Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education at Technikon Natal, 2000. / South Africa's apartheid policy under the previous Government entrenched a system of education that favoured the White minority at the expense of the other race groups, particularly Africans. African education was based on the ideology that Africans must be trained to serve their own community. Gross underfunding of African education resulted in underqualified educators, high leamer-educator ratios, low pass rates and lack of facilities / M

M.Ed. / The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators

This is what experts are saying: African American students need a "dynamic curriculum" in order to gain the competitive edge over their peers (Marshall, 1992). Top educators and industry executives at the 1993 Annual CHRIE Conference stated that "hospitality schools need to overhaul their curricula if they are to be more relevant in today’s market place" (Walkup, 1993). The purpose of the research project was to obtain information on how the curricula of HPBCUs with hospitality administration programs compared to ACPHA standards. The study sought information from those institutions of higher education and made comparisons based on ACPHA standards and expert reviewers. The study was aimed primarily at identifying the strengths and weaknesses of the HPBCUs’ curricula using the ACPHA standards as the foundation. A total of 11 HPBCUS were evaluated by 18 ACPHA reviewers. The reviewers compared the HPBCUs’ curricula to ACPHA standards using a Likert-type scale (4=Superior, 3=Satisfactory, 2=Unsatisfactory, 1=Poor). Each HPBCU curriculum was evaluated by two reviewers. Forty percent of the institutions received an approval rating for accreditation and 40% were deferred accreditation. The remaining 20% were denied the accreditation status. All accrediting decisions reflected curriculum only. It was recommended that the 11 HPBCUs follow ACPHA standards to ensure the quality of education being offered. It was also recommended that the HPBCUs’ curricula be revised to reflect areas of hospitality administration deemed necessary by ACPHA. / Master of Science

This study focuses on identifying students' perceptions of the most successful and least successful methodologies of teaching/ learning- English language and literature in Saudi Arabian universities. The study employed a questionnaire format, which was distributed to the English Departments of three Saudi Arabian universities and one college for women, to gather data. Data analysis revealed that students had many problems, especially with Old and Middle English literature. Language problems, cultural differences, and unfamiliarity with the literary or historical backgrounds of the English literature were cited as the major obstacles to learning. Students of any foreign ,literature need a constantly improved curriculum which uses methods aimed at overcoming and simplifying these major language and cultural differences. Data analysis also indicated that students perceived the lack of oral practice and lack of stimuli, such as the use of films and other colorful supplemental material, as major reasons for their difficulties. The study has implications for English instruction in Saudi Arabia and for future research. Samples of the students' and teachers' comments are included in the appendix.

The purpose of this study was to review higher education in Nigeria from 1960-1985 with emphasis on curriculum development, to identify the changes that took place during that period, and to utilize those changes to evaluate the current state of Nigerian higher education. In order to fulfill the purpose of this study, answers were sought for six research questions. Chapter 1 includes a statement of the problem, purpose of this study, research questions, background, and significance of the study. Chapter 2 presents information on the methods of gathering and analyzing data. Chapter 3 is a review of the background literature. Chapter 4 presents information on higher education and curriculum development 1960-1985, and Chapter 5 covers the Nigeria National Curriculum Conference of 1969. The findings, conclusions, and recommendations of the study are presented in Chapter 6.

