A recent Report Card on Physical Activity and Health in South African Children and Youth 2010 states that at least four major factors place young children at risk: tobacco use, poor diet, lack of physical activity and facing weight challenges, this then including being overweight, underweight, obese or stunted for one’s age. One of the areas for action and intervention mentioned in the report card is training of teachers. The aim of this study was to increase knowledge, skill and competence in school teachers (care givers) when dealing with underweight in school children. A training program (train-the-trainer) was designed by the researcher. Under nutrition (underweight) is implicated in more than half of all child deaths worldwide. 25.33% of respondents in this study showed signs of underweight highlighting the importance of such training in schools. Using the above statistical data the research embarked on the development, implementation and evaluation of a training program for care givers on underweight prevalence in children in South African schools. The intervention research model of Thomas and Rothman was used in the design and development of the training program. A descriptive design with a quasi-experiment one group pre-test-post test was used in this study. A non parametric statistical test was utilized as data was measured on an ordinal scale (Wilcoxon signed rank test). The care giver training program was implemented over nine weeks consisting of one and a half hour sessions held once weekly. All Foundation Phase teachers were involved in the training (18 Care Givers). The program was implemented with grade one learners at a traditional primary school in Pretoria with a mixed demography and age groups varying between 6 and 8 years of age. Hundred and fifty learners participated in the pre and post test wherein a non probability sampling method was used. The study found that the training program for care givers had a statistically significant effect on underweight prevalence in young children. FMEA profiling in this study confirmed that enhancing care giver knowledge, skill and competence contributes significantly to the changes experienced in children’s underweight status. BMI levels changed significantly. The percentage underweight children dropped from 25.33% to 15, 33% over time. It is recommended that this intervention program be implemented and facilitated by teachers (care givers) forming part of a multi-disciplinary education approach in many South African schools. AFRIKAANS : ‘n Onlangse verslag getiteld “Report Card on Physical Activity and Health in South African Children and Youth 2010” dui aan dat daar ten minste vier hooffaktore is wat jong kinders se gesondheid aan gesondheidsrisiko’s blootstel. Die faktore sluit in rook, ongesonde eetstyl en dieet, gebrekkige deelname aan fisieke aktiwiteit en gewigsuitdagings. Gewigsuitdagings waarvoor Suid Afrikaanse jeug te staan kom sluit in oorgewigvoorkoms, ondergewigvoorkoms, obesiteit en of groeibeperking (stunting). Een van die areas wat in die verslag as voorkoming vir hierdie gewigsuitdagings voorgestel word is opleiding aan opvoeders. Die doel van die studie was dan om kennis, vaardigheid en bekwaamheidsvlakke in onderwysers te verbeter wanneer hulle met ondergewig kinders in hulle sorg werk te bewerkstellig d.m.v ‘n indiensopleidingsprogram (Train-the–trainer). Tans dra ondergewigvoorkoms by tot meer as die helfte van alle sterftes onder kinders wêrelwyd. In hierdie studie is bevind dat soveel as 25.33% van die kinders in die studie tekens van ondergewig getoon het. Dit beklemtoon die belangrikheid van ‘n opleidingsprogram aan die opvoeders van hierdie kinders. Statistiese data soos hier bo genoem is deur die navorser aangewend in die ontwikkeling, implementering en evaluering van die opleidingsprogram aan opvoeders van ondergewig kinders in die skool. Die intervensie navorsingsmodel van Thomas and Rothman is gebruik in die ontwerp en ontwikkeling van die opleidingsprogram. ‘n Beskrywende ontwerp met kwasi-eksperimente, een groep voortoets-natoets is in die studie gebruik. Nie parametriese statistiese toetsing is aangewend en data is gemeet aan die hand van ‘n ordinale skaal (Wilcoxon signed rank toets). Die opleidingsprogram aan opvoeders is oor ‘n tydperk van nege weke geïmplimenteer. Elke opleidingsessie was een en ‘n half uur lank en een maal per week aangebied. Alle grondsalgfase opvoeders was in die opleiding betrokke (n=18). Die program is getoets op graad een leerders wat skoolgaan in ‘n tradisionele laerskool in Pretoria met ‘n gemengde demografie en ouderdomsgroepe het gewissel tussen ses en agt jaar oud. Een honderd en vyftig leerders het aan die voor en natoetsing deelgeneem en ‘n nie waarskynlike metode van insluiting is gebruik. Die studie het bevind dat die opleidingsprogram aan opvoeders van ondergewig kinders in die skool ‘n beduidende invloed gehad het op die voorkoms van ondergewig. FMEA profiele gedoen in die studie het bevestig dat die verbetering van opvoeder kennis, vaardigheid en bekwaamheidsvlakke beduidend bygedra het tot die verandering in die ondergewig status van die kinders. LMI tellings het gedaal vanaf 25, 33% tot slegs 15, 33% oor verloop van tyd. Die navorser is van mening dat hierdie voorkomingsprogram in werking gestel behoort te word en deur opvoeders in die skool gefasiliteer word; om sodoende deel te word van ‘n multi-dissiplinêre onderwysbenadering in Suid Afrikaanse skole. / Dissertation (MA)--University of Pretoria, 2013. / Biokinetics, Sport and Leisure Sciences / unrestricted

The number of students that apply for studies at South African universities has increased dramatically over the past years, but the resources of the universities have stayed the same. It is therefore imperative that academic performance can be predicted on a short- and long-term basis. The Developing Expertise model might be able to predict academic performance on a short- and long-term basis. This study focussed primarily on academic performance on short-term basis by focussing on three of the model’s elements. The three elements that were investigated were: metacognition, intrinsic motivation and critical thinking. One of the contributions of this study is the refinement of some of the elements of the expertise model. The study helped to determine the validity of the instrument in a South African context. The measurement instrument can also be used as a selection meganism on short-term basis. In order to measure each of the elements of the expertise model, a measuring tool consisting of five