This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Text in English, summary in English and Afrikaans / The purpose of this research was to investigate the effect of a performance management training programme on the attitudes of managers towards performance management. The research question was whether a performance management training intervention would change managers' attitude towards performance management. The respondent group consisted of 101 managers who responded to an advertisement and willingly participated in a performance management training programme. A quasi-experimental research design was used in which a pre-test and post-test was applied to the respondent group. The managers in the respondent group completed the same assessment instrument (or questionnaire) before and six months after the performance management training. The results of the empirical analysis indicated that female managers felt less positive about performance management than their male counterparts. No statistically significant change in the attitude and competency of managers towards performance management was found after they had attended the performance management training programme. / Die doel van die studie was om die impak van 'n prestasiebestuuropleidingsprogram op die houdings van bestuurders ten opsigte van prestasiebestuur te ondersoek. Die navorsingsvraag was of 'n opleidingsintervensie in prestasiebestuur, bestuurders se houdings ten opsigte van prestasiebestuur sou verander. Die respondentegroep het uit 101 bestuurders bestaan wat op 'n advertensie gereageer het en vrywillig deelgeneem het aan 'n prestasiebestuuropleidingsprogram. 'n Kwasie-eksperimentele navorsingsontwerp is gebruik waartydens 'n voor- en na-toets op die respondente toegepas is. Die bestuurders in die respondentegroep het dieselfde evalueringsinstrument voor en ses maande na die prestasiebestuuropleiding ingevul. Die resultate van die empiriese ontleding het getoon dat vroulike bestuurders minder positief oor prestasiebestuur gevoel het as hul manlike kollegas. Geen betekenisvolle statistiese verandering in die houdings en vaardighede van bestuurders ten opsigte van prestasiebestuur is gevind nadat hulle die prestasiebestuurprogram bygewoon het nie. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

Text in English, summary in English and Afrikaans / The purpose of this research was to investigate the effect of a performance management training programme on the attitudes of managers towards performance management. The research question was whether a performance management training intervention would change managers' attitude towards performance management. The respondent group consisted of 101 managers who responded to an advertisement and willingly participated in a performance management training programme. A quasi-experimental research design was used in which a pre-test and post-test was applied to the respondent group. The managers in the respondent group completed the same assessment instrument (or questionnaire) before and six months after the performance management training. The results of the empirical analysis indicated that female managers felt less positive about performance management than their male counterparts. No statistically significant change in the attitude and competency of managers towards performance management was found after they had attended the performance management training programme. / Die doel van die studie was om die impak van 'n prestasiebestuuropleidingsprogram op die houdings van bestuurders ten opsigte van prestasiebestuur te ondersoek. Die navorsingsvraag was of 'n opleidingsintervensie in prestasiebestuur, bestuurders se houdings ten opsigte van prestasiebestuur sou verander. Die respondentegroep het uit 101 bestuurders bestaan wat op 'n advertensie gereageer het en vrywillig deelgeneem het aan 'n prestasiebestuuropleidingsprogram. 'n Kwasie-eksperimentele navorsingsontwerp is gebruik waartydens 'n voor- en na-toets op die respondente toegepas is. Die bestuurders in die respondentegroep het dieselfde evalueringsinstrument voor en ses maande na die prestasiebestuuropleiding ingevul. Die resultate van die empiriese ontleding het getoon dat vroulike bestuurders minder positief oor prestasiebestuur gevoel het as hul manlike kollegas. Geen betekenisvolle statistiese verandering in die houdings en vaardighede van bestuurders ten opsigte van prestasiebestuur is gevind nadat hulle die prestasiebestuurprogram bygewoon het nie. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

The challenge to create learning environments that could promote learning is an aspect which currently enjoys much attention in the higher education environment. According to the outcomes based approach, learners are required to be equipped with relevant and applicable skills when entering the workforce on completion of their studies. With this as background, this study investigated the applicability of experiential learning as an approach that could enable learners to make optimal use of changing learning environments. Experiential learning mainly takes place through learners’ exposure to concrete experiences which are then critically reflected upon. The concept of action learning is often used as synonym for experiential learning, as the principles underlying these concepts and the philosophical assumptions are the same. Service learning is an application field of experiential learning that differs from the traditional learning approach. Learners learn from their exposure to learning experiences, whereas service rendering takes place simultaneously. In this study attention will be paid to the importance of reflection in the learning process. On completion of the learning experience learners critically investigate their own values, preconceptions, insights they have gained in the process and actions. The reflective learning process gives learners the opportunity to monitor their own learning objectives, to enhance insight and understanding and observe the interaction between theory and practice. In addition to this the process allows them to optimise human potential by applying what they have learned. According to the process followed in this study, learners have developed and implemented certain psycho-social interventions in collaboration with a specific community. At the start of the process learners were requested to keep their dairies up to date and use these to reflect on any aspect of their learning experience. With the consent of the learners a quantitative analysis was done of the content of their dairies and certain themes have manifested. The main themes that have been identified refer to the experiences during the development and implementation of the intervention and these relate mainly to the learning facilitator. Initially learners were quite dependent on familiar structures but once they became more at ease with the process, they were able to observe and manage the process with greater freedom. One aspect that is prominent in this study is the significance of group processes - not only for the individual learner, but also as part of the greater environment. Learners were specifically challenged to manage the unpredictability of the various processes – something which has required greater adaptability and leniency of learners. Learners’ reflections on the achievement of learning outcomes centre on opportunities to practically apply their theoretical knowledge. In many learners the interaction between theory and practice has resulted in the expansion of their cognitive content. Many references were also made to the improvement of life skills which relate specifically to the group processes and personal enrichment. A reflective attitude in a learning environment facilitates opportunities for learners to build on their current knowledge and develop a greater emotive conscience of the various processes and people involved in the learning environment. In addition to this individual life skills can also become more prominent. Reflection on learning experiences is a critical component by which learners could make sense of their experiences and apply their knowledge, emphasise the greater environment and support the interaction between people and the self as part of the learning process. / Dissertation (MA (Research Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

