Continuous support during intrapartum is undeniably beneficial. It increases the mother‟s chance of giving spontaneous vaginal birth, which is not physically traumatic.This indicates the effectiveness of continuous support during intrapartum. According to a Cochrane review conducted such support has no identified adverse effects (Hodnett et al., 2009:2). It is important that implementation of continuous intrapartum support should be promoted by the midwives in order to improve the quality of care given to labouring women. The objective of the study is to explore and describe the challenges in implementing continuous intrapartum support in public hospitals in the North West Province. The findings of this study will contribute to the formulation of recommendations to promote continuous intrapartum support in public hospitals in the North West Province. Focus group interviews were conducted to collect data from 33 (thirty-three) registered midwives who have worked in labour rooms for 2 years or more who are able to give in-depth and rich expressions of opinion. The focus group interviews were conducted in a natural setting in the labour unit to avoid inconvenience. An explorative, descriptive and contextual qualitative approach using a non-experimental research design was used in order to reach the aim of the study, being to promote continuous support during intrapartum in public hospitals in the North West Province. The study revealed that midwives have an understanding of the benefits of continuous intrapartum support, but its implementation is hindered by challenges. Recommendations are made to inform the different stakeholders involved in curbing the challenges in order for the implementation of continuous intrapartum support to be a success. These recommendations are directed at the nursing practice, nursing (midwifery) education, nursing research and policy. / MCur, North-West University, Potchefstroom Campus, 2014

Continuous support during intrapartum is undeniably beneficial. It increases the mother‟s chance of giving spontaneous vaginal birth, which is not physically traumatic.This indicates the effectiveness of continuous support during intrapartum. According to a Cochrane review conducted such support has no identified adverse effects (Hodnett et al., 2009:2). It is important that implementation of continuous intrapartum support should be promoted by the midwives in order to improve the quality of care given to labouring women. The objective of the study is to explore and describe the challenges in implementing continuous intrapartum support in public hospitals in the North West Province. The findings of this study will contribute to the formulation of recommendations to promote continuous intrapartum support in public hospitals in the North West Province. Focus group interviews were conducted to collect data from 33 (thirty-three) registered midwives who have worked in labour rooms for 2 years or more who are able to give in-depth and rich expressions of opinion. The focus group interviews were conducted in a natural setting in the labour unit to avoid inconvenience. An explorative, descriptive and contextual qualitative approach using a non-experimental research design was used in order to reach the aim of the study, being to promote continuous support during intrapartum in public hospitals in the North West Province. The study revealed that midwives have an understanding of the benefits of continuous intrapartum support, but its implementation is hindered by challenges. Recommendations are made to inform the different stakeholders involved in curbing the challenges in order for the implementation of continuous intrapartum support to be a success. These recommendations are directed at the nursing practice, nursing (midwifery) education, nursing research and policy. / MCur, North-West University, Potchefstroom Campus, 2014

The aim of this study is to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organisational learning, and to assess the maturity level of knowledge management within the South African steel industry. Various aspects of knowledge, knowledge management and organisational learning with specific relation to sustainable competitive advantage are discussed in the literature study. During the literature research several factors which either promote or hinder the effective management of knowledge were identified and a list of lessons learned by other successful knowledge focused companies, are discussed. The critical success factors for a successful knowledge management program are also discussed. Knowledge can create a sustainable competitive advantage within an organisation, if successfully applied to make value adding decisions and to enable learning, and if it is applied to make decisions which are superior to that of its rivals across the supply chain. An integrated approach needs to be followed when KM is pursued and the knowledge must be applied to make value added decisions and facilitate learning across all processes in the value chain. The focus must be to retain an organisation’s tacit knowledge as this is a key success factor to ensure a sustainable competitive advantage. The study includes research on whether knowledge management is effectively used as a sustainable competitive advantage in the South African steel industry. The maturity level of the application of knowledge and learning principles implemented within the South African steel industry is assessed and compared to the maturity level of ArcelorMittal, Monlevade, located in Brazil. A survey was designed and distributed to determine the knowledge management and organisational learning maturity levels at two steel facilities of ArcelorMittal in South Africa and one facility in Brazil. The key problem areas as identified through the empirical research are discussed and it is concluded that South African facilities do not effectively use knowledge management as a sustainable competitive advantage. The maturity level of knowledge management in ArcelorMittal, South Africa is low compared to the maturity at Monlevade and rival companies such as Tata and Posco steel. A significant effort needs to be made in order to allow the effective creation, acquisition, sharing and leveraging of knowledge within the South African steel facilities. The key factors which constrain effective knowledge management is related to ineffective Human Resource policies, organisation structure, lack of knowledge exchange forums, collaboration and communication, coaching, and a lack of incentives to share tacit knowledge. It is also evident that knowledge is not seen as a sustainable competitive advantage by many respondents and that they perceive they do not have the time or capacity to transfer knowledge. Ten practical design principles were constructed and a knowledge management framework was developed to guide South African steel companies during the design and execution of a knowledge management programme which will ensure that knowledge management will result into a sustainable competitive advantage. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The aim of this study is to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organisational learning, and to assess the maturity level of knowledge management within the South African steel industry. Various aspects of knowledge, knowledge management and organisational learning with specific relation to sustainable competitive advantage are discussed in the literature study. During the literature research several factors which either promote or hinder the effective management of knowledge were identified and a list of lessons learned by other successful knowledge focused companies, are discussed. The critical success factors for a successful knowledge management program are also discussed. Knowledge can create a sustainable competitive advantage within an organisation, if successfully applied to make value adding decisions and to enable learning, and if it is applied to make decisions which are superior to that of its rivals across the supply chain. An integrated approach needs to be followed when KM is pursued and the knowledge must be applied to make value added decisions and facilitate learning across all processes in the value chain. The focus must be to retain an organisation’s tacit knowledge as this is a key success factor to ensure a sustainable competitive advantage. The study includes research on whether knowledge management is effectively used as a sustainable competitive advantage in the South African steel industry. The maturity level of the application of knowledge and learning principles implemented within the South African steel industry is assessed and compared to the maturity level of ArcelorMittal, Monlevade, located in Brazil. A survey was designed and distributed to determine the knowledge management and organisational learning maturity levels at two steel facilities of ArcelorMittal in South Africa and one facility in Brazil. The key problem areas as identified through the empirical research are discussed and it is concluded that South African facilities do not effectively use knowledge management as a sustainable competitive advantage. The maturity level of knowledge management in ArcelorMittal, South Africa is low compared to the maturity at Monlevade and rival companies such as Tata and Posco steel. A significant effort needs to be made in order to allow the effective creation, acquisition, sharing and leveraging of knowledge within the South African steel facilities. The key factors which constrain effective knowledge management is related to ineffective Human Resource policies, organisation structure, lack of knowledge exchange forums, collaboration and communication, coaching, and a lack of incentives to share tacit knowledge. It is also evident that knowledge is not seen as a sustainable competitive advantage by many respondents and that they perceive they do not have the time or capacity to transfer knowledge. Ten practical design principles were constructed and a knowledge management framework was developed to guide South African steel companies during the design and execution of a knowledge management programme which will ensure that knowledge management will result into a sustainable competitive advantage. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education)

Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)

Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)