M.A. (Psychology) / The problem The technology of the modern society changes rapidly and the complexities that confront individuals, necessitate responsible adult guidance in the form of guidance programmes. Research that covers the evaluation of such programmes and more specifically the programmes concerning the enhancement of the career maturity of coloured adolescents has been neglected. The aim- It is against this background that the present study was undertaken to evaluate the effectiveness of a programme towards effective career maturity enhancement amongst a minority group. Research method- The subjects came from a Coloured High School in one of the sub-economic areas in Johannesburg, namely Westbury. A biographic questionnaire was compiled to ascertain the needs of the subjects. The subjects were assigned to an experimental and control group. A second control group was also formed to minimalize test retest influences. The experimental group took part in an extensive career maturity enhancement programme and the first control group took part in a communication programme. The groups were compared according to the measure of the Crites Maturity Inventory (Attitude Scale). The programme made use of individual and group guidance as well as self-evaluation through the completion of assignments in the form of worksheets. The programme consisted of 12 sessions of 1 hour duration for three months. Results the major findings of the study were: the career education programme succeeded in bringing about a positive change in the attitudinal career maturity of the Westbury pupils; the attitudinal career maturity of the subjects in the present study compared unfavourably with that of other pupils in ordinary situations (not minority situations) and no difference was found between the end results of males and female with regard to their level of career maturity after completing the programme, unlike reported by other researchers. Recommendation-In conclusion it is recommended that the programme for the development of career development should form an integral part of the ordinary school guidance syllabus and that the guidance service should be extended to meet the needs of both pupils and counsellors at schools.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: In light of recent South African literature that shows that most adolescents from previously disadvantaged communities have until recently not had access to career guidance interventions, it was decided to do an investigation into the career interests of a group of learners from such a community. It was decided to specifically focus on sex role stereotyping and parental role models, with the purpose of gaining relevant information that can be used in the planning of career guidance curricula. Socio-economic and cultural variables were also considered. The investigation was done with the coloured communities of the Cape West Coast area. Learners from grade nine of 11 senior secondary schools were visited and requested to rank the ten interest fields of the MB 10 interest questionnaire from 1 to lOon grounds of preference. Statistical calculations were used to compare the boys' and girls' fields of interest. The learners were also requested to make a provisional career choice. This information was then compared to their parents' careers in order to ascertain what role parental role models have in their conditional career choices. From the investigation the following become evident: • There is a statistical relevant difference (p<O.O1) between the sexes' interest on al ten MB 10 fields of interests together. • There is a statistical relevant difference (p<O.OI) between the sexes' interest in the following fields: People as individualsIin small groups (In), People in groups or public appearance (Gr), Linguistic (L), Artistic (A), Practical (P) and Animals, biological sciences (Z). • Parental role models do not seem to have a powerful influence on the participants' declared career choices. • Socio-economic and cultural influences seem to playa role in the participants' declared career choices. An attempt was made to contribute to the process of career development of adolescents through making recommendations regarding the development of career guidance curricula. / AFRIKAANSE OPSOMMING: In die lig van resente Suid-Afrikaanse literatuur wat dit duidelik maak dat die meeste adolessente uit histories benadeelde gebiede tot onlangs min en selfs geen toegang tot beroepsvoorligtingintervensies gehad het nie, is besluit om 'n ondersoek te doen na die beroepsbelangstellings van so 'n groep leerders. Daar is besluit om spesifiek op geslagsrolstereotipering en ouerlike rolmodelle te fokus, met die doe Iom sodoende relevante inligting in te win wat in die beplanning van beroepsvoorligting kurrikula 'n rol kan speel. Sosio-ekonomiese en kulturele veranderlikes is ook in ag geneem. Die ondersoek is onder die bruin gemeenskappe van die Kaapse Weskusstreek uitgevoer. Graad nege leerders van Il senior sekondêre skole is besoek en versoek om die tien belangstellingsvelde van die MB 10 belangstellingsvraelys op grond van voorkeur van 1 tot lOte rangorden. Die seuns en meisies se belangstellingsvelde is deur middel van statistiese berekeninge met mekaar vergelyk Die leerders is ook gevra om 'n voorlopige beroepskeuse te maak Hierdie inligting is toe met hulouers se beroepe vergelyk om sodoende vas te stel watter rolouerlike rolmodelle in hul verklaarde beroepskeuses speel. Uit die ondersoek blyk die volgende: • Daar is wel 'n statisties beduidende verskil (p<O.OI) tussen die geslagte se belangstelling op al tien die MB 10 belangstellingsvelde gesamentlik. • Daar is statisties beduidende verskille (p<O.OI) tussen die geslagte se belangstelling in die velde: Mense as individue/in klein groepies (In), Mense in groepe of openbare optrede (Gr), Linguïsties (L), Artisties (A), Prakties (pr) en Diere, biologiese wetenskappe (Z). • Ouerlike rolmodelle blyk nie 'n kragtige invloed op die deelnemers se verklaarde beroepskeuses te hê nie. • Sosio-ekonomiese en kulturele invloede blyk wel 'n rol te speel in die deelnemers se verklaarde keuses van beroep. Daar is gepoog om die proses van beroepsontwikkeling van adolessente aan te spreek deur aanbevelings rondom die ontwikkeling van beroepsvoorligting kurrikula te maak