Thesis (PhD (Education )--University of Stellenbosch, 2003. / 355 leaves printed on single pages, preliminary pages i- xxiii and numbered pages 1-330. Includes bibliography and list of tables. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: The sporting environment in South Africa started changing drastically when professional sport increasingly became a reality after years of sporting isolation. As a result of these changes new career opportunities opened up because professionals were required to manage professional sport. These new professional sporting organisations are modelled on economically active businesses that require managers at all levels. Training institutions soon started offering programmes to train these so-called sports managers. Although there are specialists working in the sporting environment, the generic term "sports manager" is used to identify these individuals. The appropriate and sustainable training of sports managers forms the nucleus of the research in this study. Training programmes for sports managers are mostly offered at departments of human movement studies or sports science. This tended to create the impression that these training programmes are merely adapted human movement studies programmes that do not necessarily make provision for the professional sports management industry. The main purpose of this study was to design a curriculum framework for sport management training that is not only practice-oriented, but that also ensures sustainable programmes. To realise this, both an international and a national historical perspective on sport management training were researched. A description of a theoretical curriculum model with specific reference to current trends in education in South Africa was given. Furthermore it endeavoured to establish, from within the sporting industry, the knowledge and skills that are required for a career in sports management. From this information an attempt was made to suggest a curriculum framework so that appropriate and sustainable sports management training programmes can be offered. From a historical survey it became evident that sports management training programmes are in a relatively early development phase. An analysis of international programmes revealed that these programmes focus mainly on the economic and management activities in sports management organisations. Few instances were found where human movement studies constituted a prominent part of the contents of the programmes. However, the opposite was found to be true when South African programmes were reviewed. The majority of these programmes include components of human movement studies/sport science in their contents. Some of the programmes focus specifically on human movement studies/sport science and merely offer introductory modules on aspects of sports management. This study indicates the necessity for sports management training programmes in higher education to fit into specific structures in the South African education framework. New developments centred around the South African Qualifications Authority, the Higher Education Board and more specifically the National Qualifications Framework have been researched and applied to sports management training programmes. To place this study within the perspective of curriculum development, various models and methods of curriculum evaluation were explored. As a result of this a synoptic list was compiled to which sports management programmes may be required to comply. As part of the study a questionnaire review was conducted to indicate sports managers' knowledge and skills requirements in three levels of management. Guidelines were derived from this for generic contents of sports management programmes. It was also indicated that specialist functions exist within the sports management industry and that this phenomenon cannot merely be ignored by academic institutions when curricula are designed. These findings were used to suggest a possible framework for sports management curricula. In the light of a changing environment in South Africa and the development of the professional sports management industry, it is necessary that this framework should continuously be supplemented in a dynamic sporting environment. / AFRIKAANSE OPSOMMING: Die sportbedryf het in Suid-Afrika drasties begin verander toe beroepsport na jare van sportisolasie toenemend 'n werklikheid geword het. Uit hierdie veranderinge het daar nuwe beroepsmoontlikhede ontstaan deurdat professionele persone nodig was om professionele sport te bestuur. Hierdie nuwe professionele sportorganisasies is op die lees van ekonomies-aktiewe besighede geskoei wat beteken dat bestuurders op aile vlakke benodig is. Opleidingsinstellings het spoedig begin om programme aan te bied vir die opleiding van hierdie sogenaamde sportbestuurders. Alhoewel daar 'n verskeidenheid spesialiste in die sportomgewing werk, word die generiese term "sportbestuurder" gebruik om hierdie persone te identifiseer. Die toepaslike en volhoubare opleiding van sportbestuurders vorm die kern van ondersoek in hierdie studie. Opleidingsprogramme vir sportbestuuropleiding word meestal in departemente van menslike bewegingskunde of sportwetenskap aangebied, wat die vermoede laat ontstaan het dat hierdie programme slegs aangepaste menslike bewegingskundeprogramme is en nie noodwendig vir die volle spektrum van behoeftes van die professionele sportbestuurbedryf voorsiening maak nie. Die hoofdoel van hierdie studie was die daarstelling van 'n kurrikulumraamwerk vir sportbestuuropleiding wat nie net praktykgerig is nie, maar ook die volhoubaarheid van hierdie programme verseker. Om dit te verwesenlik, is daar gepoog om 'n internasionale en nasionale historiese perspektief oor sportbestuuropleiding daar te stel. 'n Teoretiese kurrikulummodel is beskryf met spesifieke verwysing na huidige onderwystendense in Suid-Afrika. Vervolgens is gepoog om vanuit die sportbedryf te bepaal wat die kennis- en vaardigheidsvereistes is wat die sportbestuurberoep aan individue stel. Uit hierdie gegewens is gepoog om 'n kurrikulumraamwerk te ontwerp ten einde 'n bydrae te maak tot die volhoubare en toepaslike voorsiening van sportbestuuropleiding. Uit 'n historiese oorsig het dit geblyk dat sportbestuuropleidingsprogramme in 'n relatief vroeë ontwikkelingsfase verkeer. Wat uit die ontleding van internasionale programme duidelik geblyk het, is dat hierdie programme veral op die ekonomiese en bestuursaktiwiteite van sportbestuurorganisasies gefokus is. Min gevalle is aangetref waar menslike bewegingskunde 'n prominente deel van die programinhoud uitmaak. Daar is egter bevind dat die teendeel grootliks waar is van programme in Suid-Afrika. Die meerderheid van die programme het wel komponente van menslike bewegingskunde/sportwetenskap as deel van die inhoud. Sommige programme fokus spesifiek op menslike bewegingskunde/sportwetenskap en bied sportbestuuraspekte slegs as inleidende modules aan. Die studie toon aan dat dit noodsaaklik is om sportbestuuropleidingsprogramme in hoër onderwys binne spesifieke strukture in die Suid-Afrikaanse opvoedingsraamwerk in te pas. Ontwikkelinge rondom die Suid-Afrikaanse Kwalifikasie-owerheid, die Hoër Onderwysraad en meer spesifiek die Nasionale Kwalifikasieraamwerk is ondersoek in die lig van moontlike toepassings op sportbestuurprogramme. Om die studie binne die perspektief van kurrikulumontwikkeling te plaas, is ondersoek ingestel na verskillende modelle en metodes van kurrikulumevaluering. Hieruit is 'n oorsiglys waaraan sportbestuurprogramme moontlik beoordeel kan word, saamgestel. 'n Vraelysondersoek is benut ten einde kennis- en vaardigheidsvereistes van sportbestuurders op drie bestuursvlakke aan te toon. Riglyne ten opsigte van generiese inhoude vir sportbestuurprogramme is hieruit verkry. Daar is ook aangetoon dat spesialisfunksies binne die sportbestuurbedryf bestaan en dat hierdie verskynsel tydens kurrikulumontwerp nie sonder meer deur akademiese instellings geignoreer kan word nie. Hierdie bevindinge is gebruik om 'n moontlike raamwerk vir sportbestuurkurrikula voor te stel. In die lig van 'n veranderende samelewing in Suid-Afrika en die ontwikkeling van die professionele sportbestuurbedryf is dit noodsaaklik dat hierdie raamwerk in 'n dinamiese sportomgewing voortdurend aangevul word.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education. / AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.

published_or_final_version / Education / Master / Master of Education

D. Tech. Language Practice / The focus of this study was to determine how best to develop EOP curricula. This was accomplished by doing an EOP wants and needs analyses, including all stakeholders. A case study was conducted at a University of Technology, and a Pragmatist approach was used, utilising both quantitative and qualitative research methodologies. The wants and needs, which would form the basis of an EOP curriculum, emerged as themes from the analysis. There was a particular focus on: the students, because EOP is learner-centred; authenticity of learning materials per field of specialisation; and, collaboration among departments rendering language services and service-requesting departments in the university. The conclusion drawn was that English proficiency plays a central role in the success of learning EOP. Direct feedback from industry, regarding student wants and needs, emerged as essential in planning a curriculum.

This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula. the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons. / ix, 173 leaves ; 29 cm.