Text in Afrikaans, abstract in Afrikaans and English / Die bestuur van en deur studente aan universiteite word verkennend nagevors teen die agtergrond van die demokratisering van tersiere onderwysinrigtings, veral universiteite, wat in die lig van die wereldwye studente-onluste in die sestiger- en sewentigerjare al hoe meer op die voorgrond getree het. Die doel met die studie is om aan te dui dat studentedeelname aan die bestuur van 'n universiteit nie net 'n bestuursbeginsel is wat reeds tydens die ontstaan van universiteite as sodanig gegeld het nie, maar ook tans 'n werklikheid blyk te wees - ook wat die Suid-Afrikaanse situasie betref. Aan die hand van sekere fundamentele vrae rakende die student as mens in die konteks van die kontemporere wetenskaplike en universiteitsbeskouing word daar na die antropologiese gekyk, met besondere verwysing na die student as mens in bepaalde verhoudinge en relevante insigte wat daarmee gepaardgaan. 'n Fundamentele standpuntinname word geneem met 'n beklemtoning van die Christelike perspektief op demokrasie (demokratisering). Vervolgens word universiteitsbestuur teen die agtergrond van demokratisering onder oe geneem - daar word gefokus op die rol en taak van die universiteit aan die hand van 'n post-moderne paradigma op die universiteit. Daar word spesifiek besin oor demokrasie en demokratisering, sowel as deelnemende besluitneming as 'n inherente deel van universiteitsbestuur. Hierdie beredenering word na die praktyk deurgetrek as studenteverteenwoordiging vanuit vier verskillende perspektiewe beskou word: eerstens, 'n perspektief uit Europa met spesifieke verwysing na die Deense model van medeseggenskap, daarna Asie, asook die Verenigde State van Amerika en laastens 'n Suid-Afrikaanse perspektief. Ten slotte word daar op die implikasies van die bestuur van en deur studente gewys wat uiteindelik in 'n aantal aanbevelings en gevolgtrekkings saamgevat word. / Management of student participation at universities is studied in an exploratory way against the background of the democratisation of tertiary educational institutions, especially universities, which became more prominent during the students' unrest in the sixties and the seventies. The purpose of this study is to show that student participation in the management process not only existed during the beginning of universities as such, but is nowadays an apparent reality, regarding the situation in South Africa as well. With the aid of certain fundamental questions regarding the student as a person within the context of a contemporary view of science and the university, the antropological is looked at with special reference to the student as a person within certain relationships - relevant insights regarding this are also discussed. Thereafter, a fundamental point of view, emphasising also the Christian perspective on democracy and democratisation, is given. management of a university and democratisation is looked at by explaining the role and the task of the university against the background of a postmodern paradigm on the university. The whole concept of democracy and democratisation is considered, as well as participatory decision-making as an inherent part of the management of a university. This discussion becomes practical when student representation is looked at from four different perspectives: firstly, an European perspective with specific reference to the Danish model of co-determination, then Asia and the United States of America respectively, and fourthly a South African perspective. Finally the implications regarding the management of student participation at a university is discussed. This leads to a number of recommendations and conclusions. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

D.Ed. (Higher Didactics) / This research has been undertaken against the background of the pursuance of effectiveness and efficacy of management at South African universities and the critical supposition that effective university management is the greatest single contributory factor towards the stimulation of an environment in which universities can excel fully ...