questionnaires was compiled. A convenience sample of first year psychology students provided 326 students for the study. A second sample, compiled from the original sample, consisting of 209 first year students was used for the multiple regression analyses. These students are registered for psychology for the first time in 2005. The students were placed in three groups according to the student’s means of registering for the CBT centre. The first group was those students who completed the instrument on computers. The second group consisted of those students who completed a paper and pencil version of the measurement. The third group consisted of the Mamelodi students. These students completed a paper and pencil version of the measurement and brought it back a week later. The statistical analysis included factor analysis, correlation analysis and multiple regression analysis. Based on the literature research and the results of the statistical analysis, the expertise model was expanded to include metamemory as the functional unit for metacognition. Motivation can be divided in three subcomponents, namely: self-efficacy, intrinsic value and test anxiety. The motivational component, knowledge of cognition and external control can be used as predictors of academic performance on a short-term basis. The findings of this study can only be used as a selection meganism of academic performance on a short-term basis and therefore the results must be used with caution. / Dissertation (MA (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015

Recent corporate reporting history is well–known for its corporate failures and questionable accountancy practices, many of which caused the profession to be frowned upon. However, the splodge on the accounting profession?s reputation goes deeper than its corporate reporting failures. The scientific foundation thereof is also being questioned in academic circles. Even though accounting scholars have been trying to formulate foundational accounting theories, it has been the accounting regulators that have been more successful in promoting their versions of what accounting theory should be, which place a question mark on the legitimacy of current day accounting theory. This thesis aims to delve deeper into the foundational philosophies of accounting and its impact on the practice of accounting. With the current accounting globalisation efforts, the profession?s stewardship function is becoming less prominent in its promulgated standards, which in turn brings the focus on the many questionable ethical practices found in the profession. Even though the regulatory bodies require their members to commit themselves to professional codes of conduct, which entails competency, integrity, objectivity and confidentiality, the 1st article in this thesis claims that ethical conduct is more than mere adherence to rules and regulations. It is also about the image of not only the profession, but also accounting research and education. Accounting is broadly practised, researched and taught within its so–called conceptual framework, of which a key objective is to guide and inform accounting practice. The conceptual framework became the basis upon which accounting theory is based. However, many accounting scholars are openly critical of presenting accounting theory as a set of practical guidelines. The 2nd article in the thesis concludes that, from an academic perspective, accounting theory should be based on three quintessential guidelines. The first of which is its primary purpose of reporting on the historic economic events, secondly the provision of useable and comparable information about these events and finally, the facilitation of business decisions based on relevant and reliable information. In the above mentioned business decisions, the concept of value is often taken for granted and many accounting techniques? effectiveness is judged on how well it approximates an item?s value. The 3rd article argues that the multiple purposes for which accounting information is used complicates the issue of value, as reported by accounting. Two key conflicting valuation perspectives are the so–called decision–usefulness and true income perspectives. The current drive towards fair value accounting, as opposed to historic cost accounting, cast doubts on the reliability and relevance of accounting information. Even though it may be argued that value–based techniques are more relevant because it is a better reflection of the current business conditions, the mere subjective nature thereof and the accountant?s objective valuation skills make the true relevance of this information questionable. Furthermore, mixed model valuations found in financial statements makes cross–company information unreliable. Accountancy research of the past four decades focussed on the concept of user decision–usefulness. The user is also pre–eminent in the globalisation of accounting standards of the FASB and the IASB, where users are specified as the equity investors, lenders and capital providers. The 4th article acknowledges that although these user categories are important consumers of the financial data, there are other users which are also impacted by the financial information and the company?s operational performances. There are also concerns over accounting?s key assumptions, such as its quantification and predictive abilities, which are fundamental to the decision–usefulness objective. Furthermore, there are questions around how the regulators decided what information is suppose to be useful and what type of utility is being sought. In summary, the focus on the vocational aspects of accountancy stands in contrast to claims of accounting as an academic discipline in the social sciences. The reality is that the practices of the profession will probably always play a central role in what is taught at university level, and the regulators, as the final authority on accounting standards, will probably remain dictatorial in promulgating their versions of accounting theory. Yet, accounting and its wide spread impact on society, makes it a key discipline within the economical and management sciences. It is therefore essential for the resurrection of accounting as a social scientific discipline that there is a return to foundational accounting research that will prepare (and enable) prospective practitioners and academics to question the status quo and push back on accounting practices that are threatening to extinguish the flame of accounting scholarship. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2011.

