States that management faces a dilemma when it rightly desires to create and maintain a drug-free work environment. Addresses the need to test employees to ensure a safe and productive workplace while ensuring that the testing procedures are neither demeaning to employees or viewed as an invasion of privacy. Recommends the establishment of a five-step process. States that asking and answering the right questions before setting policy in this sensitive human resources area is essential. The framework presented is designed to assist management in planning for the development of a drug testing programme, responsive to the needs of the organization and its employees.

Submitted to the Faculty of Arts in partial fulfillment of the requirements for the degree of MA (Counseling Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2009. / The reported study evaluated the effectiveness of the Zululand University HIV/AIDS peer educator programme. The evaluation was surnmative in nature. The research design was a pre-post-test control group design and both qualitative and quantitative methods were used for data collection and data analysis. The outcome measures used for the evaluation were changes in participants' HIV/AIDS knowledge, attitude, and behavioural practices. Results indicated that changes had occurred in the experimental groups attitudes regarding HIV/AIDS, knowledge of HIV/Aids, and the behavioural practices of the participants. A two-way analysis of variance (ANOVA) was conducted on attitude, knowledge, and behavioural practices between gender and groups. The analysis of variance (ANOVA) revealed that there were no significant differences in knowledge, attitude, or behavioural practices for both gender and groups. However, a qualitative analysis revealed that the programme was significantly beneficial to participants with regards to their own relationships and empowerment. It has been suggested that further research should be conducted using a larger time frame and larger sample for evaluation.

No / Arts Council England

The local sphere of government in the Republic of South Africa is demarcated into three distinct municipal categories. These three categories represent metropolitan, district and local municipalities as, delineated in the Constitution, 1996 (RSA, 1996). A prominent intent of local government in South Africa is to achieve developmental goals and to deliver effective, effiecient and economic services to citizens. This means delivering services through programmes in a manner that encourages the sustained development of local communities. The Maquassi Hills Local Municipality (MHLM), located in the Dr. Kenneth Kaunda District Municipality of the North-West Province, has a responsibility to implement and achieve local government’s developmental agenda through good governance, public participation, as well as transformation of internal, organisational systems and processes. The ultimate aim is to provide basic services to local communities and to stimulate economic development within their area of responsibility. Contrary to this scenario of efficient, effective and economic service delivery in a democratic developmental local government, South Africa, thus far, typified low levels of service delivery to such an extent that many communities were driven to service delivery protests. The locus of this study, indicated as the MHLM, subsequently also experienced protests within the community, as a result of a low standard, or a lack of service delivery. As possible corrective measures to help achieve the developmental goals of the MHLM, through enhanced service delivery the study introduced a basis theory as “management by projects”. This theory or design is viewed as a vehicle for service delivery improvements. The study investigates these features at strategic, tactical and operational levels within the MHLM as organisation, and compares the implementation of these features to information gained from scholarly efforts. The application of the mentioned features at these three levels within the MHLM is, furthermore, analysed to discern possible disparities, in order to recommend corrective measures that may provide service delivery improvements by the MHLM in its area of operation. / MA (Development and Management), North-West University, Potchefstroom Campus, 2015

The local sphere of government in the Republic of South Africa is demarcated into three distinct municipal categories. These three categories represent metropolitan, district and local municipalities as, delineated in the Constitution, 1996 (RSA, 1996). A prominent intent of local government in South Africa is to achieve developmental goals and to deliver effective, effiecient and economic services to citizens. This means delivering services through programmes in a manner that encourages the sustained development of local communities. The Maquassi Hills Local Municipality (MHLM), located in the Dr. Kenneth Kaunda District Municipality of the North-West Province, has a responsibility to implement and achieve local government’s developmental agenda through good governance, public participation, as well as transformation of internal, organisational systems and processes. The ultimate aim is to provide basic services to local communities and to stimulate economic development within their area of responsibility. Contrary to this scenario of efficient, effective and economic service delivery in a democratic developmental local government, South Africa, thus far, typified low levels of service delivery to such an extent that many communities were driven to service delivery protests. The locus of this study, indicated as the MHLM, subsequently also experienced protests within the community, as a result of a low standard, or a lack of service delivery. As possible corrective measures to help achieve the developmental goals of the MHLM, through enhanced service delivery the study introduced a basis theory as “management by projects”. This theory or design is viewed as a vehicle for service delivery improvements. The study investigates these features at strategic, tactical and operational levels within the MHLM as organisation, and compares the implementation of these features to information gained from scholarly efforts. The application of the mentioned features at these three levels within the MHLM is, furthermore, analysed to discern possible disparities, in order to recommend corrective measures that may provide service delivery improvements by the MHLM in its area of operation. / MA (Development and Management), North-West University, Potchefstroom Campus, 2015

