Text in English, with abstracts and keywords in English, Afrikaans and isiZulu / The focus of this research is employees’ career development in the South African Police Services (SAPS). The general aim of the research is to develop a valid and reliable measure of career plateauing and to determine whether individuals’ experiences of career plateauing (as antecedent) positively or negatively predict their job satisfaction, motivation, and work engagement (as consequences). The research further aims to investigate whether individuals’ biographical variables (gender, age, race, marital status, rank, and tenure) significantly influence their subjective work experiences (career plateauing, job satisfaction, motivation, and work engagement). A quantitative cross-sectional survey was conducted on a nonprobability purposive sample of employees (N = 410) from different biographical groups at the SAPS. Descriptive, correlational, and inferential statistics were performed. Exploratory factor analysis and confirmatory factor analysis provided evidence of the internal consistency reliability and construct validity of the newly developed career plateauing experiences scale (CPES). Structural equation modelling confirmed the predictive validity of the CPES and showed that job content plateau and hierarchical/structural plateau predicted lower levels of job satisfaction. The psychological plateau predicted lower work engagement levels. Maintenance plateau predicted higher job satisfaction and engagement levels. Tests for significant mean differences indicated that individuals from the various biographical groups differed significantly regarding their career plateauing experiences, job satisfaction, motivation, and work engagement. The research extended career development theory by demonstrating the relevance of the new construct of psychological plateau in relation to traditional forms of career plateauing and work engagement in flat organisational structural contexts. Although still in need of further refinement, the newly developed CPES shows empirically promise to provide useful information for measuring and alleviating negative experiences of career plateauing in the SAPS. The findings further provide valuable insights into the unique career plateauing experiences, job satisfaction, motivation, and work engagement of employees of different age, gender, race, marital status, rank, and tenure groups. The study makes an original contribution to career development theory and research and adds value to career development practice in the contemporary organisational setting. / Hierdie studie handel oor die loopbaanontwikkeling van werknemers in die Suid-Afrikaanse Polisiediens (SAPD). Die doel van die navorsing is om ʼn geldige en betroubare aanduiding dat ʼn loopbaanplato bereik is, te ontwikkel, en om vas te stel of individue se belewing dat hulle loopbaan ʼn plato bereik het (as die antesedent), hulle werksbevrediging, motivering en werksbetrokkenheid (as die gevolge) positief of negatief voorspel. Afgesien hiervan word ondersoek of werknemers se biografiese veranderlikes (geslag, ouderdom, ras, huwelikstatus, rang en dienstyd) ʼn beduidende uitwerking op hulle subjektiewe werksbelewing (loopbaanplato, werksbevrediging, motivering en werksbetrokkenheid) het. ʼn Kwantitatiewe dwarssnitopname van ʼn doelgerigte onwaarskynlikheidsteekproef onder werknemers (N=410) uit verskillende biografiese groepe in die SAPD is gedoen. Deskriptiewe, korrelatiewe en inferensiële statistiek is uitgevoer. ʼn Verkennende en bevestigende faktoranalise het bewys dat die nuut ontwikkelde loopbaanplatobelewingskaal (LPBS) as konstruk geldig, intern konsekwent en betroubaar is. Strukturele vergelykingsmodellering het die voorspellingsgeldigheid van die LPBS bevestig en getoon dat die posinhoud- en hiërargiese/strukturele plato laer vlakke van werksbevrediging voorspel. Die sielkundige plato het laer vlakke van werksbetrokkenheid voorspel, terwyl die handhawingsplato groter werksbevredigings- en -betrokkenheidsvlakke voorspel het. Toetse vir beduidende gemiddeldeverskille het aangedui dat werknemers uit verskillende biografiese groepe beduidende verskille getoon het met betrekking tot hul loopbaanplatobelewing, werksbevrediging, motivering en werksbetrokkenheid. Die navorsing het die loopbaanontwikkelingsteorie verryk deur die relevansie van die nuwe konstruk van ʼn sielkundige plato vir die tradisionele vorme van loopbaanplato’s en werksbetrokkenheid in plat maatskappystrukture te demonstreer. Ofskoon die nuwe LPBS verfyn moet word, beloof dit veel wat betref inligting waarmee die negatiewe belewing van loopbaanplato’s in die SAPD gemeet en verander kan word. Voorts bied die bevindings waardevolle insigte in die unieke loopbaanplatobelewings, werksbevrediging, -motivering en -betrokkenheid van werknemers ongeag hul ouderdomsgroep, geslag, ras, huwelikstatus, rang en dienstyd. Hierdie studie lewer ʼn bydrae tot die loopbaanontwikkelingsteorie en -navorsing, en voeg waarde toe tot die loopbaanontwikkelingspraktyk in eietydse organisasies. / Lolu cwaningo lugxile ekuthuthukiseni ubizo lomsebenzi wabasebenzi boPhiko lwezaMaphoyisa eNingizimu Afrika (SAPS). Inhloso enkulu yocwaningo wukuthuthukisa uhlelo lokulinganisa uhlelo olufanele noluthembekayo lobizo lomsebenzi kanye nokuqondisisa ukuthi ngabe isimo somuntu ahlangabezana naso, isimo sesiqongolo sobizo lomsebenzi (as antecedent), njengesilinganiso esikwazi ukubikezela kahle noma kabi izinga lokwaneliswa umsebenzi, izinto ezikhuthaza isisebenzi kanye nokuzibandakanya kwesisebenzi emsebenzini. (njengomphumela). Ngaphezu kwalokho ucwaningo luhlose ukuphenya ukuthi ngabe izimpawu zempilo yomuntu (ubulili, iminyaka yomuntu, inhlobo yohlanga lomuntu, isimo somshado, isikhundla kanye nelungelo lobunikazi) zithinta kakhulu izimpilo zabo zomsebenzi (isiqongolo sobizo lomsebenzi, izinga lokwaneliseka ngokomsebenzi, okukhuthaza isisebenzi Kanye nokubandakanyeka kwesisebenzi emsebenzini. Uhlelo locwaningo lwezigaba olugxile kumanani lwenziwa kusampuli yabasebenzi ngohlelo olungenamathuba okwenzeka olungenanhloso (N = 410), ucwaningo olwenziwe kumaqembu ahlukene ngezimpilo zabasebenzi abasophikweni lwesiphoyisa (SAPS). Kuye kwenziwa uhlelo lwamanani ngendlela yokuchaza, yokuqhathanisa okufanayo kanye nokufunisela. Uhlelo lohlaziyo oluphenyayo kanye nohlelo lohlaziyo oluqinisekisayo lunikeze ubufakazi obuthembekayo bangaphakathi obungaguquki kanti bakha isiqinisekiso z sesilinganiso esisanda kwakhiwa, phecelezi i-Career Experiences Plateauing Scale (CEPS). Imodeli ebizwa phecelezi Structural equation modelling iye yaqinisekisa uhlelo olufanele olubikezelayo lwe-CPES futhi iye yakhombisa ukuthi isigaba sokugcina solwazi lobizo lomsebenzi kanye nohlaka/nesakhiwo sesiqongo sobizo lomsebenzi lubikezele amazing aphansi okwaneliseka ngomsebenzi. Isiqongo sezomqondo siye sabikezela izinga eliphansi lokuzibandakanya kwabasebenzi emsebenzini wabo, kanti isiqongo sobizo lomsebenzi siye sabikezela izinga eliphezulu lokwaneliseka ngokomsebenzi Kanye nangamazinga okubandakanyeka kwabasebenzi emsebenzini wabo. Izinhlelo zokuhlola eziqonde ukuveza umehluko phakathi, phecelezi kwe-mean zibikezele ukuthi abantu abavela kumaqembu ahlukene empilo akhombise ukwehluka mayelana nemisebenzi yesiqongo sobizo lomsebenzi, ukwaneliseka ngokomsebenzi Kanye namazinga okubandakanyeka kwabasebenzi emsebenzini wabo. Ucwaningo luye lwanweba ithiyori yezokuthuthukiswa kobizo lomsebenzi ngokukhombisa izimpawu ezifanayo zesakhiwo esisha zesigaba esiyisiqongo somqondo mayelana nezindlela ezejwayelekile zesiqongo sobizo lomsebenzi kanye nokubandakanyeka kwabasebenzi emsebenzini wabo kwizizinda ezingaguquki zesakhiwo senhlangano. Yize zisadinga ukuhluzwa kabanzi, izinhlelo ezithuthukiswe kabusha ze-CPES zikhombisa isithembiso esiphathekayo sokunikeza ulwazi olusebenzayo lokulinga Kanye nokunciphisa/nokugwema izenzo ezibi zesiqongo sobizo lomsebenzi ophikweni lwe-SAPS. Ulwazi olutholakele luqhubeka nokuveza umnyombo mezenzo zesiqongo sobizo lomsebenzi, ukwaneliseka ngokomsebenzi, izinto ezikhuthaza abasebenzi Kanye nokubandakanyeka kwabasebenzi emsebenzini, okungabasebenzi beminyaka eyehlukene, bobulili, bobuhlanga, besimo somshado, besikhundla kanye namaqembu anobunikazi bempahla eyigugu. Ucwaningo lwenza igalelo langempela kwithiyori ethuthukisa ubizo lomsebenzi Kanye nocwaningo futhi lwengeza ubugugu kwingqubo ethuthukisa ubizo lomsebenzi kwisizinda samanje senhlangano. / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)

English text, with summaries in English, Afrikaans and Zulu / This study aims to propose an e-learning framework for mobile devices in Africa to help improve enrolment rates and education standards in the FET (Further Education and Training) phase. The study is qualitative in nature and employs document analysis as main research method. An overview of the South African education context with supporting statistical data to motivate why an e-learning alternative is crucial for improving South African and African education is provided. The literature review includes a descriptive analysis of 7 existing e- and m-learning frameworks, with key features highlighted for possible adaptation or incorporation into an e-learning framework for Africa. Behaviourism, Constructivism and Connectivism are discussed as applicable learning theories to pedagogically underpin this proposed e-learning framework. Thereafter, a critical evaluation of current South African education policy documents (White Papers, the Norms and Standards for Educators and the Draft Policy for the Provision and Management of Learning Teaching and Support Materials) is conducted to determine whether these policies support and enable e-learning effectively. Part 2 of Chapter 5 comprises a critical analysis and comparison of education systems and applicable legislation in the USA, Finland and Malawi to establish how education is structured and how e-learning is administered in these countries to make relevant recommendations for South Africa and to inform the design of an e-learning framework for Africa. Research findings are presented as answers to the research questions posed and the proposed e-learning framework with further recommendations are presented to the South African Department of Basic Education, teachers and researchers. / Die doel van hierdie studie is om ‘n e-onderrig-en-leer raamwerk vir mobiele toestelle vir Afrika voor te stel, sodat inskrywingsgetalle en onderrig- en leerstandaarde in die Verdere Onderrig en Opleidings (VOO) fase verbeter kan word. Dit is ‘n kwalitatiewe studie en dokumentanalise word as navorsingsmetode toegepas. ‘n Oorsig van die huidige Suid-Afrikaanse onderwysstelsel en konteks met ondersteunende statistiese bevindinge word verduidelik om e-onderrig-en-leer as noodsaaklike alternatief vir Suid-Afrika en Afrika te motiveer. Die literatuuroorsig sluit ‘n beskrywende analise van sewe bestaande e- en m-onderrig-en-leer (mobiele-onderrig-en-leer) raamwerke in. Hoofkenmerke van elke raamwerk word uitgelig vir moontlike aanpassing en inkorporering in ‘n e-onderrig-en-leer raamwerk vir die Afrika-konteks. Leerteorië, nl Behaviourisme, Konstruktivisme en Konnektivisme (Connectivism) word in diepte bespreek as pedagogies fundamenteel om die e-onderrig-en-leer raamwerk te onderbou en te ondersteun. ‘n Kritiese evaluasie van Suid-Afrikaanse onderwysbeleid (d.w.s. Witskrifte, die Norme and Standaarde vir Onderwysers en die konsepdokument oor die Voorsiening en Bestuur van Onderrig-, Leer- en Ondersteuningsmateriaal) is gedoen om vas te stel of die beleid wel e-onderrig-en-leer effektief ondersteun en prakties moontlik maak. ‘n Krities analitiese en vergelykende studie van die VSA (Verenigde State van Amerika), Finland en Malawi se onderwysstelsels- en wetgewing is gedoen in hoofstuk 5 deel 2 om te bepaal hoe dié lande onderwys struktureer en hoe e-onderrig-en–leer geadministreer word, sodat relevante voorstelle vir Suid-Afrika gemaak kan word en om insae te lewer in die ontwerp van ‘n e-onderrig-en-leer raamwerk toepaslik vir die Afrika-kontinent. Navorsingsbevindinge word voorgelê aan die Suid-Afrikaanse Departement van Basiese Onderwys, onderwysers sowel as aan navorsers. / Lolu cwaningo luhlose ukuphakamisa uhlaka lwe-e-learning lamadivaysi eselula e-Afrika ukusiza ukuthuthukisa izinga lokubhalisa nezindinganiso zemfundo kwiSigaba se-FET (Further Education and Training). Ucwaningo luyimfanelo enemvelo futhi lusebenzisa ukuhlaziywa kwedokhumenti njengendlela yokucwaninga eyinhloko. Ukuhlolisisa umongo wezemfundo waseNingizimu Afrika ngokusekela imniningwane yezibalo ukugqugquzela ukuthi kungani enye yokufunda email ibalulekile ekuthuthukiseni imfundo yaseNingizimu Afrika ne-Afrika. Ukubuyekezwa kwezincwadi kuhlanganisa ukuhlaziywa okuchazayo kwezinhlaka eziyisikhombisa ezisekhona ze-e- e-m-learning, nezici eziyinhloko eziqokonyiswe ukukhishwa kwe-adaption noma ukufakwa kwisakhiwo se-e-learning se-Afrika. Ukuzikhethela, Ukwakhiwa kwe-Constructivism (Kwe Zokwakha) kanye ne-Connectivism (Kwe Zokuxhumana) kuxoxwa njengezifundo ezifanele zokufunda ukusekela lolu hlelo oluhlongozwayo lwe-e-learning. Ngemuva kwaloko, ukuhlolwa okubalulekile kwemibhalo yamanje yemfundo yaseNingizimu Afrika (Amaphepha Asemhlophe, Imigomo Nemigomo Yabafundisi kanye neNqubomgomo Yohlaka Lokufundiswa Nezifundo Nokusekela) kwenziwa ukuze kutholakale ukuthi lezi zinqubomgomo zisekela futhi zikwazi yini ukufundisa nge-e-ephumelelayo. Ingxenye yesibili yeSahluko sesihlanu iqukethe ukuhlaziywa okubucayi kanye nokuqhathaniswa kwezinhlelo zemfundo kanye nemithetho esebenzayo eMelika, eFinland nase Malawi ukuqinisekisa ukuthi imfundo ihlelwe kanjani nokuthi i-e-learning inikezwa kanjani ukwenza izincomo ezifanele eNingizimu Afrika nokwazisa ukuklama uhlaka lwe-e-learning lwe-Afrika. Imiphumela yokucwaninga inikezwa njengezimpendulo zemibuzo yokucwaninga ephakanyisiwe kanye nohlaka oluhlongozwayo lwe-e-learning kanye nezincomo ezengeziwe ezethulwa eMnyangweni wezemfundo Eyisisekelo, othisha nabacwaningi baseNingizimu Afrika. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu / This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved. / Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter. / Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny). / Inclusive Education / D. Ed. (Inklusiewe Onderwys)