Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Many learners, even at high school level, have difficulty with fractions and computations involving fractions. A report from the Department of Basic Education (DBE, 2012c: 15) has highlighted that the lack in basic fraction sense was one of the areas of concern that contributed to the low achievement in matriculation mathematics examinations in 2012. Fractions play an important role in our ever-advancing technological society. Many occupations today rely heavily on the ability to compute accurately, proficiently, and insightfully with fractions. High school learners’ understanding or the lack thereof is carried over to their tertiary studies and workplaces. It is for that reason that in this dissertation, the learning and understanding of fractions and their role in the high school curriculum are studied through a critical literature review. Fractions are compound constructs and can therefore be interpreted in many different ways, depending on the area of study within mathematics. The concept of fractions consists of five sub-constructs, namely, part-whole, ratio, operator, quotient, and measure (Behr, Lesh, Post, & Silver, 1983; Kieren, 1980). This thesis starts with discussion of the background of the study and its importance. Thereafter the elements that assist in the understanding of the fraction concept is discussed. Then, the five different sub-constructs are elaborated on, and how these different sub-constructs are used in the high school curriculum is demonstrated. The conclusion offers some implications for classroom teaching and mathematics teachers’ professional development. / AFRIKAANSE OPSOMMING: Talle leerders, tot op hoërskool vlak, ervaar probleme met breuke en berekeninge met breuke nie. ‘n Verslag van die Departement van Basiese Onderwys (DBE, 2012c: 15) het beklemtoon dat die gebrek aan basiese breuk vaardighede een van die oorsake was wat daartoe gely het dat die prestasie in die 2012 matriek wiskunde eksamen so laag was. Breuke speel ‘n belangrike rol in ons voortdurende tegnologiese voor uitgaande samelewing. Talle beroepe vandag is grootliks afhanklik van die akkurate, bekwame en insiggewende berekeninge van breuke. Hoërskool leerders se begrip, of die gebrek daaraan word oorgedra na hul tersiêre studies en werksplekke. Dit is vir dié rede dat hierdie tesis die leer en begrip van breuke en hul rol in die hoërskool kurrikulum bestudeer deur middel van ‘n kritiese literatuur studie. Breuke is ‘n saamgestelde konsep en kan vir hierdie rede op verskillende wyses geïnterpreteer word, afhangende van die area van studie in wiskunde. Die konsep van ‘n breuk bestaan uit vyf sub-konstrukte, naamlik deel-van-‘n-geheel, ‘n verhouding, operateur, kwosiënt en meting (Behr, Lesh, Post, & Silver, 1983; Kieren, 1980). Hierdie tesis begin met ‘n bespreking oor die agtergrond van hierdie studie en die belangrikheid daarvan. Daarna word die faktore wat bydra tot die verstaan van die breuk konsep. Dit word gevolg deur ‘n uitbreiding op die vyf verskillende sub-konstrukte en waar hierdie verskillende sub-konstrukte in die hoërskool kurrikulum voorkom. Die bevinding bied ‘n paar implikasies vir onderrig. Hierdie studie fokus nie op die ontwerp van enige take of ander leermateriaal vir ‘n intervensie program nie, maar konsentreer op die belangrike kwessies rondom breuke. My hoop is dat die bevindinge van hierdie studie implikasies inhou vir wiskunde onderwysers se professionele ontwikkeling deur hul te motiveer om nuwe leerondersteuningsmateriaal te ontwikkel en die aanbieding van breuke in klaskamers aan te pas sodat die begrip van breuke by leerders ten volle ontwikkel kan word.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study focuses on the effect of a reading strategy instruction research intervention on Grade 8 isiXhosa-speaking learners‘ comprehension of English reading texts at a township high school. Throughout the years, South Africans have become increasingly aware of the poor literacy levels of the learners. Results from National Assessment Studies e.g., Annual National Assessments and Systemic Evaluation Assessment, performed annually by the Department of Education, as well as International Assessment Studies e.g., Southern African Consortium for Monitoring Educational Quality (SACMEQ III, 2007 and Progress in International Reading Literacy Study (PIRLS 2006), confirm that our learners cannot read for meaning and therefore reading