Global ETD Search

1	Unit standards and organisational training in the financial services industry. Master, Linda 20 April 2011 (has links) This research report investigates the way that course designers in the financial services industry use and engage with unit standards. The origins of unit standards, theories drawn from the sociology of education, and interviews with course developers jointly contribute to understanding how unit standards are received and used within an organisational context. Eight informal interviews were conducted with self-employed course designers, to examine how they use unit standards when developing learning material in business contexts. These interviews indicated that course designers had many issues and concerns regarding these documents. Five course developers working in three large organisations in the financial services industry were further interviewed, formally, to establish how they use and engage with unit standards. The findings from both sets of interviews suggest that unit standards are used in a limited capacity in organisational course development in this industry, because they do not correspond to the training requirements of the respective organisations interviewed. However, unit standards are used in Learnership programmes, because a different training objective is pursued, namely a social justice and redress objective and not a business objective. Although the research indicates that course developers would welcome some kind of standardisation or regulatory system to direct course design, they are opposed to the existing design and structure of unit standards. Unit standards Learnerships Organisational training Knowledge management Organisational development
2	Unit standards for a South African Music Technology Prog : NQF levels 1-4 Domingues, Jeanet 07 April 2005 (has links) This dissertation is not available online. A copy of the dissertation on CD is available in the Music Library at Call number: CD MUSOV 661. The purpose of this study is to write unit standards for a Music Technology Programme in South Africa. The research focuses on the introduction of Music Technology as an integral part of the present South African education dispensation. In answering this question, the researcher also answered the sub-questions: What is technology; What is Music Technology; Will a computer replace the teacher; How will the teacher benefit from using Music Technology; How will the learner benefit from Music Technology? Necessary information and guidance for using Music Technology in Music Education is also offered. This was done to be ‘on a par with the existing formulated curricula’ for Music Education in South Africa. On the other hand this is also ‘a paradigm shift away from the existing boundaries, inherited systems and requirements of traditional examining bodies within which teachers in Music Education have operated to date’. This is in correlation with the Proposal for the MEUSSA (Music Education Unit Standards for Southern Africa) project written by Professor Caroline van Niekerk. Apart from literature review, action research was done as part of the MEUSSA team. The MEUSSA team identified the problem of writing unit standards for Music in South Africa and did something to resolve it (complete their theses and dissertations). By applying action research within the MEUSSA team, first hand experience was gained as to where the gaps are and what needed to be done to fill them. Presenting a dissertation on CD-ROM was very challenging. There were virtually no guidelines because this is a very new concept. The researcher of this dissertation is convinced that presenting the dissertation on CD-ROM should be applicable to the medium. It is important that the dissertation is still academically acceptable, but makes use of the new possibilities that the medium offers. In further studies the author intends researching the best content for a teachers’ training programme, who are willing to use technology in their teaching. Future research is recommended in order to address the problem of national employment requirements in areas of music industry and education. E12/4/210 / Dissertation (MMus (Music Education))--University of Pretoria, 2006. / Music / unrestricted Computer Teacher Unit standards Music technology programme South africa South african education dispensation UCTD
3	South African unit standards for sight-singing, realised in a multiple-media study package Potgieter, Paul Stephanus 29 September 2004 (has links) This research concerns the design of a multiple-media study package for sight-singing and how national standards for sight-singing can be realised by using this study package. Sight-singing is a skill which can be of great value for singers, choristers and other musicians. Unfortunately this skill has been sadly neglected in South African schools. The result is that a great percentage of society (and in particular, choristers) is not able to read music and then sing it. The researchers is responsible for sight-singing tuition at the Drakensberg Boys’ Choir School, which is the only choir school in South Africa. The ages of new choristers vary from 9 to 13 years and there is a considerable variation in their music backgrounds. It is therefore essential that every learner can work at his own pace to master sight-singing. The author did research on this subject to compile a sight-singing programme which will enable learners to reach a high standard of sight-singing while progressing at their own pace. By making a study of relevant literature, the author gathered information on sight-singing, reading, communication, educational media as well as Outcomes-Based Education and instructional design. The author formulated criteria for a sight-singing programme and for the use of educational media in such a programme. These criteria are used to evaluate seven different sight-singing programmes. The evaluation indicated to the researcher how other authors approached the subject. He identified the strong and weak points of every programme. The researcher designed a multiple-media study package for sight-singing according to Dick and Carey’s systems approach model for designing instruction (1996). The study package consists of a workbook, a textbook and two audio CDs. The author did action research by using the study package to teach sight-singing to the new choristers at the Drakensberg Boys’ Choir School. Various problems in the study package became clear while using it for teaching. The study package was amended a number of times to eliminate the shortcomings. This research indicates that sight-singing is not only possible when a competent teacher is present. Students can learn sight-singing independently by using a multiple-media programme. / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted Educational media Theoretical model Sight-singing Multiple-media Study package South africa Unit standards Drakensberg boys’ choir Independent learning UCTD
