The National Curriculum Statement (2002), in line with the South African Constitution (1996), views human rights, inclusivity and social justice as priorities in all learning areas of the curriculum. However, a document such as the Manifesto on Values, Education and Democracy (2001) illustrates the complexities of addressing this in practice. One of the reasons is that there are misconceptions about how the concept of 'human rights' should be interpreted in the educational realm. This study sets out to explore how primary school learners understand human rights teaching-and-learning (from a moral and value stance) and what factors influence this. The intention is to rethink and redefine human rights teaching-and-learning from a learner's perspective as well as to investigate the notion that regards human rights as 'misunderstood'. This research offers a new perspective on human rights in that it focuses on primary school learners. Therefore this study will provide another lens through which to consider human rights teaching-and-learning in classroom practice. A literature study and empirical research have been undertaken to investigate how learners understand human rights teaching-and-learning. The literature study explores ontological, epistemological and methodological perspectives of human rights teaching-and-learning. Qualitative observation, written narratives and focus-group interviews formed the bases of this empirical research. Ongoing triangulation is used to ensure that the research findings are valid and trustworthy. It seems that primary school learners do have an understanding of human rights teaching-and-learning, which is characterized by an emphasis on legal rights and the contextualisation of human rights within South African, value and educational contexts. Educational and societal factors are two of the factors that influence this understanding. It is clear that learners' understanding of human rights teaching-and-learning is not one-dimensional. However, there are certain ontological ambiguities in the views that learners hold of the significance of human rights teaching-and-learning -both within and beyond the curriculum. An indication of this is that learners' responses reveal that they are often uncertain about why they have to learn about human rights and the contexts and/or learning areas (other than Life Orientation) in which human rights teaching-and-learning should take place. Recommendations highlight the need to gain a better understanding of classroom practices so that teaching-and-learning can infuse a culture of human rights; to acknowledge that human rights teaching-and-learning should be more flexible; to use an implicit way of generating an understanding of human rights; to make human rights teaching and learning in classroom practice more authentic; and to consider 'a human rights beyond the curriculum approach'. This study also identifies areas in which further research should be done. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The National Curriculum Statement (2002), in line with the South African Constitution (1996), views human rights, inclusivity and social justice as priorities in all learning areas of the curriculum. However, a document such as the Manifesto on Values, Education and Democracy (2001) illustrates the complexities of addressing this in practice. One of the reasons is that there are misconceptions about how the concept of 'human rights' should be interpreted in the educational realm. This study sets out to explore how primary school learners understand human rights teaching-and-learning (from a moral and value stance) and what factors influence this. The intention is to rethink and redefine human rights teaching-and-learning from a learner's perspective as well as to investigate the notion that regards human rights as 'misunderstood'. This research offers a new perspective on human rights in that it focuses on primary school learners. Therefore this study will provide another lens through which to consider human rights teaching-and-learning in classroom practice. A literature study and empirical research have been undertaken to investigate how learners understand human rights teaching-and-learning. The literature study explores ontological, epistemological and methodological perspectives of human rights teaching-and-learning. Qualitative observation, written narratives and focus-group interviews formed the bases of this empirical research. Ongoing triangulation is used to ensure that the research findings are valid and trustworthy. It seems that primary school learners do have an understanding of human rights teaching-and-learning, which is characterized by an emphasis on legal rights and the contextualisation of human rights within South African, value and educational contexts. Educational and societal factors are two of the factors that influence this understanding. It is clear that learners' understanding of human rights teaching-and-learning is not one-dimensional. However, there are certain ontological ambiguities in the views that learners hold of the significance of human rights teaching-and-learning -both within and beyond the curriculum. An indication of this is that learners' responses reveal that they are often uncertain about why they have to learn about human rights and the contexts and/or learning areas (other than Life Orientation) in which human rights teaching-and-learning should take place. Recommendations highlight the need to gain a better understanding of classroom practices so that teaching-and-learning can infuse a culture of human rights; to acknowledge that human rights teaching-and-learning should be more flexible; to use an implicit way of generating an understanding of human rights; to make human rights teaching and learning in classroom practice more authentic; and to consider 'a human rights beyond the curriculum approach'. This study also identifies areas in which further research should be done. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