Le but de cette thèse fut de comprendre l’apprentissage de formateurs d’entraîneurs et d’entraîneurs dans le Programme national de certification des entraîneurs. Deux études furent réalisées. La première porte sur l’apprentissage de cinq formateurs au moment d’être formé et en présentant des ateliers à des entraîneurs. La deuxième examine l’apprentissage de onze entraîneurs dans des ateliers. Les données furent collectées à partir de séances d’observation non participante et d’entretiens semi-structurés multiples. Elles furent analysées à partir de la théorie de l’apprentissage humain (Jarvis, 2006, 2007, 2008, 2009) et la théorie de Moon (2001) sur l’apprentissage dans les ateliers de courte durée. Les résultats révélèrent qu’apprendre peut être un processus cognitif, émotif et/ou pratique. Les formateurs apprirent autant en présentant les ateliers à des entraîneurs qu’au moment d’être formé. Les entraîneurs validèrent leur pratique, la modifièrent ou éprouvèrent de l’inconfort à la modifier. Des suggestions furent proposées aux responsables du programme.

Le but de cette thèse fut de comprendre l’apprentissage de formateurs d’entraîneurs et d’entraîneurs dans le Programme national de certification des entraîneurs. Deux études furent réalisées. La première porte sur l’apprentissage de cinq formateurs au moment d’être formé et en présentant des ateliers à des entraîneurs. La deuxième examine l’apprentissage de onze entraîneurs dans des ateliers. Les données furent collectées à partir de séances d’observation non participante et d’entretiens semi-structurés multiples. Elles furent analysées à partir de la théorie de l’apprentissage humain (Jarvis, 2006, 2007, 2008, 2009) et la théorie de Moon (2001) sur l’apprentissage dans les ateliers de courte durée. Les résultats révélèrent qu’apprendre peut être un processus cognitif, émotif et/ou pratique. Les formateurs apprirent autant en présentant les ateliers à des entraîneurs qu’au moment d’être formé. Les entraîneurs validèrent leur pratique, la modifièrent ou éprouvèrent de l’inconfort à la modifier. Des suggestions furent proposées aux responsables du programme.

Le but de cette thèse fut de comprendre l’apprentissage de formateurs d’entraîneurs et d’entraîneurs dans le Programme national de certification des entraîneurs. Deux études furent réalisées. La première porte sur l’apprentissage de cinq formateurs au moment d’être formé et en présentant des ateliers à des entraîneurs. La deuxième examine l’apprentissage de onze entraîneurs dans des ateliers. Les données furent collectées à partir de séances d’observation non participante et d’entretiens semi-structurés multiples. Elles furent analysées à partir de la théorie de l’apprentissage humain (Jarvis, 2006, 2007, 2008, 2009) et la théorie de Moon (2001) sur l’apprentissage dans les ateliers de courte durée. Les résultats révélèrent qu’apprendre peut être un processus cognitif, émotif et/ou pratique. Les formateurs apprirent autant en présentant les ateliers à des entraîneurs qu’au moment d’être formé. Les entraîneurs validèrent leur pratique, la modifièrent ou éprouvèrent de l’inconfort à la modifier. Des suggestions furent proposées aux responsables du programme.