Text in Afrikaans / Hierdie navorsing handel oor die pastorale begeleiding van 'n gemeentediensjaarspan deur 'n pastorale berader. Die studie is kwalitatief van aard en vind plaas binne die diskoers van praktiese teologie. Die pastoraal-narratiewe metodologie wat aangewend is in die begeleidingsproses, en die narratiewe mikrokaarte van onderskeidelik not-knowing, deursigtigheid, ekstemalisering, dekonstruksie, her-skrywe, rituele, die vermyding van 'n taal van tekortkoming, briewe, re-membering, metafore, die skep van 'n gehoor, vraagstelling en reflektering word bespreek. De Jongh van Arkel se onderskeidings vir die pastoraat word indringend bespreek. Besondere aandag word geskenk aan die vierde onderskeiding wat hy byvoeg, naamlik pastorale terapie. Die navorsing is gerig op almal wat betrokke is by die opleiding en begeleiding van diensjaarspanne, asook op gemeentes wat diensjaarspanne huisves. Voorstelle vir die toekomstige opleiding en begeleiding van diensjaarspanne word gemaak. / This research deals with the pastoral accompaniment (by a pastoral counsellor) of a congregational team that does a service year for Christ. The study is of a qualitative nature and takes place within the discourse of practical theology. The pastoral-narrative methodology that is used in the counselling process, and the narrative micro maps of notknowing, transparency, externalisation, deconstruction, re-authoring, rituals, the avoidance of a language of shortcoming, letters, re-membering, metaphors, the creation of an audience, questioning and reflection, are discussed. De Jongh van Arkel's distinctions for the pastorate are discussed in detail. Special attention is paid to the fourth distinction that he makes, namely pastoral therapy. The research is directed towards everyone who is involved in the training and accompaniment of teams that do a service year for Christ, as well as congregations who host teams that do a year of service. Suggestions for future training and accompaniment of such teams are made. / Theology / M. Th.

This investigative study was undertaken against the background of the recent calls for back to basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review Committees’ reports on the training and development of teachers and on the variable quality of learning support materials. The act of systemic transformation has led to two curriculum revisions taking place within the South African education sector and has inevitably culminated in the identification of shortcomings in teacher development and learning materials. This study has positioned itself to address these shortcomings at pre-service level through the preparation of Mathematics student teachers as prospective Mathematics teachers. In addressing the issue of inadequate training, the focus of the study was not only on cognition, but also on how affect could influence the learning of Mathematics so as to ensure a more encompassing approach in understanding how student teachers learn and do Mathematics. Integrated research on affect and cognition could lead to optimal performance in the teaching and learning of Mathematics and researchers in mathematics education need to acknowledge the role and impact of the affective domain and integrate it into studies of cognition. If learners are going to become competent learners of Mathematics, their affective responses to Mathematics are going to be much more intense than if they are merely expected to achieve satisfactory levels of performance in low-order mathematical skills. In the studies on mathematics cognition, the focus of mathematical competencies is on abilities and capabilities while, in the affective domain, competencies in mathematics are more than the abilities to perform observable tasks. Rather, the focus of the affective competencies lies in the direction, the degree and the levels of intensities of affect constructs (or their variables) that will define mathematical competencies within the affective domain. Evidentiary (qualitative) data from this study supported the contention that affect does influence the learning of mathematics since there were distinct patterns in the overall expressions of participants towards this aspect of the research. The acknowledgment of the concerns of student teachers during field practicum could possibly help in ameliorating these concerns through the identification of what student teachers were mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns about learner-benefit). Some of the statistical results were integrated with the narrative data to provide substantive support for the expressions of student teachers. No classical trends, as noted in the concerns theory, could be detected in this study. It was statistically inferred that a majority of Mathematics student teachers who participated in this study were moderately concerned about most of the concerns statements noted in each of the items on the SCQ. In addressing the variable quality of the learning material the study focused on the development and the use of social context learning packages. The utilisation of these learning packages (in an intervention strategy) was aimed at strengthening social context knowledge and education, and explored its role in the translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on how student teachers perceived the use of these learning packages was recorded during the interviews. Analyses of the verbal data revealed that the participating student teachers agreed with the use of social context learning packages as part of their Mathematics lessons. In sum, the need to prepare effective Mathematics teachers and raise the academic calibre of prospective Mathematics teachers was fundamental to the overall design of this study. It is trusted that curriculum planners and designers will consider the recommendations of this study to address the so-called inadequacies within the education system of South Africa. / Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013