This research was conducted to determine what the nature of teachers’ educational beliefs about teaching, knowledge and learning are, whether there is a relation between their educational beliefs and the way in which they instruct, and if a relation exists, what the nature of such a relation is. Teachers’ educational beliefs about the way in which learners learn and what they are supposed to learn, have a major influence on how the teacher instructs and on how the learners achieve. Educational beliefs are a comprehensive phenomenon and include beliefs about everything. Educational beliefs generally refer to beliefs about teaching, knowledge and learning. The construct epistemological beliefs are actually also used in the literature and can be seen as the more restricted construct that only includes beliefs about knowledge and learning. Both constructs are used in this study. The phenomenon of educational beliefs is used concerning the beliefs about teaching, knowledge and learning, whilst the phenomenon of epistemological beliefs are used when concerned with the beliefs about knowledge and learning. Educational beliefs vary from naïve to sophisticated. Teachers are characterised according to their educational beliefs about teaching as more teacher–centered or more learner–centered. Teachers who are more teacher–centered have more naïve epistemological beliefs and promote superficial learning, which leads to lower academic performances. Conversely, teachers who are more learner–centered have more sophisticated epistemological beliefs that promote an in depth approach to learning, which leads to higher academic performances. The implementation of Outcomes Based Education (OBE) requires inter alia a learner–centered teaching approach and more sophisticated epistemological beliefs. These requirements of OBE poses a major challenge to teachers with more naive epistemological beliefs, because beliefs develop over years and are deeply rooted and difficult to change. With this study it was found that the participants’ epistemological beliefs could be typified as a system including more and less sophisticated epistemological beliefs, thus they did not only have naïve or sophisticated epistemological beliefs. It was also found that the participants of this study were more learner–centered than teacher–centered. Participants with more naïve epistemological beliefs were more teacher–centered compared to participants who had less naïve, thus more sophisticated epistemological beliefs that were more learner–centered. A relation was found between teachers with more naïve epistemological beliefs and a teacher–centered approach and teachers with less naïve epistemological beliefs (thus more sophisticated epistemological beliefs) and a learner–centered approach. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

This research was conducted to determine what the nature of teachers’ educational beliefs about teaching, knowledge and learning are, whether there is a relation between their educational beliefs and the way in which they instruct, and if a relation exists, what the nature of such a relation is. Teachers’ educational beliefs about the way in which learners learn and what they are supposed to learn, have a major influence on how the teacher instructs and on how the learners achieve. Educational beliefs are a comprehensive phenomenon and include beliefs about everything. Educational beliefs generally refer to beliefs about teaching, knowledge and learning. The construct epistemological beliefs are actually also used in the literature and can be seen as the more restricted construct that only includes beliefs about knowledge and learning. Both constructs are used in this study. The phenomenon of educational beliefs is used concerning the beliefs about teaching, knowledge and learning, whilst the phenomenon of epistemological beliefs are used when concerned with the beliefs about knowledge and learning. Educational beliefs vary from naïve to sophisticated. Teachers are characterised according to their educational beliefs about teaching as more teacher–centered or more learner–centered. Teachers who are more teacher–centered have more naïve epistemological beliefs and promote superficial learning, which leads to lower academic performances. Conversely, teachers who are more learner–centered have more sophisticated epistemological beliefs that promote an in depth approach to learning, which leads to higher academic performances. The implementation of Outcomes Based Education (OBE) requires inter alia a learner–centered teaching approach and more sophisticated epistemological beliefs. These requirements of OBE poses a major challenge to teachers with more naive epistemological beliefs, because beliefs develop over years and are deeply rooted and difficult to change. With this study it was found that the participants’ epistemological beliefs could be typified as a system including more and less sophisticated epistemological beliefs, thus they did not only have naïve or sophisticated epistemological beliefs. It was also found that the participants of this study were more learner–centered than teacher–centered. Participants with more naïve epistemological beliefs were more teacher–centered compared to participants who had less naïve, thus more sophisticated epistemological beliefs that were more learner–centered. A relation was found between teachers with more naïve epistemological beliefs and a teacher–centered approach and teachers with less naïve epistemological beliefs (thus more sophisticated epistemological beliefs) and a learner–centered approach. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

