In this study, I was investigating the role of student leadership played in institutional transformation at the University of Pretoria (UP). In order to contribute to understanding, student leadership role played in institutional transformation at UP and also student leaders understanding of transformation following the #FeesMustFall protests. Hence much research focused on conflict, disruption, violence and closure of universities related to the #FeesMustFall; there are comparatively fewer studies about the role played by the student leadership in institutional transformation at universities. The study researched how student leaders’ voices and agency have been represented in the institutional transformation initiatives. A qualitative case study method was used, based on content analysis of transformation documents from social media and transformation and policy documents available at the UP portal. The documents revealed that the student leaders played important roles and negotiated with the university management and the government about tuition fees and demands for free education, as well as about the change of the language policy; the renaming of the university buildings, and balancing quotas to reflect the SA demographic at the university. Also discussed were the transformation of the curriculum and the institutional and residence culture. Student leaders played a significant role in drafting a policy for the renaming of university buildings and in drafting the four drivers for the proposed curriculum changes at UP and the self-reflection questions for faculties to interrogate their curricula. The documents reveal that, in response to these demands, there was a 0% increase at South African universities in 2016 for all of the tuition fees and full funding of education for poor students for the following three years was announced. The management changed the language of instruction policy as demanded. The Client Services Centre (CSC) was renamed to the Student Services Centre (SSC) while new buildings are now named after South African heroes. Most significantly, of the more than fifty thousand students now accommodated at the University, the majority are female and black and many black students are now accommodated in residences. Management also decided to integrate both Indigenous and Eurocentric knowledge in the curricula and eliminate all legacy systems leading to racial segregation at UP. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

Critically analyzes the existing legal framework for counter terrorism in Uganda and draws from relevant regional and international instruments related to the topic. In conducting this analysis, the author assesses the conformity of the antiterrorism legislation in Uganda in comparison with relevant African states. Uses regional and international counter terrorism frameworks. Also examines the human rights implications of practically enforcing these legislations. Lastly, the author compares international and regional human rights standards and best practices in combating terrorism in other parts of the world. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr Henry Onoria, Faculty of Law, Makerere University, Kampala, Uganda. / LLM Dissertation (Human Rights and Democratisation in Africa -- University of Pretoria, 2009. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

In the Ugandan context, the Karamojong are the most well-known pastoralists and the ones most likely to be presented by government and development actors as a “problem in need of a solution”. The author identifies a gap existing between empirical research indicating the need for creative solutions to the “pastoralist dilemma” and the legal and policy frameworks governing the lives of Karamojong in Uganda. The emphasis of the study is on the rights of the Karamojong to collective ownership of property (land) as well as the right to culture in a development context. Although these rights are provided for in international and regional human rights law, such instruments are of general application and make no specific reference to protection of pastoralists. Without specific legislation, the rights of Ugandan pastoralists are insufficiently implemented at national level. The author argues that the provision of proper legal protection to pastoralist communities is a crucial step in ensuring their survival as people. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof Nico Steytler, University of Western Cape, South Africa. / LLM Dissertation (Human Rights and Democratisation in Africa -- University of Pretoria, 2009. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

1. Background and Objectives of the Study The purpose of this research was to assess the interpersonal and inter-group trust levels of a group of students at the University of Pretoria. Furthermore, the relationship between the diversity variables of gender, home language, field of study and previous experience of cultural diversity in high school, and interpersonal and inter-group trust was explored. The demographic composition of South African tertiary institution campuses has changed considerably in the last thirteen years. Historically Afrikaans institutions in particular have had to adapt to an increasingly culturally diverse student body. Students share the common goal, inter alia, of obtaining a degree. Contributing, albeit peripheral, factors such as a violence-free campus, adequate facilities and harmonious relationships, provide a supporting academic environment. Trust is the basis of human relationships, and it supports the ethical norms of human behaviour and, if present, assists in creating the macro-environment conducive to academic performance. Cooperating and co-habiting often involves interdependence, and it implies that people must depend on others in various ways to help them accomplish their personal goals and to obtain the outcomes they value. Trust has been identified as a key element of enhanced cooperation, information sharing and problem solving. Diversity variables such as gender, home language and cultural background may also influence the interpersonal trust between individuals. Furthermore, people who share the same cultural background are more likely to be attracted to one another and form positive relationships on the basis of ‘sameness’ or homogeneity bias. Increasing diversity, if not managed effectively, will have a negative influence on outcomes such as relationships in the group, identification with the group, and group integration. The research comprised of a literature study, covering the theoretical aspects of the different topics related to the study, as well as of a quantitative investigation. 2. Literature Study This part of the research covered themes related to the concept of trust and the development of interpersonal and inter-group trust. People diversity and the impact of different diversities on interpersonal and inter-group relationships were also researched, using authoritative publications on the subject. In the last instance the relationship between people diversity, interpersonal and inter-group trust, and cooperation was explored. 3. Quantitative Research A quantitative study was conducted. Questionnaires were used that are designed to measure the following: <ul> <li>Interpersonal trust levels between students;</li> <li>Their acceptance of others;</li> <li>Their perceived acceptance by others;</li> <li>Their trust levels towards persons from cultures other than their own.</li> </ul> A convenience sample of ± 500 students was recruited from the first year groups of pre-determined university residences; all the students chosen in leadership positions in residences at the University of Pretoria; and also non-residential students enrolled as Human Resource Management students in their second year at the University of Pretoria. The trust levels of the students were then analysed in terms of their group relationship as is defined by different diversities such as gender, national culture, school background and home environment. The results indicate that females generally tend to be more trusting than males. Respondents from urban areas also tend to be more trusting than those from rural areas. A difference was also found between the levels of inter-group trust in Afrocentric and Eurocentric subjects. / Dissertation (MPhil)--University of Pretoria, 2008. / Human Resource Management / unrestricted