comprehension, is a severe concern. The Curriculum and Assessment Policy Statement (CAPS, 2011) places reading under three phases (pre-reading, reading and post-reading), however, it fails to place explicit focus on training teachers to instruct reading comprehension. With English becoming increasingly the language of instruction for non-English first language speakers (as in the case of the isiXhosa-speaking learners at the research school), there is a growing need to provide learners with techniques that will equip them to construct meaning from texts. This study, therefore, addresses the need for reading comprehension through the use of pre-selected, research-based reading strategies, that can be taught to the learners to improve their meaning-making efforts during the reading process. The reading strategies together with selected reading instruction activities aim to provide learners and teachers alike with sufficient guidance for implementing reading strategies and in the case of teachers, to encourage a sustained change in their comprehension instruction. This study applies a mixed-method methodology for gathering both quantitative and qualitative data. The purpose of the quantitative data is firstly to provide baseline data of reading-related abilities for learners before the implementation of the intervention, and secondly, to provide comparative data of strategy transfer after the intervention. The qualitative data is gathered through observations of the implementation of the reading strategies during the intervention, participants‘ journals and through samples of participants‘ work. The data aim to provide rich, in-depth data about how the participants in the research took on reading strategy instruction and the factors that influenced them. This study identified a number of issues: [1] participants‘ understanding of the content of the presented English reading texts during the intervention, [2] participants‘ low literacy levels, [3] participants‘ uptake of the concept of dealing with the different strategies while engaging with a text and [4] the school as a research site that affect reading strategy instruction to Grade 8 isiXhosa-speaking learners in a multilingual environment, but also highlighted the importance of continued implementation of reading instruction as crucial to its success. The findings of this study created a platform for teachers to instruct reading comprehension in different content subjects and provide learners with a selection of reading strategies that they can apply in making meaning of texts they encounter in different subject areas. / AFRIKAANSE OPSOMMING: Die studie fokus op die uitwerking van 'n leesstrategie onderrigintervensie wat onderrig word aan Graad 8 isiXhosa-sprekende leerders ter verbetering van hulle begrip van Engelse tekste by 'n plaaslike hoërskool. Deur die jare het Suid Afrikaners al hoe meer bewus geword van die kommerwekkende lae geletterdheidsvlakke van die leerders. Resultate van nasionale evaluering studies, byvoorbeeld, die Jaarlikse Nasionale Assessering en Sistemiese Evalueringtoetse, wat jaarliks uitgevoer word deur die Departement van Onderwys, asook internasionale evaluering studies, byvoorbeeld, Suidelike Afrikaanse Konsortium vir Monitering Opvoedkundige Kwaliteit (SACMEQ III, 2007) en Progressie in Internasionale Lees Geletterdheidstudie (PIRLS, 2006), bevestig dat ons leerders nie sinvol kan lees nie en derhalwe het hulle bevind dat leesbegrip 'n ernstige bron van kommer is. Die Kurrikulum en Assessering Beleidsverklaring (KABV, 2011), plaas lees onder drie fases (voor-lees, lees en na-lees), maar dit laat na om eksplisiete fokus te plaas op die opleiding van onderwysers om leesbegrip te onderrig. Met Engels wat toenemend die taal van onderrig vir nie-Engelssprekende eerstetaalleerders word (soos in die geval van isiXhosa-sprekende leerders by die navorsingskool), is daar 'n toenemende behoefte om leerders toe te rus met tegnieke om betekenis uit tekste te skep. Hierdie studie maak gebruik van voorafgeselekteerde, navorsingsgebaseerde leesstrategieë waarin leerders onderrig kan word ter verbetering van hulle pogings om betekenis te maak tydens die leesproses. Beide die leesstrategieë en geselekteerde leesonderrigaktiwiteite poog daarin om voldoende leiding te verskaf aan leerders sowel as onderwysers om die leesstrategieë te implementeer. Dit poog ook verder om volgehoue verandering in leesbegrip onderrig by onderwysers aan te moedig. Die