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 study entails the design of a public school in the Pretoria inner city that will serve the needs of a growing number of residents in the area. Influences that shaped the design include the school’s connection with the urban context, needs set by the current educational system and a commitment to sustainable development. A mutualistic relationship between school and city is created. The inner city serves as an energetic and sustaining growth medium for the school. The school becomes a beacon of education for the urban community. Architecture creates the opportunity for a positive flow of information and inspiration between school and city. Functions of the school and city blend. Boundaries between the two become blurred. Architecture becomes flexible. Urban or educational needs can lead to a re-shaping of the building’s function or internal organisation. A temporary stability is provided. Architecture makes the user aware of is or her place in the physical and social context of the environment, just as the user makes the architecture aware of its place. / Dissertation (MArch(Prof))--University of Pretoria, 2006. / Architecture / unrestricted

AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid vir skoolfinansies drasties verander deur die instelling van selfbestuur by skole. Daar bestaan tans groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en skoolbeheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Sommige skole se begrotings het sedert 1994 van `n paar honderd duisend rand tot `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas bykomende bestuurverantwoordelikhede op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie bykomende finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief uit te voer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om die vertrekpunte waarbinne skoolfinansies bestuur en beheer word, te bepaal, asook om aan die hand van kontrole- en beheermaatreëls te bepaal of begrotings aangewend word om onderrig en leer in openbare skole te bevorder. ENGLISH: Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self-management of schools, accountability for schoolfinances has changed dramatically. Some schools’ budgets have increased from a few hundred thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body; these developments increase the principal’s managerial responsibilities. Principals and school governing body members are often not qualified to shoulder this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to identify the principles for the control and management of schools’ finances and also to establish whether budgets are managed in such a way that instruction and learning in public schools are propagated. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos universiteite en technikons. Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM -intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit en deurlopende verbetering in 'n model, dui die gekombineerde gevolge van genoemde konsepte op die institusionele verbetering van technikons en • universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van die model) wat vir institusionele verbetering by onderskeidelik universiteite en technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons verskil egter ten opsigte van ander minder belangrike veranderlikes. Die funksionering van die model is soos volg: Die bestuur (akademies en administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen. Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens I aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie en -beginsels is institusionele verbetering. Verder kan die model en die resultate van hierdie studie deur universiteite en technikons gebruik word by die verbetering/implementering van hulle eie, unieke totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir die rede voorgehou. Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons onderskeidelik bepaal is, gebruik word om die sukses met die implementering van TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in the relatively new movement of Total Qua~ity Management(TQM) at tertiary institutions such as universities and technikons. The integration of the total quality-related concepts of_ strategic TQM intent, external environmental factors, reaction of management, effectiveness of the quality system and continuous improvement in a model, can be used to indicate their combined results on the institutional improvement of technikons and universities. The most important variables (within the above-mentioned dimensions of the model) responsible for institutional improvement at universities and technikons respectively, correspond - however, universities and technikons differ regarding the less important variables. The functioning of the model is. as follows: The management (academic and administrative) of the tertiary educational institution identifies and recognises, subject to aspects such as leadership, knowledge, experience and acceptance, certain external environmental factors which are related to the client's requirements (external and internal) and institutional improvement. Given the above restrictions and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of the management (by the application of the TOM principles and philosophy) which determines the effectiveness of the quality system, will determine on which quality level the institution will operate. The quality system comprises the management, technical and social system, and is again subject to continuous improvement. (The management system serves as an integrator of the other two systems). The end result of the application of the TOM philosophy and principles is institutional improvement. The model and results of the study can further be used by universities and technikons for the improvement\implementation of their own, unique, total quality implementation model(s) - for this reason an extended implementation model was presented. Lastly, the (abridged) measuring instruments established for universities and technikons respectively, can be used to measure the success with the implementation of TQM at an individual institution. / Business Management / D.B.L.