inhloso yalolu cwaningo ukuhlola, ukucacisa kanye nokuchaza ukuziphatha kobugebengu obuhambisana nokuntshontshwa kwemfuyo, ngokulandela izifundo zezobugebengu ngokwenza uhlaka olulula lohlobo lwalabo abenza lobu bugebengu. Kwenziwe izingxoxo zama-interview nabenzi bubugebengu abangu 35, kwahlaziywa namadokethi amacala kwabuye kwenziwa ama-interview namalunga ezamaphoyisa abhekene nokuntshontshwa kwemfuyo abe-Stock Theft Unit kanye nalabo abangamaxhoba okuntshontshelwa imfuyo, ukuthola indlela okusetshenzwa ngayo, isisusa kanye nembangela yobugebengu. Amathiyori ezifundo ngobugebengu asethenziswe ukuchaza indlela yokuziphatha kobugebengu. Okutholakele kucwaningo kuveze ukuthi izigebengu ezintshontsha imfuyo zivela emikhakheni ehlukene, maqondana neminyaka yobudala, izinga lemfundo kanye nesimo sezomnotho emphakathini. Ubugebengu yinhlobo yobugebengu obuhleliwe, kanti izisusa nezimbangela zikhombise inhloso yezezimali, ubugovu, ukuzama ukuziphilisa, ukusweleka kwemisebenzi, impindiselo, ingcindezelo ngontanga, isimo emphakathini kanye nokusetshenziswa kwezidakamizwa ngezinye zezinto ezingumfutho obangela lokhu kuntshontshwa kwemfuyo. / Criminology and Security Science / M.A. (Criminology)