studie maak gebruik van 'n gemengde-metode metodologie vir die insameling van kwantitatiewe en kwalitatiewe data. Die doel van die kwantitatiewe data is eerstens om basisdata oor leesverwante vermoëns van leerders vóór die implementering van die intervensie te verskaf, en tweedens dien dit as vergelykbare data van strategie metingsoordrag ná die intervensie. Die kwalitatiewe data is versamel deur waarnemings gedurende die implementering van leesstrategieë tydens die intervensie, dagboek- inskrywings van navorsingsleerders asook voorbeelde van leerders se werk. Die data verskaf ryk, diepgaande data oor die manier waarop die deelnemers die onderrig van leesstrategieë aangeneem het en die faktore wat hulle beïnvloed het. Die studie het 'n aantal kwessies: [1] deelnemers se begrip van die inhoud van Engelse leestekste gedurende die intervensie, [2] deelnemers se lae geletterheidsvlakke, [3] aanvaarding van leesstrategie-onderrig deur die leerders en [4] die skool as navorsingsplek identifiseer wat leesstrategieonderrig aan Graad 8 isiXhosa-sprekende leerders in 'n meertalige omgewing beïnvloed, maar terselfdertyd het dit die belangrikheid van volgehoue implementering van leesonderrig beklemtoon as onontbeerlik vir die sukses daarvan. Die bevindings van die studie het 'n platform daargestel vir onderwysers om leesbegrip in verskillende inhoudsvakke te onderrig, asook 'n seleksie van leesstrategieë wat leerders kan toepas in hulle poging om betekenis te maak van tekste waarmee hulle in verskillende vakinhoude te doen kry.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap. / AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een van die belangrikste oorsake vir die teorie-praktyk gaping aangedui. Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir die bevordering van teorie-praktyk integrasie. In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde. Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief aanwend ten einde die teorie-praktyk gaping te verklein.

The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens. Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula. The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools. The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook, Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education. The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence. The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups.

In this thesis it is argued that the fundamental goal of education is one of equipping students to think well, that is, to make decisions on the basis of arguments that are both logically cogent and ethically grounded. Moreover, the concern of the thesis is the role social and environmental education might play in fostering both the capability and the readiness to engage widely in such thinking. Drawing on relevant philosophical and psychological theory the study describes the development of an educational programme grounded in the procedures of ethical inquiry and taught via whole-class community of inquiry style discussions. The programme was trialled by way of a large scale, matched intervention study in South Australian upper primary classrooms. The findings from the research project indicate that participation in the programme produced significant gains in participants' logical and ethical reasoning and also that the programme fits within the constraints of prevailing educational structures.

In this thesis it is argued that the fundamental goal of education is one of equipping students to think well, that is, to make decisions on the basis of arguments that are both logically cogent and ethically grounded. Moreover, the concern of the thesis is the role social and environmental education might play in fostering both the capability and the readiness to engage widely in such thinking. Drawing on relevant philosophical and psychological theory the study describes the development of an educational programme grounded in the procedures of ethical inquiry and taught via whole-class community of inquiry style discussions. The programme was trialled by way of a large scale, matched intervention study in South Australian upper primary classrooms. The findings from the research project indicate that participation in the programme produced significant gains in participants' logical and ethical reasoning and also that the programme fits within the constraints of prevailing educational structures.

No description available.