D.Phil. / The purpose of this research is to develop a curriculum framework for a distance education course in sustainable urban agriculture, whereby it is envisaged to train the trainers of urban farmers. The factors which motivated this study are mainly socioeconomic and ecological in nature and include the food crisis of the urban poor, unsustainable agricultural practices, malnutrition, starvation, health risks and high population growth in cities. Sustainability in urban agriculture implicates a need for environmental education and ecological agriculture. An exploratory and descriptive research design was used in the empirical study to determine the feasibility of an urban agriculture course through distance education. The need for Environmental Education in this course as well as the best media to use for the course were determined. Secondly, the policies and assistance by local governments to establish an infrastructure for practising sustainable urban agriculture, aimed at improving socio-economic and environmental sustainability, were determined. In both these cases a quantitative research study was undertaken, using a questionnaire as the data collecting instrument and a research survey as the method of enquiry. The sampling population was purposively selected. The questionnaires were coded and the data from the closed-ended questions was computer-analysed while data from the open-ended questions was content analysed, using Kerlinger's method of content analysis. Thirdly, a literature study was done on the educational philosophies and the philosophical base undergirding this curriculum as well as curriculum design models and sources of change, influencing this curriculum. A curriculum design model was chosen to serve as a theoretical foundation for designing an urban agriculture curriculum. Finally an empirical study with a discriptive and exploratory research design was undertaken in a qualitative research study to set the curriculum framework for a distance education course in urban agriculture.

M.A. (Psychology) / Please refer to full text to view abstract

M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.

This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity Attributes Scale) of adult learners enrolled at a South African distance learning higher education institution. Correlational and inferential statistical analyses were carried out in order to realise the research objective. A stratified random sample of 1 102 mainly black and female participants participated in the study. The research indicated self-directedness to be a significant positive predictor of employability attributes and also revealed significant differences between the gender, race and age groups regarding these variables. Recommendations are suggested for use by university lecturers and human resource development professionals. / Human Resource Management / M. Comm. (Human Resource Management)

This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity Attributes Scale) of adult learners enrolled at a South African distance learning higher education institution. Correlational and inferential statistical analyses were carried out in order to realise the research objective. A stratified random sample of 1 102 mainly black and female participants participated in the study. The research indicated self-directedness to be a significant positive predictor of employability attributes and also revealed significant differences between the gender, race and age groups regarding these variables. Recommendations are suggested for use by university lecturers and human resource development professionals. / Human Resource Management / M. Comm. (Human Resource Management)

Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace. WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications. Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education))

Thesis (MA(Industrial Psychology))--University of Stellenbosch, 2006. / Organisations have come to exist for a definite purpose, which is to combine and transform scarce factors of production into products and services with maximum economic utility. They strive to attain the highest possible output of need satisfying products and/or services with the lowest possible input of production factors. In order to achieve the level of growth and development required to enable it to compete in a climate of fierce international competition from other developed countries, post – apartheid South Africa needs a focused, motivated and skilled workforce. Yet, the current reality is often that of South African companies’ being handicapped by an under-skilled and, frequently, under-performing workforce. In addition, tertiary institutions experience low pass rates and high attrition rates among previously disadvantaged students, despite efforts to provide extra academic support and enrichment programmes. In this study, it is believed that one aspect of the difficult that many disadvantaged students have to achieve either in tertiary study or in the workplace, can be attributed to the lack of career maturity of such learners to make optimal career choices. The main objective of this study was to perform an audit of levels of career maturity of a sample of disadvantaged learners from the Western Cape. Another goal of the research was to attempt to investigate some envisaged determinants of career maturity in an effort to isolate those that presented as having the strongest influence on career maturity levels. A model was developed to illustrate these determinants and their envisaged effect which was tested among previously disadvantaged learners in the Western Cape.

MEd (Curriculum Studies) / Department of Curriculum Studies / The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative research method was used to collect data. Semi-structured interviews were used to collect data. The population comprised of all Mathematical Literacy teachers, heads of departments and principals of schools in the Soutpansberg North Circuit. Purposive sampling was used to the select participants. The sample consisted of 3 school principals, 3 heads of departments’ and 9 teachers. Data was analysed thematically. The study revealed that continuing professional teacher development improves learner achievement, teacher skills and knowledge. The study recommended that teachers should be supported by the community, schools and the department of Basic Education, in order to improve their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging parents, assessment strategies and teacher practice were used to measure the impact of CPTD on learner achievement. Of equal importance, teachers should further their studies and engage themselves in reading materials relevant to their profession. / NRF