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Thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy, 2004 / Early career academics in South Africa enter a higher education system with a historical legacy of division along lines of past discrimination and apartheid. The higher education system has been undergoing profound transformation in the last decade through the promulgation of the SAQA Act (No 58 of 1995) and the Higher Education Act No 101 of 1997. Although numbers of black students at historically advantaged, predominantly white higher education institutions have increased dramatically in the past decade to over 50% in some cases, the change in the academic staff at these institutions has not been nearly as rapid. Less than 30% of the academic staff is black, even at institutions which consider themselves to be progressive. The argument in this research is that the professional socialisation and development of early career academics in all South Africa universities is generally neglected or receives scanty attention and that the professional development in teaching which they receive at entry-level, is minimal. Although mentoring as a professional development strategy has been shown in many studies to have a positive impact in careers at entrylevel, South African universities are not doing enough to support and develop early career academics and consequently the transformation of higher education is being retarded by institutional lack of support. The case of the University of the Witwatersrand illustrates the situation common in many higher education institutions. The purpose of the study is to investigate mentoring as a transformation strategy for the professional development and socialisation in the career development and management of the early careers of entry-level academics to higher education in South Africa where transformation of higher education is a critical issue on the national agenda. In this study there are 28 early career academics in formal mentoring relationships as a result of specially designed mentoring programmes or academic internships which have been established since 1999. They were interviewed in-depth for their interpretations of their experiences in formal mentoring programmes where almost all the mentors are white and the majority of mentees belong to different cultural groups. The findings in the study show how necessary it is for early career academics to be paired with mentors who are aware of the functions and roles of mentors in higher education and who are seriously committed to fulfilling those roles themselves or in conjunction with others in their networks. One new career development function and one new psychosocial function of mentors were added to a model of existing functions derived from the literature. Transformation is an important new function of mentors and their function as role models is emphasised by the context of this mentoring research. Mentoring may be lauded as the panacea for transformation in higher education but unless mentors are adequately trained, supported and monitored, and are committed to transformation, the strategy is not likely to meet with success. Mentoring in cross-cultural contexts in higher education in South Africa is also likely to be only partially successful because too little is being done to address the effects of institutional and covert racism which lingers on. A wide spectrum of recommendations is made for making mentoring work in higher education institutions. These range from broadly based macro interventions at national and institutional levels, to quite detailed micro interventions at the individual level. Without a systematic and committed thrust throughout the sector to accelerate transformation, the whole sector is likely to languish and busy itself with meeting legislative demands for equity compliance and quality assurance drives without addressing the fundamental issues of developing those young academics who are instrumental in transforming the system. / WS2017

The merging of 150 technical colleges into 50 multi-site Further Education and Training Colleges brought with it a lot of change; one of which was curriculum innovation. The latest curriculum to be introduced was the National Certificate (Vocational); a three year qualification aimed at providing a vocational qualification to those exiting at level 4 on the NQF. One of the programmes on offer is the National Certificate-Marketing. Several subjects make up this programme but this study focuses on marketing. The choice to focus on this subject was motivated by my years of lecturing on the subject, my involvement as an assessor and Head of the Marketing Subject Committee. The rationale of this study was to describe the classroom experiences of lecturers involved in the implementation of the National Certificate-Marketing programme. Data on the classroom experiences of FET college lecturers in implementing this new curriculum reform is absent. Out of four FET colleges that offer the National Certificate-Marketing programme, three colleges were chosen purposively. The sample comprised of two urban area campus sites and one rural area campus site. The theoretical poles underpinning the study are Phenomenology and Globalisation. Being qualitative in nature, the study sought to find the meanings that these lecturers have attached to their classroom experiences. To this end, Limited topical life history accounts of three FET college lecturers in KwaZulu-Natal were undertaken. The use of in-depth semi-structured interviews and photovoice as data collection methods were well suited to achieve this. The degree of flexibility that these methods offered enabled me to collect rich data that unveiled the classroom experiences obtained when implementing the new curriculum. The narrative approach was used to analyse the data. Main themes were drawn from these narratives and these were discussed in the last chapter. Both the findings and the discussion may have implications for management of classrooms, training of lecturers, and support for new lecturers and the enrolment of learners. In summary, the findings of the study suggest that lecturers have had a lot of challenges in implementing this curriculum including lack of proper initial training, inadequate resources, learner diversity, lack of commitment and enthusiasm from learners, increase in workloads, overly bearing recording and reporting processes and insufficient support structures. It was noted that these findings are similar to those of other education sectors both at home and abroad. In spite of these challenges, this study noted the enthusiasm, dedication, commitment and robustness with which the participants in this study have thus far implemented the curriculum. The ingenuity in their work and passion for their learners was also clearly demonstrated throughout the interviews and photovoice sessions. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010

