Doctor Educationis / ‘n Gevallestudie binne die kwalitatiewe metodologiese paradigma is gebruik om die hersiene Arbeidsterapiekurrikulum by die Universiteit van Wes-Kaapland te interpreteer. Die doel van die studie was om te bepaal hoe die hersiene kurrikulum aan die handelingsgerigte wetenskaplike raamwerk van die beroep, die gemeenskapsgebaseerde visie van die veranderde gesondheidsorgbenadering in Suid-Afrika na 1994, en aan die beginsels van studentgesentreerde opleiding voldoen. Eerstens, is konseptuele duidelikheid verkry omtrent die ontplooiende verwikkelinge in die Arbeidsterapieprofessie na ‘n teoretiese raamwerk van handelingsgerigte wetenskap en van transformasie van gesondheidsdienste in die land. Tweedens, deur die proses van konseptuele analise en deur die gebruik van dokumentêre analise, tematiese analise van studente se geskrewe evaluerings en ‘n fokusgroeponderhoud met Arbeidsterapiepersoneel, is die data ge-analiseer. Die konseptuele analise van die hersiene Arbeidsterapiekurrikulum het areas van kurrikulumstruktuur, onderrig en leer, studente-assessering, praktiese opleiding, personeel se professionele ontwikkeling en navorsing ingesluit. Vanuit die konseptuele analise is gevolgtrekkings en aanbevelings gemaak. Die hoofgevolgtrekking wat na aanleiding van my interpretasie en bevinding in die Arbeidsterapiekurrikulummodel voorgestel word, is dat die Arbeidsterapiekurrikulum deur drie teoreties-opvoedkundige vertrekpunte naamlik: handelingsgerigte wetenskap, primêre gesondheidsorgbenadering en studentgesentreerde onderrigbenadering ondersteun word.

The focus of this study is on the evaluation of community based care and support service for older persons in the community. The government of South Africa and other African Countries held several discussions with the intention of addressing the needs and challenges of older persons in the community. As a follow up to the discussion, the new developmental approach, that is the South African Policy for Older Persons of 2005 and the Older Persons Act, 13 of 2006, promulgated in line with the recommendation of the Madrid International Plan of Action on ageing which was drafted and adopted at the World Assembly on Ageing that was convened by the United Nations in 2002. Older Persons Act 13 of 2006 was developed with the intention of addressing the needs of older persons in the community as the Aged Act no 100 of 1967 as amended in 1998, was focusing more on the residential care service. The Older Persons Act 13 of 2006 recognizes the importance of community-based care and support services and this means that the service delivery to older persons has been broadened and services have become more inclusive and accessible. Older persons will be able to remain in their communities within their families for as long as possible. According to the Older Persons Act 13 of 2006, the community-based care and support services means any programmes that are rendered to older persons to enable them to remain independent in their communities for as long as possible. These programmes are preventing the unnecessary admission of older persons in the residential care facilities. According to the Older Persons Act 13 of 2006, the Community-based care and support services are categorized into, namely, prevention and promotion programmes and the home-based care services. These two categories will be discussed in details in this study. In this study the researcher used the older persons (recipients of services), representatives of management committees for the Non-profit organizations rendering services to older persons in the community and the officials of the Department of Social Development as participants. The aim of this study is to discuss and evaluate the community-based care and support services strategy as used by the Department of Social Development in rendering services to older persons within communities in Motheo District (Free State Province) and to raise the viewpoints of direct service providers (management committees) officials of the Department of Social Development and older persons that receive these services, in order to enhance the delivery of this programme. The research methodology that was utilized in this study includes the empirical research and the literature review. A literature review was conducted by the researcher for a clear understanding of the nature and meaning of the problem that has been identified. The questionnaires and interview tools were used by the researcher as methods of data collection. This study consists of two articles, article 1: Background and nature of community-based care and support services and article 2: Evaluation of community-based care and support services The findings from the study indicated that the community based care and support services can be the best and important programme for older persons in the community if it can be well implemented. / MSW, North-West University, Potchefstroom Campus, 2014