Student-teachers at the University of Pretoria are in desperate need of mentoring during their teaching practicum period. This is an essential need as they only get the opportunity to start their teaching practicum when they are in their final year of study. This study forms a part of a larger study that comes from a research project called the Peer Enhanced Scholarship of Teaching and Learning (SOTL). The aim of this project is to develop a mentoring intervention programme which will be used to develop student teachers into teachers. Therefore, the purpose of this study is to identify, explore and understand what the mentoring needs of final year student-teachers in the year 2016 and 2017 at the University of Pretoria were during their first teaching practicum. This study aims to do such, because the participants of this study had a late exposure to teaching practice, and as such when they started their teaching practicum, they experienced feelings of being uncertain, scared, and anxious. The research methodology that this study will utilize is the qualitative research approach using single case study design. Inductive thematic analysis will then be used to analyse the data gathered for this study. The student-teachers in this study were 2016 and 2017 fourth year B. Ed students (n=433) that were studying at the University of Pretoria (Groenkloof campus), in the year 2016 (170), and 2017 (263). The theoretical framework that guided this study is Hudson’s five-factor model of mentoring. The findings of the study revealed that student-teachers at the University of Pretoria need to be mentored, specifically by their mentor lecturers as they embark on their teaching practicum. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century. / AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.

Thesis (Ph.D.)--University of Pretoria, 2006. / Cover title. "April 2006." Includes bibliographical references.

Thesis (PhD.(Education))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

As a member of the MEUSSA (Music Education Unit Standards for Southern Africa) research project, the author in this dissertation explored the Culture and Arts learning area in South Africa. It departs from the premise that Arts Education is essential for human development. The proposed Culture and Arts learning area is a programme where the Visual Arts, Dance, Drama and Music are integrated. A broad holistic approach that would provide a general background to the Arts to all learners in South Africa is envisaged. Current South African education stresses that learners should develop their creative and critical thinking powers and their problem-solving abilities. The adopted system of Outcomes-based education (OBE) and its application to the Culture and Arts learning area have the potential to facilitate these aims. The most relevant philosophical, psychological and didactic principles for heterogeneous South African education are those that encourage independent and creative thinking such as Metacognitive learning, the theory of Multiple Intelligences and theories on contextualised intelligence. The South African Qualifications Authority framework and the writing of unit standards for the Culture and Arts learning area are explored in Chapter 3. Unit standards for the Culture and Arts learning area (level 1) and for Music as an elective (levels 1-4) are the focus of respectively Chapters 4 and 5. The MEUSSA group adopted the MEUSSA model to map unit standards for Music as an elective. The author, however, extended the model to include the integrated Culture and Arts learning area. It is concluded that conceptualised and contextualised learning is essential for appreciation and understanding of the Arts. The MEUSSA. model provides structures for meaningful and synoptic learning for all learners in South Africa. / Dissertation (MMus (Music Education))--University of Pretoria, 2006. / Music / unrestricted

Mozambique is faced with severe poverty and this study examines what are the main legal and institutional challenges to the implementation and enforcement of socio-economic rights in Mozambique. The author looks at how contributions can be made to the improvement of promotion, protection, and fulfilment of socio-economic rights as well as the improvement of the rule of law and good governance in Mozambique. / A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of K.K.K. Ampofo of the Faculty of Law, University of Ghana, Legon. / Thesis (LLM (Human Rights and Democratisation in Africa))-- University of Pretoria, 2009. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM