Text in Afrikaans / Egskeidings en daaropvolgende hersaamgestelde gesinne neem toe. Die literatuur sowel as praktykervaring van die navorser het bewys dat die aanpassing in 'n hersaamgestelde gesin veral vir die adolessent traumaties is. Uit 'n literatuurstudie is bepaal watter probleme/behoeftes adolessente in hersaamgestelde gesinne ervaar. Die nominale groepstegniek is gebruik ten einde probleme/behoeftes te verfyn. Dit het uitgewys dat probleme in hersaamgestelde gesinne voortspruitend is uit kommunikasieprobleme. Die groepwerkproram met stiefadolessente is dus daarvolgen opgestel. Psigodrama word beskou as die mees ideale benadering in groepwerk met adolessente. Twee meetskale is gebruik, te wete 'n kommunikasievraelys en die Hudson-indeks wat gewysig is vanaf ouerlike verhoudings na stiefouerlike verhoudings. 'n Voorondersoek groep is met vyf stiefadolessente oor vyf byeenkomste en 'n eksperimentele groep met tien stiefadolessente oor tien byeenkomste aangebied. Voor- en nameting is gedoen. Op beide meetskale is groei in vaardighede gemeet en is die navorser se doelstelling bereik / Divorces and remarriages are increasing. The literature study and practical experience of the researcher, has shown that the adaption to remarriage is the most traumatic for adolescents. A literature study was done to determine the problems/needs of adolescents in remarried families. The nominal group technique was then used to refine the problems/needs. The results showed clearly that problems in remarried families are a result of communication problems. The group work programme with stepadolescents was therefore composed. Psychodrama is the most ideal method in working with adolescents. Two measuring instruments were used, namely the communication questionnaire and the Hudson-index which was modified from parentchild relationships to step-parental relationships. A pilot study group with five step-adolescents over five meetings and an experimental group was then held with ten step-adolescents over a period of ten meetings were held. Measurement was done before and after the group meetings. Both measuring instruments recorded growth in skills and the researcher's objective was reached / Social Work / M.A. (Sosiale Wetenskappe)

Summaries in English and Afrikaans / Text in Afrikaans / Die probleem van armoede is aangespreek deur middel van die groepwerkproses, waardeur mense sodanig bemagtig is dat die kringloop van armoede verbreek kon word. 'n Kwasi-eksperimentele navorsingsontwerp is gebruik met die groepwerkprogram as onafhanklike veranderlike en die algemene tevredenheid en graad van bemagtiging van die groeplede as die afhanklike veranderlikes. Slegs die voorondersoekgroep en twee eksperimentele groepe is aan die program onderwerp, maar nie die kontrolegroepe nie. n Voor- en natoets is deur aldie groeplede voltooi, om kwantitatiewe data te versamel. K walitatiewe data is versamel deur deelnemende waarneming en doelgeribte gesprekvoering. Die belangrikste verskil tussen die resultate van die eksperimentele groepe en die kontrolegroepe, was dat eersgenoemde tot aksie oorgegaan het terwyllaasgenoemde passief gebly het. Die gevolgtrekking kan dus gemaak word dat die groepwerkprogram wei tot die bemagtiging van die groeplede gelei het wat aan die program onderwerp was. Sleutelterme: Armoede, werkloosheid, haweloosheid, kwantitatiewe en kwalitatiewe navorsing, eksperimentele ontwerp, beskikbaarheidsteekproef, groepwerk, bemagtiging. / The problem of poverty was addressed through the group work process, in order to empower people so that the cycle of poverty could be broken. A quasi-experimental design was used with the group work programme as the independent variable and the general contentment and degree of empowerment of the group members as the dependent variables. Only the pilot study group and the two experimental groups were exposed to the programme, while the two control groups were not. Pre- and posttests were taken of all the group members to gather quantitative data. Qualitative data was gathered by means of participant observation and purposeful conversation. The most important difference between the different groups was that action was taken by the groups subjected to the programme, whereas the control groups remained passive. It can thus be concluded that the group work programme was instrumental in empowering those group members exposed to the programme. / Social Work / M.A. (Social Work)

Summaries in English and Afrikaans / Text in Afrikaans / Die probleem van armoede is aangespreek deur middel van die groepwerkproses, waardeur mense sodanig bemagtig is dat die kringloop van armoede verbreek kon word. 'n Kwasi-eksperimentele navorsingsontwerp is gebruik met die groepwerkprogram as onafhanklike veranderlike en die algemene tevredenheid en graad van bemagtiging van die groeplede as die afhanklike veranderlikes. Slegs die voorondersoekgroep en twee eksperimentele groepe is aan die program onderwerp, maar nie die kontrolegroepe nie. n Voor- en natoets is deur aldie groeplede voltooi, om kwantitatiewe data te versamel. K walitatiewe data is versamel deur deelnemende waarneming en doelgeribte gesprekvoering. Die belangrikste verskil tussen die resultate van die eksperimentele groepe en die kontrolegroepe, was dat eersgenoemde tot aksie oorgegaan het terwyllaasgenoemde passief gebly het. Die gevolgtrekking kan dus gemaak word dat die groepwerkprogram wei tot die bemagtiging van die groeplede gelei het wat aan die program onderwerp was. Sleutelterme: Armoede, werkloosheid, haweloosheid, kwantitatiewe en kwalitatiewe navorsing, eksperimentele ontwerp, beskikbaarheidsteekproef, groepwerk, bemagtiging. / The problem of poverty was addressed through the group work process, in order to empower people so that the cycle of poverty could be broken. A quasi-experimental design was used with the group work programme as the independent variable and the general contentment and degree of empowerment of the group members as the dependent variables. Only the pilot study group and the two experimental groups were exposed to the programme, while the two control groups were not. Pre- and posttests were taken of all the group members to gather quantitative data. Qualitative data was gathered by means of participant observation and purposeful conversation. The most important difference between the different groups was that action was taken by the groups subjected to the programme, whereas the control groups remained passive. It can thus be concluded that the group work programme was instrumental in empowering those group members exposed to the programme. / Social Work / M.A. (Social Work)

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)

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)