4	Unit standards for aerophones in a postmodern South Africa Bosman, Ronelle 07 December 2005 (has links) South African education is currently in a process of restructuring, stemming from radical political changes in 1994. In 1995 a system of outcomes-based education was adopted by the Department of Education, strategically supported by the South African Qualifications Authority with its twelve relevant National Standards Bodies. Together with this, a system of unit standards, based on the accreditation of credits, learning programmes and qualifications is in a process of development. Music as formal school subject does not enjoy the same financial support from the Education Department as do the so-called "essential" subjects such as Mathematics and Science. Therefore no formal structures to generate unit standards for Music were origmally planned and budgeted for by educational authorities. To fill this need, and to prevent the marginalisation of such an important subject, the MEUSSA (Music Education Unit Standards for Southern Africa) project was initiated by the Music Department of the University of Pretoria early in 2000, involving 18 Master's and doctoral students in various areas of musical expertise. The aim is to generate unit standards for Music(s) in Southern Africa across traditional aspects such as instrumental training, harmony, history, theory and aural training, as well as the relatively unexplored domains of Music Technology, World Musics and Popular Music. Cultural shifts over the last approximately forty years began reshaping the understanding of the world we are' living in, resulting in a transition from a modern to a postmodern culture in Western societies. For the project of writing unit standards for music to be relevant, it was necessary to reflect on these changes and to accommodate them in music education. Frameworks and standards generated in the USA, Australia, New Zealand and England were also investigated and contextualised. Because the field of expertise of the author lies, inter alia, in the field of Aerophones, unit standards were specifically generated for music performance. These standards have to be considered as part of the MEUSSA project, and therefore be read in conjunction with contributions by other members of this team. It is the wish of the author, as part of the MEUSSA team, that this study will contribute towards making music education of high quality available to every learner in Southern Africa. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted Wind instruments Aerophones Competence based education Music performance Meta-narratives Unit standards UCTD
5	Choral unit standards and support material for primary schools in South Africa Wolff, Unita Liberta 07 December 2005 (has links) Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted Choral singing instruction and study Music instruction and study standards sa Children choirs Choral rehearsel Conducting Unit standards Support material primary schools UCTD
6	Music education unit standards for southern Africa : a model and its application in a general music appraisal programme Grove, Johanna Petronella 07 December 2005 (has links) In the process of reform and development in South Africa, set in motion after its first democratic elections (1994), educators have the unique opportunity to re¬think, re-plan and re-structure the music education system holistically within the context of formulating unit standards now required by the South African Qualifications Authority (SAQA) for all learning areas. This thesis addresses two aspects in this process, against the background of the broader MEUSSA (Music Education Unit Standards for Southern Africa) Research Project, namely the development of a model for music education in Southern Africa and its application in a General Music Appraisal Programme (GMAP) for all learners. The MEUSSA Model, developed in this thesis, captures and displays the key elements necessary to compile unit standards across the board in music education, as identified by the author and endorsed by the MEUSSA team. These standards are grouped together in a musically logical way under collective headings. The three-dimensional model in the form of a cube can be manipulated according to the needs of the specific music practice involved, at the same time keeping the broader context of music education in Southern Africa in perspective. The MEUSSA Model is intended by the author to keep the standards generating process together cohesively. The author implements the MEUSSA Model in the GMAP, which she compiled with the aim of providing a general music education background for all learners in Southern Africa. The learning outcomes (unit standards) address music-¬specific skills, knowledge and attitudes with their related assessment criteria. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted Music appraisal Competency based education Exit level outcomes Music models General music appraisal programme Unit standards UCTD
7	Music standards for the foundation phase and teacher training in South Africa Roscher, Annarine 05 July 2007 (has links) Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted Unit standards Higher education and training Competency based education Music instruction and study standards sa Music teachers training south africa Foundation phase UCTD
8	South African unit standards for a general music appraisal programme at NQF levels 2-4, with special reference to ensemble specialisation for available instruments Hoek, Elizabeth Antoinette 07 December 2005 (has links) Please read the abstract in the section, 00front, of this document / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted National qualifications framework (NQF) General music appreciation programme National standards body Ensemble specialisation programme Unit standards Competency-based music education Music instruction and study standards sa UCTD
9	Curriculum development for the master craftsman in the printing, newspaper and packaging industries Thomas, David Llewellyn, 1944- 01 1900 (has links) This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics) Accreditation of Prior Learning Application-Orientated Objective Benchmarking Best Practices Career paths Certification practices Content-Performance Matrix Competency profiling Career progression Curriculum Development Model Curriculum continuum Job competence Job/Function profiling Learning outcome Portfolio development Project cycle management Performance pyramid Qualification for position Qualification for purpose Quality assessment system Qualified worker standard Standards generating Systems didactics Transfer of learning Train the trainer Taxonomy of competencies Skills Knowledge and attributes Unit standards acid test 338.476862071068 Curriculum planning -- South Africa Printing industry -- South Africa
10	Curriculum development for the master craftsman in the printing, newspaper and packaging industries Thomas, David Llewellyn, 1944- 01 1900 (has links) This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics) Accreditation of Prior Learning Application-Orientated Objective Benchmarking Best Practices Career paths Certification practices Content-Performance Matrix Competency profiling Career progression Curriculum Development Model Curriculum continuum Job competence Job/Function profiling Learning outcome Portfolio development Project cycle management Performance pyramid Qualification for position Qualification for purpose Quality assessment system Qualified worker standard Standards generating Systems didactics Transfer of learning Train the trainer Taxonomy of competencies Skills Knowledge and attributes Unit standards acid test 338.476862071068 Curriculum planning -- South Africa Printing industry -- South Africa

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