Distance education (DE) is now recognised as an education system independent from conventional face-to-face education. It has self-governing theories and pedagogies. It attracts students with unique characteristics different from those of on-campus students. The present distance learning student differs from the past ones by characteristics, needs and contexts. Not all students registering for distance learning conform to the characteristics of distance students described in theory. It is now acknowledged that DE systems demand special skills including time management, self-regulation and independent learning skills. Yet, few of these students enter into distance learning with prior experiences on its demands. The new student is compelled to learn to deal with challenges that come with DE i.e. the impact of ‘distance’, isolation and time management. ‘The net generation’ and ‘digital natives’ are now in college but with skills not automatically transferable to learning technologies. Information and communication technologies (ICT) providers are mostly focused on the ‘use’ rather than the ‘user’. Universities are continuously adopting new technologies leaving the student bewildered as to the focus; learning or technology training. The internet has ‘everything’; open course ware (OCW), open education resources (OERS), wikis and all web information. Students cannot simply find things for themselves. Furthermore distance learning has no policy on how to engage with the internet and students are left to decide what, which and how much is required for any level of study. Most universities in Africa moving from single to dual mode have not integrated distance learning pedagogy which requires restructuring in the organisation, policy and course development. DE, though spanning over two centuries has been mutually dependent on technology. The present technology demands a paradigm shift from that of correspondence days. These issues have created the need for support strategies that can literally accompany the DE student throughout his/her academic journey. Universities have established DE units, campuses and schools for a variety of reasons. It is required that such universities provide learner support systems for their students. The purpose of this study was to assess the learner support services available for distance learning undergraduate students in two universities in Kenya i.e. Northern University (NU) and Western University (WU). A Learner support system can comprise of numerous components. In this study, nine (9) components/indices were tested as the indices for providing support services. These are:- registration procedures, orientation programme and skills training, technology and learning materials, counselling and mentorship, interactions and communication, feedback, regional centres and library, students association and representation and course progression and satisfaction. This study employed an evaluation research design utilising both quantitative and qualitative methods. Online questionnaires were used for quantitative data collection. For qualitative data collection two (2) instruments were used; an interview schedule for key programme implementers and a documentary analysis tool for documents and websites. The findings indicated that the main indices that distinguished the two universities were registration process, technology and learning materials, counselling/mentorship and regional centres where the t-test showed significant differences. The p values were 0.008, 0.012, 0.036 and 0.015 respectively at 0.05 significance level. In all of them, Northern University (NU) had a relatively high mean score than Western University (WU) except for the index on counselling and mentorship. / Educational Foundations / D. Ed. (Socio-Education)

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

This study concerns the identification of the particular competences required by education, training and development practitioners (ETD practitioners) in the South African National Defence Force to develop suitable and appropriate career and training strategies. An applied research approach and a primarily quantitative approach were used. Questionnaires were completed by the commanding officers or the training managers, as well as the ETD practitioners at the education, training and development providers in the South African National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive statistics were used to determine the roles, core competences, levels of competences and clusters of competences required by ETD practitioners in the South African National Defence Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed competence profile that was based on the literature study in order to determine the competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

Since 1994, the South African education system has undergone a number of paradigm shifts culminating in the implementation of the policy of Inclusive Education as highlighted in Education White Paper 6: Building an Inclusive Education and Training System. The purpose of this research was to explore how foundation phase learners who experience severe intellectual barriers to learning are provided with high levels of support at special schools in the Pietermaritzburg district. A case study design was embarked upon as this allowed for an in-depth exploration of the above research question. Three special schools in the Pietermaritzburg district that cater for learners who experience severe intellectual barriers to learning were chosen for this investigation. Quantitative and qualitative research methods, consisting of questionnaires, interviews and observation were utilised. The findings reveal that educators at these schools do provide high levels of support to foundation phase learners who experience severe intellectual barriers to learning. / Inclusive Education / M. Ed. (Inclusive Education)

Upon close examination of Education White Paper 6: Building an Inclusive Education System, it became evident that, special schools have a crucial role to play. EWP6 clearly outlines the roles of special schools as resource centres. This entails a paradigm shift from a medical to a social model.The purpose of this research was to investigate the role of resource centres in supporting learners who require high levels of support, in an inclusive education system in the Pietermaritzburg district. The study was conducted at a special school with 23 respondents. The triangulated data were collected through participant observations, open-ended questionnaire and interviews. This study revealed that not only are SSRCs totally committed to the paradigm shift but SSRCs are “leading " the way with regard to implementing inclusive strategies like SIAS process, the curriculum changes and alternate means of assessment. SSRCs are valuable resources that are currently under utilized. / Inclusive Education / M. Ed. (Inclusive Education)