In order to understand the dynamics of change taking place in universities in South Africa today and their impact on teaching and learning, specifically at the University of the North, an understanding of the changing nature of relationships in education is essential. Teaching and learning must not be seen in isolation, but in the context of a universal paradigm shift manifest in all walks of life. The relationship between teacher and learner too has fundamentally changed. In today's 'opensystems' paradigm, relationships have become temporary, horizontalized, other-directed and complex in nature. It is in the light of these realities that meaningful teaching and learning must take place. In the context of today's rapidly changing environment, dominated by technocracy and characterised by alienation and misunderstanding, the need for knowledge and leadership, in and through the University of the North, is crucial. This, in turn, can only be achieved if the University becomes accessible and accountable to the community. The process of transforming anachronistic, closed and authoritarian structures on campus towards openness and accountability has been fraught with conflict and opportunism. The University of the North developed from a once universal contradiction, having been created as a political necessity, towards becoming an educational necessity. This process has witnessed attempts at reformation, open rebellion and the quest for total transformation. The search for meaningful alternatives, as mirrored by the broader struggle in society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and learning became highly politicised, characterised by open conflict and alienation, resulting in destruction of the culture of learning. The present process of transformation on campus, involving all stakeholders, has led to many achievements in the search for new relationships and new meanings. It is essential that the University belong to the community. Standing on the edge of chaos, the University needs to set an example in leadership, in accessibility, relevance, and in the promotion of Africanisation as a didactic principle through dialogue, openness and the sharing of knowledge through practical action at the grass roots level. / Educational Studies / D. Ed. (Didactics)

Thesis (MTh)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The congregation of Kathu is the largest Dutch Reformed Church congregation in the Northern Cape. It is a congregation with a huge potential to show signs of the kingdom of God, especially in the countryside. The congregation has the ability to be a leader to effect meaningful change in society. Many people living in the countryside are losing hope because of economic regression. It is their experience that politicians do not keep their promises, with the result that everyone experiences declining living standards. The potential of the congregation has to do with the following: (1) there is a lot of economic development and progress in the area, (2) there is a lot of energy in the congregation because of the large number of young people as well as the many ambitious people working on the mines. The opportunities for the congregation to make a difference go hand in hand with the development of a whole new town. The population of Kathu has already doubled in size since 2001 and it is expected to grow even further. There are many opportunities for the congregation to get involved with community projects in a fast changing environment. The needs and the opportunities are endless. The congregation has credibility in our local society and there are good relationships and cooperation between the congregation and other role players. Despite these opportunities the congregation is reluctant to get involved. In the beginning the hypothesis was that it is due to a skewed view of what the church is. Because the congregation is in the countryside it was thought that the members might have a politically conservative opinion about the church getting involved in community matters. This study has proved that it is not the case. It is much more likely that the problem lies with the leadership or even with the systems and structures that are (not) in place. If the leadership would be more willing to take risks, they might find that they have many members waiting to follow them. Or if the systems were in place, it would be much easier for the members to know where and how to get involved. / AFRIKAANSE OPSOMMING: Die gemeente Kathu is die grootste plattelandse gemeente van die NG Kerk in die Noordkaap. Dit is ʼn gemeente met baie potensiaal om te groei en om tekens van die koninkryk te wys spesifiek in die platteland. Dit is ʼn gemeente wat leiding kan neem en ʼn verskil kan maak. Baie plattelanders is besig om vanweë ekonomiese agteruitgang hoop te verloor. Hulle ervaring is dat politici nie hul beloftes nakom nie en dat hulle algaande besig is om net meer te veragter. Die potensiaal van die gemeente hang saam met die volgende: (1) daar is tans baie ontwikkeling en ekonomiese vooruitgang in die omgewing, (2) daar is baie energie in die gemeente aangesien daar baie jongmense is en ook baie ambisieuse mense op die myne. Die geleenthede vir die gemeente om ʼn verskil te maak hang veral saam met die nuwe dorpsontwikkeling. Daar is enorme ruimte vir die kerk om betrokke te raak by gemeenskapsprojekte in die snel veranderende omgewing. Die behoeftes is groot en die geleentheid is groot. Die NG gemeente Kathu het ook geloofwaardigheid in die omgewing en daar is goeie verhoudings en samewerking tussen die gemeente en ander rolspelers in Kathu. Tog is dit asof die gemeente stadig is om betrokke te raak. Die aanvanklike hipotese was dat dit te make het met die kerkbegrip van die lidmate. Aangesien die gemeente in die platteland geleë is, is gemeen dat die gemiddelde lidmaat polities konserwatief van opinie is en daarom nie saamstem dat die kerk in die samelewing betrokke moet wees nie (die kerk moet nie “politiek” bedryf nie). Die studie het dit egter verkeerd bewys. Die waarskynlikheid is groter dat dit te make het met die leierskap wat nie genoeg risiko’s waag in die verband nie, asook ’n gebrek aan goeie sisteme en strukture wat dit vir lidmate moontlik maak om in die gemeenskap in te skakel.

Thesis (MCur)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Nationally and internationally emphasis is placed on quality care in health services. The researcher identified a need to evaluate a component of primary health care service in the Northern province. A study based on the combination of qualitative and quantitative methods was conducted to formulate and evaluate structure, process and outcome standards for selected clinics in the Northern Province. The most important results are: • The standard relating to the structure was suboptimal. Physical and human resources are of critical importance to the rendering of quality patient care. However this did not comply with the pre-set standard norm of 80%. • Process standards focused on physical examination of patients taking into account the age of the client and the systems involved. Substandard care was found in all these aspects. • Outcome standards determined by the patient questionnaire also revealed negative findings. Recommendations include the development of a quality improvement model for the Northern Province Health Services, formulation of standards for all disciplines of health care, annual evaluation of patient care and the institution of a formal staff development programme. Key words: quality care, formulation of standards, structure, process, outcome / AFRIKAANSE OPSOMMING: Nasionaal en internasionaal word die belang van gehaltesorg in gesondheidsdienste beklemtoon. Die navorser het enbehoefte ge'identifiseer om en component van prirnerre gesondheidsorgdienste in die Noordelike provinsie te evalueer. en Kombinasie van kwalitatiewe en kwantitatiewe metodes is gebruik om struktuur-, proses en uitkomsstandaarde in geselekteerde klinieke in die Noordelike provinsie te formuleer en evalueer. Die belangrikste resultate was: • Die standard ten opsigte van die standard was suboptimal. Fisiese en menslike hulpbronne is van kritiese belang vir gesondheidsdienslewering. Die standaard hiervan het nie voldoen aan die voorafbepaalde norm van 80% wat gestel is nie. • Prosesstandaarde het op fisiese ondersoek van die pasiente gefokus met inagneming van die ouderdom van die klient en die simptome waarmee pasiente presenter. Sub-standaardsorg is ten opsigte van al hierdie aspekte gevind. • Uitkomsstandaarde is deur middel van en pasientevraelys gemeet en he took negatiewe bevindinge opgelewer. Aanbevelings sluit in die ontwikkeling van engehalteversekeringsmodel vir die Noordelike Provinsie se gesondheidsdienste, die formulering van standaarde vir aile dissiplines van gesondheidsorg, jaarlikse evaluering van pasientesorq en die instelling van enformele personeelontwikkelingsprogram. Kernwoorde: Gehaltesorg, formulering van standaarde, struktuur, proses, uitkomsstandaarde.

Thesis (MPH.) -- University of Limpopo, 2014 / Objective: The purpose of this study was to determine the prevalence of impaired glucose tolerance, impaired fasting glucose, undiagnosed type 2 diabetes and its associated risk factors among adults patients attending the outpatient department of a level one hospital in a rural community of Barkley West, South Africa. Research methodology: This was a cross-sectional survey conducted by a simple random sampling of adults patients F 30 years old. Patients were screened using the American Diabetes Association and the World Health Organisation criteria. First, patients underwent the 75g oral glucose tolerance test and secondly, the 12-hours fasting plasma glucose tests after pre-test results of 5.5 mmol/L were obtained considered as positive for screening. To determine the prevalence of IGT, IFG, and undiagnosed type 2 diabetes; tests were conducted using both the capillary finger puncture and the laboratory methods. To ensure validity and reliability, each patient underwent two tests (fasting and random) by the capillary finger puncture method and two tests (fasting and random) by the laboratory method. Results: Eighty-five (85) questionnaires were distributed, supervised and returned by a research assistant, which brought the response rate to 100%. All patient known living with diabetes mellitus was not included in the study. The prevalence of IGT was 34.1% [34% for females and 9.4% for males] and that for IFG was 23.6% [25% for females and 6.0% for males]. The prevalence of undiagnosed type 2 diabetes discovered during the survey was 9.3% by 2-hours 75g glucose tolerance test [8.2% for females and 1.1% for males] and that by 12-hours fasting plasma glucose, the prevalence was 5.8% [4.7% for females and 1.1% for males].The associated risk factors were physical inactivity, overweight and obesity, unhealthy diet, alcohol consumption, hypertension, smoking habit, family history of diabetes, social deprivation and poverty. The prevalence of hyperglycaemia was also high among female patients due to a higher BMI with 25% overweight (females 18% overweight, males 7% overweight) and 75% obese (females 54% of obesity, males 21% of obesity); higher waist circumference with higher abdominal fat (females 71.7% had a W/C F 88 cm, males 28% had a W/C F 102 cm.); and a larger waist-to-hip ratio (females 61.1% had WHR > 0.85, males 7% had a WHR > 1.0). The sensitivity, specificity, positive and negative predictive values for IGT were 34%, 86%, 25%, and 86% and those for IFG were 24%, 86%, 19%, and 86% respectively. IGT sensitivity was greater than IFG sensitivity. xi Conclusion: There was a high prevalence of IGT, IFG and undiagnosed type 2 diabetes specifically among female patients. The ten percent difference of sensitivity between the two tests showed that the WHO diagnostic criteria produced more patients with the pathology than the ADA diagnostic criteria do. Patients attending the outpatient department of a level one hospital in Barkley West are at high risk of developing type 2 diabetes and remain unidentified, undetected, unscreened, undiagnosed and untreated. Obesity at primary health care level in the rural community of Barkley West needs to be addressed. . Keywords: Impaired glucose tolerance, prevalence, diabetes, screening, anthropometric measurements

This study investigates variables that influence choice of Physical Science as a secondary school subject. The variables are pupil, home environment, teacher and school environment. A questionnaire was administered to 849 grade 9 pupils. The following findings are recorded: The better pupils achieve in Science the more likely that they will further their studies in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest in Science and enjoyed Science at primary school they are inclined to choose Science as a subject. Pupils who choose Science view it as a valuable subject for daily life, have parents who evaluate Science favourably and come from better socio-economic backgrounds than those who do not choose Science. These pupils also view the attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial. / Psychology of Education / M. Ed. (Psychology of Education)

Educational Studies / M. Ed. (History of Education)

In order to understand the dynamics of change taking place in universities in South Africa today and their impact on teaching and learning, specifically at the University of the North, an understanding of the changing nature of relationships in education is essential. Teaching and learning must not be seen in isolation, but in the context of a universal paradigm shift manifest in all walks of life. The relationship between teacher and learner too has fundamentally changed. In today's 'opensystems' paradigm, relationships have become temporary, horizontalized, other-directed and complex in nature. It is in the light of these realities that meaningful teaching and learning must take place. In the context of today's rapidly changing environment, dominated by technocracy and characterised by alienation and misunderstanding, the need for knowledge and leadership, in and through the University of the North, is crucial. This, in turn, can only be achieved if the University becomes accessible and accountable to the community. The process of transforming anachronistic, closed and authoritarian structures on campus towards openness and accountability has been fraught with conflict and opportunism. The University of the North developed from a once universal contradiction, having been created as a political necessity, towards becoming an educational necessity. This process has witnessed attempts at reformation, open rebellion and the quest for total transformation. The search for meaningful alternatives, as mirrored by the broader struggle in society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and learning became highly politicised, characterised by open conflict and alienation, resulting in destruction of the culture of learning. The present process of transformation on campus, involving all stakeholders, has led to many achievements in the search for new relationships and new meanings. It is essential that the University belong to the community. Standing on the edge of chaos, the University needs to set an example in leadership, in accessibility, relevance, and in the promotion of Africanisation as a didactic principle through dialogue, openness and the sharing of knowledge through practical action at the grass roots level. / Educational Studies / D. Ed. (Didactics)

M.Ed. (Educational Linguistics) / This study focuses on the pedagogy of essay-writing in five randomly chosen rural Northern Province senior secondary schools. The aim of the research was to investigate the low standard of essay-writing of ten English Second Language Standard 10 students from the five schools. The case study design which included mostly qualitative methods was used for data collection. The qualitative research methodology was applied by the researcher in order to look closely at the research sample through interviews and the 'raw' data of the essays. The rationale for the study was that students in rural Northern Province schools produce a low standard of essays, and that this presupposes that these students lack the knowledge about and language skills. The theoretical background was derived from literature on second language learning, with special emphasis on writing. It was concluded from the theory framework constructed that both the students and the teachers in rural areas probably lack the skills needed to improve both the learning and teaching of essay writing. The research sample consisted of ten students who were interviewed and whose essays were collected for later analysis. In addition, five teachers were also interviewed and one was observed teaching essay-writing. The essays indicated that the students' grammar and other writing skills were limited, that the type of topics given to them were mainly too abstract and removed from their life experience, and that the teachers concentrated mostly on error-correction, and not on the content, when marking the students' essays. In the final analysis, a model on 'teaching expository writing' is presented as a guideline for teachers in one area of essay-writing.

M.Ed. / This investigation focused on the culture of teaching and learning in Dzata Secondary School. It has become a concern of educationists and politicians to revive the culture of teaching and learning in schools. Most South African schools for predominantly black pupils, are characterised by a serious erosion of the culture of teaching and learning. The purpose of this study was to analyse and describe the state of culture of teaching and learning in Dzata Secondary School. The research design was exploratory and descriptive, as it aimed to explore and describe the culture of teaching and learning in Dzata Secondary School. The theoretical investigation formed the basis for developing questionnaires and interview schedules for the empirical study. During the empirical investigation, quantitative and qualitative methods were used. The quantitative investigation included one questionnaire for teachers and one for pupils. The qualitative investigation included semi-structured interviews as well as observations in the school. The findings of the inquiry into the culture of teaching and learning indicate that factors such as the personal characteristics, the home and the school have an influence on the culture of teaching and learning. The empirical investigation into the personal characteristics of pupils revealed that the following aspects have a negative influence on the culture of teaching and learning: lack of a sound knowledge foundation insufficient study methods lack of self-discipline and a negative self concept insufficient academic language ability. The following family related factors were found to be inhibiting the establishment of the culture of teaching and learning: absence of parents from home and lack of moral and academic support overcrowded homes illiteracy of parents shortage of basic needs, for instance electricity, running water in the home and food. School related factors which were discovered to hinder the establishment of a culture of teaching and learning in Dzata School: time lost during school hours poor subject knowledge of teachers absence of lesson preparation lack of facilities in the school ineffective principal ineffective governing body Many of the problems that have a negative influence on the culture of teaching and learning in many South African schools for predominantly black pupils are rooted in the community. Hence it seems improbable that the problem of teaching and learning will be solved in the short run. In Dzata Secondary School, however, some immediate measures to improve the culture of teaching and learning are possible. The most important measures are: the introduction of formal lesson preparation by teachers introduction of literacy classes in order to serve the local community introduction of the time book for teachers and pupils grading of teachers in order of merit to motivate pupils to learn.

