Text in Afrikaans / Leerders wat uit swak sosio-ekonomiese omstandighede kom, die sogenaamde milieu-geremde leerders, se prestasie in geletterdheid is dikwels baie swakker as diegene wat uit meer bevoorregte huise uit kom. Skryf, as ‘n kernaspek van geletterdheidsvaardighede, kan tereg beskou word as een van die ingewikkeldste vaardighede. Die bemeestering daarvan stel ‘n bykans onbereikbare eis aan die milieu-geremde leerder en kan grootliks toegeskryf word aan die leeragterstande wat sulke leerders ondervind. Die probleem word dikwels vererger deur ‘n gebrek aan opvoederbekwaamheid en die algemene afwesigheid van goeie onderwys waar hierdie leerders skoolgaan. Hoewel baie ingrypingsmaatreëls en strategieë deur die Wes-Kaapse Onderwysdepartement (WKOD) en ook die Departement van Basiese Onderwys (DBO) al van stapel gestuur is om die talle uitdagings rondom veral geletterdheidsprestasie hok te slaan, blyk dit dat ingrypings om leerders se skryfvaardighede te verbeter, dikwels afgeskeep word. Hierdie konstruktivistiese studie was daarop gemik om ‘n omvattende ondersoek te doen en die uitdagings wat milieu-geremde leerders ten opsigte van skryfvaardighede ondervind, op ‘n holistiese wyse binne die konteks van arm plattelandse skole aan te spreek. Hierdie kwalitatiewe ondersoek is uitgevoer by nege plattelandse skole in die Weskusdistrik van die Wes-Kaap. Taalopvoeders in die Intermediêre Fase is in die studie betrek. Die skole is geleë in woongebiede waar opsigtelike tekens van swak sosio-ekonomiese omstandighede voorkom, en gekies vanweë hulle status as skole in die laer kwintiele. Die teoretiese perspektiewe van Piaget, Vygotski, Bronfenbrenner en Bandura met hul fokus op sosiokulturele teorieë van leer, is bestudeer. Bepaalde strategieë en beginsels is vanuit hierdie perspektiewe met hierdie studie in verband gebring. Die bevordering van skryfvaardighede in die konstruktivistiese klaskamer is bestudeer met klem op Brian Cambourne (1934-) se invloedryke werk wat fokus op die voorwaardes vir leer en ook op die wyse waarop opvoeders ‘n klaskameretos kan skep om goeie skryfvaardighede te ontwikkel. Die konstruktivistiese beskouing het ook die dataversamelingsproses gerig en uit die data is temas en subtemas geïdentifiseer wat bespreek en ontleed is. Bevindinge in hierdie navorsing het getoon dat skryf ‘n ingewikkelde aktiwiteit vir beide opvoeders en leerders is en dat die onderrig en bevordering daarvan in vele opsigte te kort skiet. Opvoeders beskik oor beperkte kennis en begrip ten opsigte van die onderrig en assessering van skryfvaardighede. Die bevindinge toon ook dat min maatreëls in plek is om die eiesoortige eise wat milieu-geremde leerders stel, aan te spreek. Die studie het ook getoon dat die ouers van milieu-geremde leerders ‘n belangelose, apatiese houding teenoor hul skoolwerk openbaar. In ‘n neutedop kan gesê word dat hierdie studie getoon het daar beslis baie meer gedoen moet word om nie net die skryfvaardighede van milieu-geremde leerders by armer plattelandse skole te verbeter nie, maar dat daar ook indringend na oplossings gesoek moet word vir die talryke ander uitdagings wat milieu-geremde leerders by plattelandse skole ervaar. / The performance in literacy of learners hailing from poor socio-economic circumstances, the so-called environmentally deprived learners, is often much poorer than those from more advantaged homes. Writing, as a core aspect of literacy skills, can rightly be viewed as one of the most complicated skills. The mastering thereof puts an almost unattainable demand on the environmentally deprived learner. This situation is largely attributed to the learning deficit experienced by such learners. The problem is often exacerbated by a lack in educator proficiency and the general absence of good education where these learners go to school. Although many intervention measurements and strategies have been initiated by the Western Cape Education Department (WCED) and the Department of Basic Education (DBE) to inhibit the many challenges surrounding especially literacy performance, it would seem that interventions to improve learners’ writing ability is often neglected. This constructivist study was aimed at undertaking an encompassing investigation and to address the challenges that environmentally deprived learners experience in terms of writing skills in a holistic manner within the context of poor rural schools. This qualitative investigation was executed at nine rural schools in the West Coast district of the Western Cape. Language educators in the Intermediary Phase were involved in the study. The schools are situated in areas where there are visible signs of poor socio-economic circumstances, and chosen for their status as schools in the lower quintiles. The theoretic perspectives of Piaget, Vygotski, Bronfenbrenner and Bandura, with their focus on socio-cultural theories, were studied. Specific strategies and principles from these perspectives were aligned with this study. The promotion of writing skills in the constructivist classroom was studied, with a focus on the influential work of Brian Cambourne (1934-), which focuses on the conditions for learning and also the way in which educators can create a classroom ethos to develop good writing skills. The constructivist view also guided the data collection process and from the data themes and subthemes were identified that were discussed and analysed. Findings of this research has shown that writing is a complicated activity for both educators and learners and that the teaching and promotion thereof are lacking in many aspects. Educators have limited knowledge in respect of the teaching and assessment of writing skills. The findings also show that few measures are in place to address the unique demands made by environmentally deprived learners. The study has also shown that the parents of environmentally deprived learners display an uninterested, apathetic attitude towards their schoolwork. In a nutshell it can be said that this study has shown that there is indeed much to be done not only to improve the writing ability of environmentally deprived learners in poorer rural schools, but that solutions should also urgently be sought to the countless other challenges experienced by environmentally deprived learners in rural schools. / Curriculum and Instructional Studies / D. Ed. (Kurrikulumstudies)

The South African Postbank Limited has been tasked by Government with a social mandate to provide basic financial services to people receiving low income and people living in rural areas. Personal financial literacy is an essential element which affects financial inclusion in the target market of a state–owned bank. To achieve the bank?s social mandate and its objective, it would be vital to determine whether people in low income and rural demographics are financially literate. Financial literacy is defined as the ability to manage your money on a day–to–day basis, do future financial planning, choose sound financial products and have appropriate financial knowledge and understanding. Various factors influence the level of financial literacy of a person and in order to improve the financial literacy of a person, cognisance should be taken of that person?s age, gender, living conditions, income–level and socio–economic elements. It will be beneficial for a state–owned bank, in order to reach its social mandate, to implement financial educational programmes to increase financial literacy. The latter will increase the amount of potential customers and thus promote financial inclusion in the long run. The sample in low income and rural areas has been found to be the most wanting in financial literacy and therefore it is crucial to address this shortcoming in the target market of the state–owned bank in order to reach the social mandate of financial inclusion. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The South African Postbank Limited has been tasked by Government with a social mandate to provide basic financial services to people receiving low income and people living in rural areas. Personal financial literacy is an essential element which affects financial inclusion in the target market of a state–owned bank. To achieve the bank?s social mandate and its objective, it would be vital to determine whether people in low income and rural demographics are financially literate. Financial literacy is defined as the ability to manage your money on a day–to–day basis, do future financial planning, choose sound financial products and have appropriate financial knowledge and understanding. Various factors influence the level of financial literacy of a person and in order to improve the financial literacy of a person, cognisance should be taken of that person?s age, gender, living conditions, income–level and socio–economic elements. It will be beneficial for a state–owned bank, in order to reach its social mandate, to implement financial educational programmes to increase financial literacy. The latter will increase the amount of potential customers and thus promote financial inclusion in the long run. The sample in low income and rural areas has been found to be the most wanting in financial literacy and therefore it is crucial to address this shortcoming in the target market of the state–owned bank in order to reach the social mandate of financial inclusion. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

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)