Bibliography / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed. / AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Reading is an important skill for the 21st century and are one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education, issued a circular to schools instructing them to implement a daily reading period of 30 minutes. It is required of schools to indicate the reading period on the timetable and reading must be formally instructed. The purpose of the study was to determine the perspectives of teachers regarding the use of the reading period and school libraries. It is hypothesized that teachers do not provide enough exposure to learners regarding reading. Secondly It is hypothesized that teachers do not a create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not use the library as a resource. A mixed method approach was followed, where both quantitative and qualitative research designs was used. The study consisted of a literature review and an empirical study. The empirical study was conducted at two high schools in the Namaqua District. The data was collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed the following : - According to the results the majority of the teachers are aware of the reading period. - The teachers indicated that the reading period is not implemented at both of the schools. - The teachers did not receive any guidance or support from the Northern Cape Education Department to assist learners with reading problems. - The data showed that both schools do have a school library. - From the responses of the teachers it seems that the library resources are old and insufficient. - The data indicated that the teachers do not use the school library as a resource to promote teaching and learning. - The learners are not exposed to the library to assist them with curriculum assignments. The research confirmed the research hypothesis that the reading period is not implemented and that the school library is not used by the teachers to promote the literacy levels and academic performance of the learners. / AFRIKAANSE OPSOMMING: Lees is ʼn noodsaaklike vaardigheid in die 21ste eeu en is een van die boustene van leer. Navorsing in Suid-Afrika dui daarop dat leesprobleme in Suid-Afrika besig is om ernstige afmetings aan te neem. Om die leesvermoëns en geletterheidvlakke van leerders te verhoog, het die Noord-Kaapse Onderwysdepartement (NKOD) ʼn omsendskrywe uitgestuur, waarin skole verplig word om daagliks ʼn leesperiode van 30 minute in te stel. Hierdie leesperiode moet op die skool se rooster aangedui word. Binne die leesperiode moet lees op ʼn gestruktureerde manier aangebied word. Die breë navorsingsdoelstelling van die studie is om ondersoek in te stel na die perspektiewe van opvoeders rakende die gebruik van die leesperiode en die skoolbiblioteek. As navorsingshipotese is eerstens gestel dat opvoeders nie aan die leerders genoeg blootstelling rakende lees gee nie. Tweedens is gestel dat opvoeders nie ʼn kultuur van lees skep nie of ʼn positiewe houding teenoor lees by die leerders kweek nie, want hulle verontagsaam die leesperiode en ignoreer die biblioteek as hulpbron. In hierdie studie is daar gebruik gemaak van ʼn gemengde navorsingsontwerp, waarvolgens beide kwantitatiewe en kwalitatiewe navorsingsmetodes gekombineer word om die navorsingsprobleem beter te verstaan. Die studie het bestaan uit ’n literatuurstudie en ’n empiriese ondersoek. Die empiriese ondersoek is by twee geselekteerde hoërskole in die Namakwa-distrik gedoen. Die data is versamel deur ‘n vraelys wat voltooi is deur 16 graad 8- en 9- opvoeders van die geselekteerde skole. Fokusgroeponderhoude is ook met die deelnemers gevoer. ʼn Ontleding van die empiriese data het getoon dat: - die meerderheid van die opvoeders kennis dra van die leesperiode. - die leesperiode by nie een van die twee skole geïmplementeer word nie. - die opvoeders geen leiding en ondersteuning vanaf die Noord-Kaapse Onderwysdepartement ontvang het rakende hulpverlening aan leerders met leesprobleme nie. - beide skole beskik oor ’n skoolbiblioteek. - die skoolbiblioteek se bronne onvoldoende is en meestal verouderd is. - die opvoeders nie die skoolbiblioteek gebruik om onderrig en leer te bevorder nie. - die leerders ook geen blootstelling kry aan die skoolbiblioteek om take binne die kurrikulum te doen nie. Die navorsing bevestig die navorsingshipotese dat die leesperiode nie geïmplementeer word nie en dat die opvoeders nie die skoolbiblioteek as ʼn bron gebruik om die geletterdheid en akademiese vordering van leerders te bevorder nie.