M.Ed. / South Africa has already moved into a post-apartheid society, but its education system is till to date not yet fully transformed. Though the names of the various former education departments in the existing provinces have changed, because of the change in government, the integration is not completed yet. As a result, former "white" education departments and the former Department of Education and Training (DET) have been formally integrated, but in reality they are still separate. There are a number of differences among the schools of the different departments. For example, the schools which were previously controlled by the Transvaal Education Department (TED) are still maintaining the status quo in terms of curricula, syllabi, governance, appraisal and many other issues. Similarly all the schools which were previously controlled by the DET, also maintain their status quo regarding curricula, syllabi and governance. To just prove a point: in the black schools, governing bodies are presently transformed where all stakeholders are involved, whereas in the white schools, learners are excluded from governance; the names also differ: some are known as PTSA's (Parents, Teachers, and Students Associations) and others just management councils. The question is whether a new education dispensation can respond to broad social, economical and political goals, without continuing to be just political - that is, controlled by a particular ideology, not necessarily supported by all members of the society the education system serves. This is our past and present experience. This study hopes to contribute to the search for that common purpose, by considering the process by which we in South Africa Might prepare ourselves for that future education, and contribute to it in a way that is consistent with its long-term goals. There are several crises in education that are affecting the teaching and learning process directly or indirectly countrywide, but particularly in the schools previously controlled by the DET as well as former TBVC (Transkei/Bophuthatswana/Venda/Ciskei) states' schools. There have been genuine attempts on the part of government to resolve the education crises through negotiations with communities, political structures, religious structures, non-government organisations, teacher unions and student organisations. In spite of all these efforts, very little progress has been made so far. Tensions are still rife between the education authorities and the different stakeholders or structures. In the various schools now under the jurisdiction of provincial education departments, the picture is one of continuing deterioration in the relationships between the department and its teachers and pupils. The serious disruptions and ups and downs in attendance, especially in the rural schools, resulted in the total breakdown of the teaching-learning environment in most schools. Teachers are dispirited, pupils are restless, demotivated and disturbed by what is going on around them. The general environment is not conducive to learning at all. Regular learning habits have broken down, and discipline is loose or non-existent. Discipline has collapsed as a result of the abolition of corporal punishment in the schools by the government. The problem is that no alternative forms of punishment have been put into place to maintain discipline in the schools. These measures taken by the government have negative implications. There is now little respect for teachers as well as education authorities. Even where it is warranted - and sometimes it is not warranted - many teachers have given up trying to survive in the classroom. Those who try to impose punishment, are threatened or assaulted by students. Teachers, on the other hand, are also insubordinate to their immediate superiors or authorities. Lawlessness is the order of the day in the schools. Departmental professional supervision is meagre and some schools are "no-go areas" for departmental officials and inspectors of education. A further disturbing factor is the influence in education of the young people not in school. The drop-outs become street children who engage themselves in criminal activities such as burglary, car hijackings, alcohol and drug abuse. The generally negative image of the teacher, held even among teachers themselves, contributes to the breakdown of the positive learning environment. They are under pressure, criticised from all sides for inadequacies or inefficiency - for which they are often not to blame - and treated by the government not as professionals, but instruments of policy. It is not surprising, therefore, that the morale, confidence and self-image of many are at low ebb. Both public and civil servants, including teachers, are from time to time engaged in strikes or meetings during school hours, hence the pupils' interest in school attendance and learning has lessened. The impact of the transformation process is confusing the minds of educators, pupils, the general public and the authorities. Pupils do not regard their teachers as their leaders and educators anymore, but as government stooges. Teachers, on the other hand, are also negative towards the authorities, because their plight for recognition as professionals is not addressed or receiving immediate attention. They are continuously demanding, amongst other things, autonomy in. their teaching profession, like all other professions. Furthermore, the conditions of service do not motivate teachers to dedicate themselves to their work. The enrolment in the schools had risen tremendously after the general elections of 1994, due to the free education call campaign made by the new government (see Table 5). The facilities available can therefore not cope with the demands of the resultant overcrowding. The schools are now understaffed, overcrowded, there are shortages of learning materials, furniture, classrooms and teaching aids (see Table 4). The culture of teaching and learning is far from being restored, if till to date some pupils are taught in the open air or in shacks. The teacher-pupil ratio is abnormally high, it ranges from 1:50 to 100 in most of the rural schools. As a result, teachers resort to teaching without evaluating pupils regularly. Both the national and provincial education departments' authority and influence are from time to time challenged by community groupings, teachers' associations, students' organisations, young people outside the schools, parents, churches, trade unions, the business community, political parties and economic forces. There is a growing realisation that there is no certainty that the democratic changes in government and political structures would necessarily lead to democracy in education. Broad agreement has to be sought and negotiated in South Africa and a commitment found to a common purpose in education and society. Without this, questions of control, power and excess ideological baggage, will continue to dominate education to its detriment and that of its users. In spite of all the circumstances and difficulties described above, the education authorities, parents, political parties and the general public expect good results at the end of every academic year. The people who are to produce good examination results are the educators and teachers whose status and professionalism have collapsed completely.