The focus of this study is on the evaluation of community based care and support service for older persons in the community. The government of South Africa and other African Countries held several discussions with the intention of addressing the needs and challenges of older persons in the community. As a follow up to the discussion, the new developmental approach, that is the South African Policy for Older Persons of 2005 and the Older Persons Act, 13 of 2006, promulgated in line with the recommendation of the Madrid International Plan of Action on ageing which was drafted and adopted at the World Assembly on Ageing that was convened by the United Nations in 2002. Older Persons Act 13 of 2006 was developed with the intention of addressing the needs of older persons in the community as the Aged Act no 100 of 1967 as amended in 1998, was focusing more on the residential care service. The Older Persons Act 13 of 2006 recognizes the importance of community-based care and support services and this means that the service delivery to older persons has been broadened and services have become more inclusive and accessible. Older persons will be able to remain in their communities within their families for as long as possible. According to the Older Persons Act 13 of 2006, the community-based care and support services means any programmes that are rendered to older persons to enable them to remain independent in their communities for as long as possible. These programmes are preventing the unnecessary admission of older persons in the residential care facilities. According to the Older Persons Act 13 of 2006, the Community-based care and support services are categorized into, namely, prevention and promotion programmes and the home-based care services. These two categories will be discussed in details in this study. In this study the researcher used the older persons (recipients of services), representatives of management committees for the Non-profit organizations rendering services to older persons in the community and the officials of the Department of Social Development as participants. The aim of this study is to discuss and evaluate the community-based care and support services strategy as used by the Department of Social Development in rendering services to older persons within communities in Motheo District (Free State Province) and to raise the viewpoints of direct service providers (management committees) officials of the Department of Social Development and older persons that receive these services, in order to enhance the delivery of this programme. The research methodology that was utilized in this study includes the empirical research and the literature review. A literature review was conducted by the researcher for a clear understanding of the nature and meaning of the problem that has been identified. The questionnaires and interview tools were used by the researcher as methods of data collection. This study consists of two articles, article 1: Background and nature of community-based care and support services and article 2: Evaluation of community-based care and support services The findings from the study indicated that the community based care and support services can be the best and important programme for older persons in the community if it can be well implemented. / MSW, North-West University, Potchefstroom Campus, 2014

South African unemployment in the midst of a skills crisis is surprising in view of an increase in obtaining the National Senior Certificate (Matric). Though, matric prepares candidates for higher education, for which less than 20% will enrol for. Technical qualifications even lower than matric seem to be more useful in the labour market. Unemployment can be approached from many sides, of which a curriculum approach is definitely one. With negative experience with large scale curriculum reforms, attention is lead to the community to take lead. While globalisation has traumatic effects on marginalised communities, some not only survive, but even thrive. Those are communities relying upon their own resourcefulness, and where social cohesion is strong. In the community of Hopetown, wealth exists next to poverty, the wealthy elite (increasingly multi-racial) and an economic inactive proletariat. Having two highly functional schools is a ray of hope, but does not contribute significantly enough to an employed community. Curriculum is an expression of deeply held convictions. Therefore it is an often disputed area between ideologies. Liberal individualism and socialist Marxism are ends of a spectrum. Concrete realisations are often unpleasing compromises. Analysing curricular theory, it emerges that learning happens by means of the formal, informal, hidden and zero curriculum. The local community has power to select elements from the formal, and give direction to other aspects of curriculum. Anybody’s approach to curriculum is a function of how opposing, yet complementing purposes with education and similar multitude of foci of curriculum are balanced. In schools it crystallises as a unique, collective but local exemplar of curriculum, in this study named the community based curriculum. International examples give different perspectives on what curricular power local communities have. In a qualitative study, drawing on ethnographic and phenomenologist method, community members and senior learner’s of Hopetown in the Northern Cape are interviewed to establish what learners’ employment desires are, and what labour needs employers have. The purpose is to translate that into possible curriculum components, to verify if the necessary skills are present in the community, and how to implement a community based curriculum. Findings are that learners of all walks of life covet the few “office jobs” available. A career in agriculture is enticing to prospective farmers, but the opposite to those who fear they might be labourers. As a result there is a labour crisis in agriculture, and farmers maintain that mechanisation is a result of labour shortages, not the cause of unemployment. Few other opportunities exist. Employers agree that a more productive labour force can lead to new development, but that new candidates have no realistic view of what the world of work entails. An entrepreneurial spirit and self driven work ethics seem to be absent. Recommendations go in three directions: A more progressive educational approach should lead to more self dependent adults. A culture of letting learners make errors and learn from them might make a positive difference. Encouraging senior learners to find temporal jobs should broaden their experience, and lead to better considered choices. The schools should also collaborate to offer more vocational school subjects. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

The purpose of this study was to empower educators to mobilise assets and resources within their community in order to enable the community to cope better with the daily difficulties associated with HIV/AIDS. The study was conducted to explore and describe the process of mobilising assets in a HIV/AIDS infected and affected rural community. The working assumption was that the mobilisation of community assets could support and enhance community-based coping with the HIV/AIDS pandemic. A qualitative approach was followed. Purposeful sampling was applied to select an information-rich case for in-depth study (instrumental case study design). The case was a primary school in the Nelson Mandela Metropole. Ten educators participated in the study. The study was theoretically founded on an asset-based approach, with the focus on community-based coping. An interpretavist approach was used to describe and interpret the process of asset mobilisation in coping with HIV/AIDS. A number of data selection strategies were implemented: focus groups in combination with workshops, visual data, observation and a reflective field journal. The ten educators who participated in the study were empowered to identify and mobilise assets and resources within their community and to continue with the facilitation process on their own. The educators identified three priority areas and succeeded in establishing a vegetable garden on the school premises, a support group and an information centre at school, for HIV/AIDS infected and affected members of the community. These initiatives resulted in the wider community being better equipped and empowered to cope with the daily difficulties associated with HIV/AIDS that are being experienced on emotional, spiritual, materialistic, social and knowledge levels. It is concluded that the community, the school and individuals were empowered with regard to effective coping strategies, more specifically in dealing with the challenges associated with HIV/AIDS. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted