The purpose of this study was to “explore the problems experienced by educators with regard to the implementation of Outcomes-Based Assessment in the Senior Phase”. According to the National Assessment Policy (RSA: No 27 of 1996), Outcomes-Based Assessment is a process of gathering valid and reliable information about the performance of the learner, on an ongoing basis against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders. Govender (2003: 22) states that: “Educators somehow fail to understand that Outcomes-Based Assessment is a process which must be followed and adhered to for assessment to be successful and easily understood.” In order to explore the problems regarding the implementation of Outcomes-Based Assessment, the data collection methods utilised included: focus group interviews, questionnaire, observation and literature review. The participants comprised of thirty-six educators involved in the Senior Phase and four District Officials responsible for the same phase in the curriculum delivery. The major findings indicate that educators are experiencing problems regarding the implementation of Outcomes-Based Assessment in the classroom. The findings also point out that educators were inadequately trained for the implementation of Outcomes-Based Assessment processes in the teaching and learning environment. The researcher concluded that something must be done and therefore the study concludes with recommendations that have been made with the aim of resolving the problems as stated above. / Dr. M.C. van Loggerenberg

Information security is crucial to the continuous well-being of modern orga- nizations. Humans play a signfiicant role in the processes needed to secure an organization's information resources. Without an adequate level of user co-operation and knowledge, many security techniques are liable to be misused or misinterpreted by users. This may result in an adequate security measure becoming inadequate. It is therefor necessary to educate the orga- nization's employees regarding information security and also to establish a corporate sub-culture of information security in the organization, which will ensure that the employees have the correct attitude towards their security responsibilities. Current information security education programs fails to pay su±cient attention to the behavioral sciences. There also exist a lack of knowledge regarding the principles, and processes, that would be needed for the establishment of an corporate sub-culture, specific to information security. Without both the necessary knowledge, and the desired attitude amongst the employee, it will be impossible to guarantee that the organi- zation's information resources are secure. It would therefor make sense to address both these dimensions to the human factor in information security, using a single integrated, holistic approach. This dissertation presents such an approach, which is based on an integration of sound behavioral theories.

The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003. / The introduction of Curriculum 21 in South Africa in 1998 has brought with it added responsibilities for parents. According to the South African Schools' Act, No.84 (1996), parents have been granted powers to "support teachers in the performance of their task "and "determine subject choices" for their children. However, when Curriculum 21 was introduced in 1998, relevant programmes for introducing parents to these ideas dia not exist. According to Schlebusch and Spady (1999) family, home, identity and respect are important features of Curriculum 21 and only parents can create the best conditions for the academic development of their children. Therefore, the involvement of parents in the education of their children is vital. This dissertation is a case study of a rural KwaZulu- Natal public school, Hopewell Primary School, in which a pilot study of a programme to introduce parents to their responsibilities in the implementation of Curriculum 21, was first introduced. / M

M.Ed. / Although the language assessment procedures for South African Grade12 learners have been extensively investigated by language practitioners, additional research is required in order to enhance assessment procedures and questioning techniques so that attitudes, values and learners' observable knowledge be included in testing. This study addresses the deficiencies associated with the existing assessment and evaluation techniques as related to English Second Language examinations. In this regard all aspects of assessment Le. writing, language and literature have been critically analyzed. The gaps that exist between assessment theories and assessing English in practical use have also been investigated, including ways of closing these gaps. The focus of the argument in this research report is that the less effective questioning measures in Grade 12 examinations should be addressed by critically analyzing existing papers and by identifying alternative assessment techniques. An alternative assessment programme incorporating new techniques has thus been formulated, and a pilot project conducted. The results from the pilot project, including learners' critical analysis of current assessment practice and educator responses have been analyzed and documented. The major findings were that: ~ The examinations encouraged learners to write in only a limited range of genres. The tasks set were appropriate as there was an assessment of the knowledge and skills that learners require beyond the classroom. ~ The literature papers focused too narrowly on intensive reading of short extracts from text.

