Evaluation reports, along with development studies literature suggest that development practice is often failing to enact espoused participatory, empowering and gender equitable approaches or to achieve these espoused goals. Mainstream development theories are underpinned by values and beliefs about what is good and what �ought to be�. In this study I explore the influence of values on the development practice of Cambodian practitioners working in non-government organisations in rural Cambodia. Development practitioners are the major conduit of community based development assistance, but little is known about how their values impact their day-to-day practice, and influence their moral and political choices. In the study I used ethnographic methodology, guided by feminist principles. The research was conducted with individuals and groups of experienced, mostly Cambodian development practitioners. Data were collected in four phases through in-depth and semi-structured interviews, focus group discussions and observations of practice. I examine the (in)congruity between practitioners� espoused theories and values and those demonstrated by their practice. The findings reveal that the values are not essentially different but are prioritized differently. The espoused values are consistent with those of the international development discourse, all of which are premised on a belief in human equality. Theories and values inferred from actual practice reflect hierarchical underpinnings. In the Cambodian context this is consistent with socio-cultural values and the hierarchical order of society. However, as expatriate research participants and the literature attest, this incongruence is not particular to Cambodian practitioners. The study reveals practitioners give higher priority to fulfilling the tasks necessary for the achievement of their NGOs� planned outputs and organisational imperatives than to the facilitation of participatory and empowering processes. At the same time, the enactment of some development values is in tension with certain socio-cultural norms and practices. Practitioners are challenged to make desirable development values explicit and identify how to operationalise them in the lived social, cultural, political and economic context.

Thesis (MEd) -- University of South Australia, 1993

Evaluation reports, along with development studies literature suggest that development practice is often failing to enact espoused participatory, empowering and gender equitable approaches or to achieve these espoused goals. Mainstream development theories are underpinned by values and beliefs about what is good and what �ought to be�. In this study I explore the influence of values on the development practice of Cambodian practitioners working in non-government organisations in rural Cambodia. Development practitioners are the major conduit of community based development assistance, but little is known about how their values impact their day-to-day practice, and influence their moral and political choices. In the study I used ethnographic methodology, guided by feminist principles. The research was conducted with individuals and groups of experienced, mostly Cambodian development practitioners. Data were collected in four phases through in-depth and semi-structured interviews, focus group discussions and observations of practice. I examine the (in)congruity between practitioners� espoused theories and values and those demonstrated by their practice. The findings reveal that the values are not essentially different but are prioritized differently. The espoused values are consistent with those of the international development discourse, all of which are premised on a belief in human equality. Theories and values inferred from actual practice reflect hierarchical underpinnings. In the Cambodian context this is consistent with socio-cultural values and the hierarchical order of society. However, as expatriate research participants and the literature attest, this incongruence is not particular to Cambodian practitioners. The study reveals practitioners give higher priority to fulfilling the tasks necessary for the achievement of their NGOs� planned outputs and organisational imperatives than to the facilitation of participatory and empowering processes. At the same time, the enactment of some development values is in tension with certain socio-cultural norms and practices. Practitioners are challenged to make desirable development values explicit and identify how to operationalise them in the lived social, cultural, political and economic context.

This research was based on the development of a Personal Growth Programme to address the emotional needs of ECD practitioners dealing with vulnerable children in previously disadvantaged communities, mostly in Gauteng. Early childhood development practitioners placed emphasis on their emotional needs and the kind of interventions necessary to assist them in dealing effectively with the emotional needs of children in their care. A Personal Growth Programme was designed with the aim of stimulating and sustaining reflexive practices and emotional growth through self-exploration, role-play and sharing of experiences. Relying on semi-structured interviews, the practitioners’ evaluations of the Personal Growth Programme were presented. All agreed that the programme had benefited them as individuals and as practitioners. They reported that the most important skills they had learnt were self-knowledge and empathy with the children in their care, both of which improved their practice. Some cited how these skills had benefited not only their practice but their personal relationships with family. Some of the skills were thus cited as life-changing. Regarding the sustaining of support groups, only three groups managed to meet at least once after the personal growth programme, with the aim of discussing their work or other issues related to it. The programme therefore made a difference for individuals but its sustainability revealed less success, suggesting that sustainability needed more attention. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Psychology / unrestricted

Career development practitioners have different experiences on how career services are rendered in the country. Working with groups and individuals from all walks of life; career practitioner’s expertise becomes invaluable to the career decision-making of learners and adults in career construction. In South Africa, there are various institutions rendering career services though many do so in silos. There is no monitoring or cohesive system to manage career services. This can impact how they render career services in a well-organized and productive manner. This study explored the experiences of a career development practitioner on career services rendered. The study utilised the qualitative research method to gain more insight into the career practitioner’s experiences of career services; including career services, career information, advice, as well as career guidance. The study was conducted at the Department of Labour in Pretoria west. The sample comprised of one participant who has experience as a career development practitioner. The study used purposive sampling to select the participant. The data was collected using semi-structured interviews and analysed using inductive thematic analysis; where themes, categories, and subcategories emerged. The findings of the study reflect both negative and positive experiences that the career development practitioner has encountered in rendering career services in the past. The findings furthermore highlight the need for adequate training for career practitioners and suggest a need for prescribed ethical conduct to regulate career development practitioners working at the entry-level. This study can contribute to the development of ethical conduct guidelines and influence the further development of training for career development practitioners. Lastly, the findings might assist in the development of a cohesive and coordinated system for monitoring and evaluation in the career development profession. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

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