The implications of the rapid political, social, economic and technological changes at present occurring both in South Africa and internationally demand a review of the traditional approach to university training with regard to its relevance in terms of preparing students both for life in general and for the successful practising of a future career in particular. The Information Age requires that a shift take place from the teaching only of the mastery skills of previous eras to the encompassing of life or core skills that can be adapted to changing circumstances. As it cannot be assumed that students will acquire these skills incidentally or vicariously, they need to be consciously and deliberately taught in order to provide graduates with the ability to adjust to and cope with the uncertainties of the future. Universities as a whole need to become involved in an alternative approach to higher education. The aims of this study are:<ul><li> To employ a life-skills questionnaire that may be used as a diagnostic medium designed to ascertain if and where problem areas lie with regard to university entrants so as to facilitate addressing of said problem areas</li><li> To ascertain the needs and expectations of both employers and private practitioners in order to identify where the training of graduates falls short of the above with respect to life skills, and to establish what steps both employers and the self-employed are having to take to remedy the situation</li><li> To suggest the concept of relevant Guidance Support as a means to both address and redress problems surrounding issues of insufficient training of graduates with respect to life or core skills. </li></ul> The study comprises a title and concept elucidation, methodological justification, formulation of the problem and research hypotheses, an exposition of the aim of the study and an outline of the programme. Perspective is gained on the level of life skills present in university entrants via the presentation of a Life Skills Questionnaire and its possible uses are discussed. A survey of the needs of both employers and the self-employed, comprising a literature review, a Life Skills Questionnaire aimed at deans of faculties and councils and personal or telephonic interviews, revealed that graduates are insufficiently prepared to meet the demands of the world of work in terms of life competencies and skills. The concept of Guidance Support, concomitant with the notion of establishing a guidance support department is explored. The value of considering such a concept is covered, followed by a discussion of the functions and the advantages to a university of a guidance support department. The study contains a number of recommendations with regard to promoting the training of graduates sufficiently skilled to meet the demands of the world of work. / Thesis (PhD)--University of Pretoria, 2013. / Educational Psychology / unrestricted

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the society. Hence, this study explored the learning challenges among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semi-structured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaires were administered to student participants, while lecturers were interviewed. Data for the quantitative study were analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) (Version 24) while the qualitative data were collected analysed thematically. The study revealed that undergraduates in the two selected rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students‟ relationship. These are caused by lack of facilities, students‟ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction among st others should be established. The study suggests the need for addition of quality to university in developing learning in South African and Nigerian universities.

The existence of HIV related stigma and discrimination in institutions of learning across the world is well-documented in the literature. It is also well known that factors such as knowledge about stigma and discrimination, fear of infection, social judgment, legal and policy environment act as actionable drivers and facilitators of HIV related stigma and discrimination. However, research works focusing on how various actionable drivers and facilitators are related to different forms of HIV related stigma and discrimination at universities in Nigeria are scanty. The purpose of this study was to explore and describe the individual correlates of HIV-related stigma among undergraduate students at a public university in Nigeria. Methods: Quantitative cross-sectional descriptive design was used. Ethical clearance was obtained from the Research Ethics Committee of the University of South Africa. Permission to access the participants was obtained. The study was conducted at Ambrose Alli University which has a population of over 20,000 students. Informed consent was obtained from the participants. Simple random sampling was used to select 404 participants who were handed self-administered questionnaire. Collected data was analysed using All Pearson Chi-square test and Fishers Exact Test (p<0.05). Validity and reliability were also considered. A total of 391 questionnaires (97%) were returned and considered for analysis. Descriptive summary statistics and cross tabulations were used to analyse The results showed that a high proportion of undergraduate students still have stigmatising behaviours toward people living with HIV. These stigmatising behaviours are associated with certain individual characteristics. Recommendation: There is an urgent need for political leaders and heads of universities to implement policies and programmes that will enhance knowledge regarding HIV AND AIDS and thereby reduce stigmatizing attitudes among undergraduate students. / Health Studies / M.P.H.

The aim of the dissertation was to examine the relationship between career adaptability, sense of coherence (SOC) and career decision-making self-efficacy (CDMSE), and whether there were any demographic differences, namely age, gender and race, between the constructs. The Career Adapt-ability Scale South Africa (CAAS-South Africa), Orientation to Life Questionnaire (OLQ-13), Career Decision Self-Efficacy Scale Short Form (CDSE-SF) and a demographical questionnaire were applied in a convenience sample comprising 317 undergraduate students at a residential university in South Africa. The results indicated a moderate positive relationship between career adaptability, and SOC, and a strong positive relationship between career adaptability and CDMSE. CDMSE predicted career adaptability with a variance of 43%. SOC did not emerge as a significant predictor of career adaptability. No gender differences were found. This study makes a valuable contribution to the existing literature and practice, showing that CDMSE and SOC can have an impact on the career adaptability of undergraduate students. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)