Philosophiae Doctor - PhD / The past decade has seen a growth in Physiotherapy schools offering postgraduate programmes in South Africa. The Republic of South Africa assists other African countries like Kenya, Malawi, Rwanda, Tanzania and Zambia in upgrading the education of diploma-trained physiotherapists (DTPs) to Bacherlor of Science (Honours) (BSc (Hons) and Master's Degrees respectively. The three institutions offering Physiotherapy training in Cape Town make it the largest training locality for Physiotherapy in South Africa. The University of Cape Town (UCT), University of the Western Cape (UWC) and Stellenbosch University are situated within a twenty kilometre radius from each other. These schools have taken a leading role in the postgraduate training of their own PTs, and those from other developing countries. In 2007, for example, about 20% of postgraduate students in Cape Town Physiotherapy schools were from other African countries. The Department of Physiotherapy at UWC in particular has been upgrading DTPs from other African countries to BSc (Hons) and Master's degrees for the last twenty years. However, compared to the wealth of educational literature on other healthcare professions, literature on the evaluation of postgraduate Physiotherapy programmes is scarce. Thus, the aim of this study was to evaluate the outcomes and impact of the UWC postgraduate Physiotherapy BSc (Hons) and Master's programme on clinical practice and research in East and Southern Africa. The dissertation used an explorative and descriptive theory-based evaluation approach using qualitative research methodology. The steps involved in the research process determined the choice and use of the qualitative methodology. The use of qualitative methods was undertaken to provide a comprehensive analysis of the research problem. The study had three main phases. Initially, administrative document reviews and in-depth interviews with UWC postgraduate Master's programme designers (PDs) were conducted to help develop and test the programme theory and measuring instruments (interview guides). Secondly, postgraduates were interviewed to establish and test the implementation process theory, as well as investigate perceived programme outcomes. Then focus group discussions with postgraduate students of UWC, and individual interviews with workplace supervisors of the UWC postgraduates were undertaken to investigate the perceived outcomes and impact of the UWC Master's programme. A variety of methods appropriate for the different steps or stages of the programme were employed, to ensure this evaluation exercise becomes an integrated function in which data are continuously collected and used for decision-making and programme improvement. Multiple types of data were collected to inform each phase. The researcher used purposive sampling technique to constitute the sample. The sampling technique yielded three official documents, three (3) PDs and two (2) implementers, 27 UWC postgraduates, seven (7) workplace supervisors and 30 students of UWC postgraduates. Data was collected via document analyses, in-depth interviews, telephonic in-depth interviews and focus group discussions. Qualitative data analysis occurred concurrently with data collection. Atlas Ti software version 10 was used to assist with data management. The UWC postgraduates reported acquiring knowledge of manual therapy, better management of musculo-skeletal conditions and enhanced clinical reasoning. Participants also reported career growth, pursuit of higher degrees such as PhDs, promotions, job changes from physiotherapy clinicians to educators, involvement in research and the introduction of BSc programmes in their respective countries. The current study demonstrates that the primary objective of the UWC BSc (Hons) and Master's programmes such as increasing access to physiotherapy training in Africa and empowering DTPs with research skills and knowledge of community-based rehabilitation was being realised. However, many postgraduate participants in all countries emphasised the need to include basic sciences, clinical practice and specialisation in the UWC BSc (Hons) and Master's programmes respectively. Furthermore, the participants reported that the programmes did not have much impact on management of conditions other than musculo-skeletal. On the other hand, the employers that participated in the current study identified that the UWC programmes had a positive impact on Physiotherapy education in their respective countries, producing a total of five Physiotherapy degree programmes between the year 2000 and 2014. Kenya, Rwanda, Tanzania and Zambia reported introducing two, one, one and two BSc Physiotherapy programmes respectively. The study also revealed moderate research activity among UWC postgraduates, a challenge most employers attributed to institutional research agendas, high patient work-load and personal strengths of postgraduate students. The students of UWC graduates who participated in the current study reported acquiring new assessment skills for musculo-skeletal conditions, enhanced treatment techniques for musculoskeletal conditions and use of evidence to guide their clinical practice. The participants also reported reduced hospital visits among patients with musculo-skeletal conditions and relatively short treatment durations. However, in all universities but one, students indicated that most lecturers had difficulty applying basic sciences during lectures. The participants also reported a lack of specialist lecturers in areas other than musculo-skeletal. This thesis focused on evaluation of the outcomes and impact of postgraduate BSc (Hons) and Master's programmes in Physiotherapy for DTPs in SADC and East Africa. While the thesis has highlighted many achievements, it has also identified training needs of DTPs that require attention. First, we recommend that the curriculum be reviewed to incorporate clinical practice and more theoretical content in the BSc (Hons) programme and that the UWC special BSc (Hons) programme be considered an RPL project to ensure the visible (documented) and nonvisible (undocumented) knowledge claimed by applicants are subjected to a form of assessment through the UWC RPL process, thus enabling the university to identify the knowledge gap that requires bridging among DTPs seeking admission to the degree programme. Second, we recommend a review of the Master's degree by coursework programme to include more theoretical and clinical practice components that would allow for specialisation. / National Research Foundation (NRF)

Le but de cette thèse fut de comprendre l’apprentissage de formateurs d’entraîneurs et d’entraîneurs dans le Programme national de certification des entraîneurs. Deux études furent réalisées. La première porte sur l’apprentissage de cinq formateurs au moment d’être formé et en présentant des ateliers à des entraîneurs. La deuxième examine l’apprentissage de onze entraîneurs dans des ateliers. Les données furent collectées à partir de séances d’observation non participante et d’entretiens semi-structurés multiples. Elles furent analysées à partir de la théorie de l’apprentissage humain (Jarvis, 2006, 2007, 2008, 2009) et la théorie de Moon (2001) sur l’apprentissage dans les ateliers de courte durée. Les résultats révélèrent qu’apprendre peut être un processus cognitif, émotif et/ou pratique. Les formateurs apprirent autant en présentant les ateliers à des entraîneurs qu’au moment d’être formé. Les entraîneurs validèrent leur pratique, la modifièrent ou éprouvèrent de l’inconfort à la modifier. Des suggestions furent proposées aux responsables du programme.