Recent corporate reporting history is well–known for its corporate failures and questionable accountancy practices, many of which caused the profession to be frowned upon. However, the splodge on the accounting profession?s reputation goes deeper than its corporate reporting failures. The scientific foundation thereof is also being questioned in academic circles. Even though accounting scholars have been trying to formulate foundational accounting theories, it has been the accounting regulators that have been more successful in promoting their versions of what accounting theory should be, which place a question mark on the legitimacy of current day accounting theory. This thesis aims to delve deeper into the foundational philosophies of accounting and its impact on the practice of accounting. With the current accounting globalisation efforts, the profession?s stewardship function is becoming less prominent in its promulgated standards, which in turn brings the focus on the many questionable ethical practices found in the profession. Even though the regulatory bodies require their members to commit themselves to professional codes of conduct, which entails competency, integrity, objectivity and confidentiality, the 1st article in this thesis claims that ethical conduct is more than mere adherence to rules and regulations. It is also about the image of not only the profession, but also accounting research and education. Accounting is broadly practised, researched and taught within its so–called conceptual framework, of which a key objective is to guide and inform accounting practice. The conceptual framework became the basis upon which accounting theory is based. However, many accounting scholars are openly critical of presenting accounting theory as a set of practical guidelines. The 2nd article in the thesis concludes that, from an academic perspective, accounting theory should be based on three quintessential guidelines. The first of which is its primary purpose of reporting on the historic economic events, secondly the provision of useable and comparable information about these events and finally, the facilitation of business decisions based on relevant and reliable information. In the above mentioned business decisions, the concept of value is often taken for granted and many accounting techniques? effectiveness is judged on how well it approximates an item?s value. The 3rd article argues that the multiple purposes for which accounting information is used complicates the issue of value, as reported by accounting. Two key conflicting valuation perspectives are the so–called decision–usefulness and true income perspectives. The current drive towards fair value accounting, as opposed to historic cost accounting, cast doubts on the reliability and relevance of accounting information. Even though it may be argued that value–based techniques are more relevant because it is a better reflection of the current business conditions, the mere subjective nature thereof and the accountant?s objective valuation skills make the true relevance of this information questionable. Furthermore, mixed model valuations found in financial statements makes cross–company information unreliable. Accountancy research of the past four decades focussed on the concept of user decision–usefulness. The user is also pre–eminent in the globalisation of accounting standards of the FASB and the IASB, where users are specified as the equity investors, lenders and capital providers. The 4th article acknowledges that although these user categories are important consumers of the financial data, there are other users which are also impacted by the financial information and the company?s operational performances. There are also concerns over accounting?s key assumptions, such as its quantification and predictive abilities, which are fundamental to the decision–usefulness objective. Furthermore, there are questions around how the regulators decided what information is suppose to be useful and what type of utility is being sought. In summary, the focus on the vocational aspects of accountancy stands in contrast to claims of accounting as an academic discipline in the social sciences. The reality is that the practices of the profession will probably always play a central role in what is taught at university level, and the regulators, as the final authority on accounting standards, will probably remain dictatorial in promulgating their versions of accounting theory. Yet, accounting and its wide spread impact on society, makes it a key discipline within the economical and management sciences. It is therefore essential for the resurrection of accounting as a social scientific discipline that there is a return to foundational accounting research that will prepare (and enable) prospective practitioners and academics to question the status quo and push back on accounting practices that are threatening to extinguish the flame of accounting scholarship. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2011.