Text in Afrikaans, abstract in Afrikaans and English / Die bestuur van en deur studente aan universiteite word verkennend nagevors teen die agtergrond van die demokratisering van tersiere onderwysinrigtings, veral universiteite, wat in die lig van die wereldwye studente-onluste in die sestiger- en sewentigerjare al hoe meer op die voorgrond getree het. Die doel met die studie is om aan te dui dat studentedeelname aan die bestuur van 'n universiteit nie net 'n bestuursbeginsel is wat reeds tydens die ontstaan van universiteite as sodanig gegeld het nie, maar ook tans 'n werklikheid blyk te wees - ook wat die Suid-Afrikaanse situasie betref. Aan die hand van sekere fundamentele vrae rakende die student as mens in die konteks van die kontemporere wetenskaplike en universiteitsbeskouing word daar na die antropologiese gekyk, met besondere verwysing na die student as mens in bepaalde verhoudinge en relevante insigte wat daarmee gepaardgaan. 'n Fundamentele standpuntinname word geneem met 'n beklemtoning van die Christelike perspektief op demokrasie (demokratisering). Vervolgens word universiteitsbestuur teen die agtergrond van demokratisering onder oe geneem - daar word gefokus op die rol en taak van die universiteit aan die hand van 'n post-moderne paradigma op die universiteit. Daar word spesifiek besin oor demokrasie en demokratisering, sowel as deelnemende besluitneming as 'n inherente deel van universiteitsbestuur. Hierdie beredenering word na die praktyk deurgetrek as studenteverteenwoordiging vanuit vier verskillende perspektiewe beskou word: eerstens, 'n perspektief uit Europa met spesifieke verwysing na die Deense model van medeseggenskap, daarna Asie, asook die Verenigde State van Amerika en laastens 'n Suid-Afrikaanse perspektief. Ten slotte word daar op die implikasies van die bestuur van en deur studente gewys wat uiteindelik in 'n aantal aanbevelings en gevolgtrekkings saamgevat word. / Management of student participation at universities is studied in an exploratory way against the background of the democratisation of tertiary educational institutions, especially universities, which became more prominent during the students' unrest in the sixties and the seventies. The purpose of this study is to show that student participation in the management process not only existed during the beginning of universities as such, but is nowadays an apparent reality, regarding the situation in South Africa as well. With the aid of certain fundamental questions regarding the student as a person within the context of a contemporary view of science and the university, the antropological is looked at with special reference to the student as a person within certain relationships - relevant insights regarding this are also discussed. Thereafter, a fundamental point of view, emphasising also the Christian perspective on democracy and democratisation, is given. management of a university and democratisation is looked at by explaining the role and the task of the university against the background of a postmodern paradigm on the university. The whole concept of democracy and democratisation is considered, as well as participatory decision-making as an inherent part of the management of a university. This discussion becomes practical when student representation is looked at from four different perspectives: firstly, an European perspective with specific reference to the Danish model of co-determination, then Asia and the United States of America respectively, and fourthly a South African perspective. Finally the implications regarding the management of student participation at a university is discussed. This leads to a number of recommendations and conclusions. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

Critics of South Africa's Truth and Reconciliation Commission (TRC) that sat in the late 1990s have sometimes pointed to its failure to examine the role of larger collectivities in colluding with or acquiescing in the apartheid system. Universities, for instance, have been singled out for their failure both to make submissions to the TRC and to acknowledge openly their past shortcomings during the apartheid era. The historically white, English-medium universities – among them Rhodes University – liked to project themselves as liberal institutions. This book puts this self-representation to the test by looking critically at the operation and functioning of Rhodes University during the segregation and apartheid eras. This study is one of very few that recounts and analyses the whole history of a South African university in a single volume. It covers the founding of Rhodes University College (as it was then called) in 1904, traces its development over the decades, through the attainment of independent status in 1951, ending with a full consideration of the transformation challenges that the university has faced in the post-apartheid era. This is a critical study that points to some of the university’s past failures. But there is also a celebratory dimension, as the book highlights some of the achievements and successes of those who have worked and studied at Rhodes University over the past 112 or so years. / Please note that only the first chapter of the book is available online. For further information, or should you wish to purchase a copy of this item, please contact Bulelani Mothlabane (b.mothlabaneATru.ac.za).