M.Ed. / In South Africa outcomes-based education with Curriculum 2005 brought great changes to learners, educators and parents. The purpose of this investigation was in the first place to determine the influence of OBE on the classroom management of the Mathematics educator in the senior phase. Secondly this research was to determine effective classroom management guidelines. Data was collected before and after the implementation of OBE. The respondents were Grade 8 and 9 educators in four different schools, situated in four different urban communities, respresentative of the broader South African nation. Data was collected by means of focus group interviews, analyzed by means of content analysis and conducted by the researcher and an independent analyst. Teachers identified problems regarding classroom management, existing support factors and support factors that they would like to have. Many of the problems identified by the respondents were common before and after the implementation of OBE. Some of these problems were the learners lack of interest in their work, communication difficulties between the educator and learners from township communities, lack of a learning culture, a very low interest in school activities by parents, absence of resources and lack of support by the Department of Education. Educators mentioned some other problems that occurred after the implementation of OBE. A big issue to educators is overcrowding of classes and the amount of work that comes along with it. They find it impossible to teach Mathematics effectively in such big classes. Contributing to this problem are the negative attitudes of learners towards the learning situation. In OBE, the learners' input is important, and educators struggled to get them to work. Almost all the respondents require effective guidelines for teaching and the necessary resources. Educators as well as the learners struggle with the increased workload. In view of the findings, it is clear that teachers require the necessary skills for implementing OBE effectively. Enough resources, smaller classes and enough textbooks are important necessities. From this study it appeared that learners should be actively involved in the learning process, and educators have to be very well prepared for everyday's class. Well-prepared groupwork by educators provides for active involvement of the learners in the learning process and the opportunity for the learner to accept responsibility for his/her own learning success as well as that of his/her fellow-learners. Mathematics teachers need to spend more time on basic number skills, assessment of new work and should be very strict on homework. Educators in the Mathematics class have to motivate learners and this requires motivated educators. The enjoyment of learning should be a very important factor. The correct steps need to be taken by the Department of Education to ensure a positive learning experience by educator and learner.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Die implementering van Uitkoms Gebaseerde Onderig in skole in Suid-Afrika het gepaard gegaan met probleme op alle vlakke in die onderwysdepartement. UGO, ’n nasionale inisiatief, hang ten nouste saam met die agenda van die kultuur van onderrig en leer. Hierdie nasionale strategieë was veronderstel om alle belangegroepe te lei tot konkrete oplossings in die krisis wat die regering ondervind het om aan die menigte aangeleenthede wat hulle in 1994 geteister het, aandag te skenk. UGO is beskou as ’n wyse waarop onderwys aan die sentrale probleem om meer relevant te word, aandag kon skenk: leerders wat in ’n betekenisvolle konteks in omgewings wat hulle leer ondersteun, werk; opvoeders wat vindingryk is om die omgewing te gebruik om leer te optimaliseer; en skole wat in ’n posisie is om hulle groei- en ontwikkelingsplan uit een te sit om sodoende die algemene vlak van onderrig in die land te verbeter. Daar is kommer oor die oënskynlik oneffektiewe implementering van UGO op klaskamervlak. ’n Menigte opleidingsaktiwiteite het plaasgevind, maar probleme bestaan steeds. Wat die ergste is, is dat dit voorkom of dit “dieselfde probleme” is wat herhalend voorkom. Die vraag is waarom. Die doel met hierdie navorsing was om te identifiseer waarom die implementering van UGO by primêre skole nie so suksesvol was as wat dit moes wees nie, in die lig van die opleiding en distriksteun wat vir die opvoeders beskikbaar is. Die navorsing fokus spesifiek op die persepsies van opvoeders met betrekking tot: • Die opleiding van opvoeders om UGO in die klaskamer te implementeer; • Steun deur die distrik na die opleiding; en • Die ontwerp van leersteunmateriaal. Gegrond op die bevindings van die navorsing word moontlike strategieë voorgestel om aan elkeeen van die bogenoemde aandag te skenk: • Hoe behoort opleidingsinisiatiewe vir opvoeders te verbeter ten einde groter sukses op die vlak van die klaskamer te akkumuleer? • Wat behoort die aard van die steun van die distrik aan opvoeders te wees om die behoeftes van die opvoeder te bevredig? • Wat is vir opvoeders nodig om in staat te wees om beter leersteunmateriaal te ontwerp en in die klaskamer te gebruik? / Mrs. I.D. Hariparsad

D.Phil. (Leadership in Performance & Change) / Over the past four to five years, the role of central banks has grown increasingly important globally in respect of national and international financial and economic stability. The recent financial crises have emphasised the critical role that central banks, in particular their bank supervisors and regulators, could and should play in stabilising the financial sector to curb the potential spread of economic and financial instability internationally. Though many central banks agree on what the core functions of a central bank should be, there is little or no consensus globally about what constitutes a “competent central banker”. It is for this reason that this study was undertaken. More specifically, the study was intended to enable central banks to have a “common language” for describing central banker competencies. A validated central banker competency model could also help to align and create in central banks a common focus on ensuring effective human resources management. Furthermore, there is a need in central banks for an integrated learning and development delivery model which could deliver the critical competencies required by central bankers, in particular the use by central banks of the corporate university model as the principal learning and development delivery mechanism. In this regard, the study discusses the core features that underpin the principles on which most corporate universities are based, namely (a) a learning business driven by and focusing proactively on real-time business needs; (b) the custodian of the intellectual equity of the organisation as expressed in its core organisational competencies and its people’s skills, knowledge and expertise; (c) the seamless merging of learning/teaching and business action into a single, connected process; (d) the adoption of a comprehensive, integrated learning/teaching perspective on the business and its respective role players; and (e) a key enabler to, catalyst of, and institutor of organisation-wide change at the strategic, managerial and operational levels. Against the above background, the two-fold problem statement of the study was, firstly, to develop and validate a central banker competency model for central bankers; and secondly, to identify and assess a suitable learning and development delivery model which could effectively deliver these competencies, and more specifically the suitability of a corporate university in playing this delivery role for central banks.

M.Ed. / This research is aimed at investigating problems that educators are experiencing in grade 8 with the implementation of Outcomes-Based Education in township schools, in the Bethal area. The researcher was confronted on a daily basis by a horde of unwilling and unmotivated teaching staff who claimed that they were unable to find their way through the labyrinth of the Outcomes-Based Education programmes. I thus set out to find the reasons why educators in township schools encounter problems with the implementation of grade 8 outcomes-based education. Summarily, the purpose of this study is to suggest solutions to the problems encountered of the implementation of OBE of the five schools in the township The objectives of the study can be stated as follows: · To analyse and understand the problems educators are experiencing in teaching out-comes based education. · To know how to assess the learners. · To understand the concept out-comes based education. · To be able to assist the educators in solving problems