M.Ed. (Curriculum Studies) / Dozens of Teaching Science practitioners and educational administrators are asking fundamental questions today about the objectives of teacher education programs, the content of programs, instructional methods and quality of education of teachers. They recognised that current Teaching Science practices must be examined, evaluated, and in some cases, developed. There are obvious limits to the effectiveness of these Teaching Science programs to give prospective teachers skills necessary to be successful in their classrooms. This study investigates the guidelines for the improvement of Teaching Science at Colleges of Education that can ensure prospective teachers with ways of understanding the culture of classrooms and schools. The research was based on the assumption that, for prospective teachers to learn to teach effectively, they should be inculcated with an enriched structure and content of the subject Teaching Science curriculum, and valuable teaching knowledge should be communicated to them during their professional training process. In order to understand this problem in its total context an in depth study of the literature survey on the process of teacher education in the Republic of South Africa and the selected areas in the world was done. Data was collected from the interviews with the Heads of Education Department and beginner teachers and questionnaires were administered with principals of schools, Teaching Science lecturers and second and third year student-teachers. The data corpus includes case observations from prospective teachers on Teaching Practice. Their lesson plans, presentation of the teaching skills and post class reflection notes were analysed. Their subject expositions were also audiotaped to provide contextual descriptions. Findings indicate that there are many areas in which the subject Teaching Science curriculum needs improvement if it is to maintain its high degree of producing school teachers which the community will recognise and respect. The findings corroborated the hypotheses that the subject Teaching Science curriculum helps prospective teachers to be autonomous and active agents in their classrooms. The following are some of the most important findings: With regard to their lecturing, the majority of students claimed that many Teaching Science lecturers are ineffective classroom practitioners. It is revealed that Teaching Science lecturers who are less qualified are unfamiliar with the subject Teaching Science lecturing strategies whereas the highly qualified staff is always satisfied with its lecturing. Many student-teachers regarded Teaching Practice as a stressful time because they were not guided effectively by their Teaching Science supervisors on how to write genuine lesson preparations and schemes of work. Teaching Practice sessions are usually held at the beginning of the professional course. At that time students do not have maturity and knowledge of the theory on which teaching is based. Overall it appeared to show that theory and practice at Colleges of Education are still far apart and student-teachers are not given direct experience with the children they are going to teach. -In all Colleges of Education, Teaching Science facilities such as micro-teaching laboratory. dark room and media centre, are inadequate, -The study also revealed that the subject Teaching Science curriculum at Colleges of Education is more boring, less fun, more repetitious, discouraging, unattractive and less competitive. Students are not equipped with the subject Teaching Science curriculum to present interesting lessons. Beginner teachers are incapable of controlling their classes. marking registers and writing accurately on the chalkboard. It is because of this and other reasons that most student-teachers were always absent for Teaching Science periods. -The survey further revealed that the majority of beginner teachers are shy, self-centred and unable to establish good order in the classroom. -The traditional lecturer/teacher-centred approach in which the educator transfers information to learners is outdated, It was found that new approaches to assist prospective teachers may have important potential which needs to be explored diligently. -Based on the data collected and literature review the researcher provides proposals for the improvement of the subject Teaching Science curriculum at Teachers' Training Colleges. It is the wish of the researcher that this set of recommendations be effective tools in helping preservice teachers become successful teachers

Education is a powerful and pervasive agent of change. Therefore, it is the key to unlock the doors to development and modernisation. Currently, business and communities knowledge very little about what the FET/Technical College is offering and its importance to the society as whole. Therefore there is a great need to market the technical sector so that the community is knowledgeable about the FET/Technical Colleges. The research conducted focuses on which promotional strategies are effective in marketing the FET Colleges. In order to make technical college students marketable it is necessary to market the institutions effectively so that all the stakeholders can be aware of what technical colleges can offer. Because of high competition in this industry, it is of vital importance not to be out-marketed by competitors by keeping abreast of new trends in promotional strategies. In order to obtain more relevant information about promotional strategies a literature study was conducted to develop a questionnaire to survey the importance of promotional strategies and determine which promotional strategies are being used by the FET Colleges. The East-London, Queenstown and Ezibeleni Public FET Colleges form the respondents. From each college five academic staff, two management members and five students formed the respondents. Community members, business community members, the Department of Education and the Department of Labour representatives were also included in the sample from each of the selected FET Colleges. The findings of the survey revealed the high level of agreement in terms of the importance of the promotional strategies identified in the literature study with the exception of some promotional strategies, which were identified as not compatible with the FET target market. The study recommended that further research be done on a larger sample size focusing on particular stakeholders eg. students of the FET Colleges in a specific area.

Submitted in fulfilment of the requirements for the Degree of Master of Technology in Language Practice,Durban University of Technology, 2017. / TVET colleges have to overcome the negative views of the prospective students that their marketing strategies are meant to attract. This research offers an approach which focusses specifically on the language used in TVET marketing and the impact which this is likely to have on the prospective students. The investigation targeted 40 first year students from 2 different TVETs in order to ascertain their responses to the language of the TVET advertisements. The researcher used questionnaires to collect data. . All of the respondents were randomly selected. The findings of this study show that the targeted audience were not consulted or surveyed; language style did not suit the age and background of the average students it is meant to address; and the marketing strategies did not reach societies such as those in deep rural areas. The study concludes that TVET marketing strategies are inadequate. TVET management has not interrogated the effectiveness of its marketing strategies. The US model that they adopted does not meet the expectations of the target population. / M