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The researcher focused on developing a psycho-developmental programme that could be used as an intervention technique to combat teenage pregnancy. The literature research indicated that general factors contributing to teenage pregnancy could be divided into individual factors and social factors. The following individual factors played a major role towards teenage pregnancy: lack of knowledge, lack of future vision, lack of educational and personal goals and poor academic performance. Social factors such as poor health care services, poor socio-economic condition, unemployment and poverty could be seen as the most common general factors that lead to teenage pregnancy. Family disorientation because of families consisting of one parent, alcohol and drug abuse, and lack of parent support increase the risk to get involved in prostitution and sexual molesting ending up in teenage pregnancy. Psychological aspects such as low self-image, low self-concept, low self-esteem and an external locus of control are also contributing factors to teenage pregnancy. Cultural rituals, myths about sexuality and teenage pregnancy, poor recreational facilities, poor socio-economic condition leading to poverty and increasing the risk of becoming a victim of sexual abuse could be seen as the most common cultural factors which lead to teenage pregnancy. For the purpose of this research a cultural quasi-experimental design was used. Enrolled pupils between fourteen and sixteen years from the following culture groups: white, black (rural), black (urban) and brown were included in this research. These pupils were enrolled students from the following High Schools in Parys: Parys High School, Phehelang High School, Barnard Molekwane High School, Weiveld High School and Sckonkinville High School. All the pupils from the control group, experimental group and development groups were exposed to the completion of a questionnaire that was utilised for pre-testing as well as post-testing. This questionnaire consisted out of three dimensions: knowledge on sexuality, attitudes towards sexuality and myths occurring in connection with sexuality. This questionnaire is available in Afrikaans and Sotho. Only the experimental group was exposed to the psycho-development programme. The results of the research indicated that no differences between the research groups (experimental, development and control groups), age (14 - 16 years) and gender (male and female) groups were reported before the implementation of the psycho-educational programme. Only statistical differences in the cultural groups (white, black and brown) were found: between white and brown in connection with knowledge, attitudes and myths, and between white and black differences in connection with knowledge and myths. Between brown and black differences were found in connection with attitudes. The results after the implementation of the psycho-educational programme showed that no differences were found in connection with age and gender. The experimental group reported a positive change in attitudes towards teenage pregnancy, while knowledge increased in the development group. No changes were reported in the control group. Within the different cultural groups the following results were reported: Knowledge increased in the white group, while within the black group changes in knowledge, attitudes and myths were found. The results for the brown group did not report any change. The following conclusion could be made that the developed psycho-educational programme did have an impact on improving the knowledge and changing the attitudes of the study population in connection with sexuality and teenage pregnancy. The limitations of this research were identified and recommendations were made. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2007.

Ikimokyklinio ugdymo programų rengimo organizavimas. Remiantis Lietuvos Respublikos Švietimo įstatymo pakeitimo nuostatomis (2005) ir kitų šalių patirtimi, kiekvienai ikimokyklinio ugdymo įstaigai suteikiama teisė rengti savo įstaigos programą, atsižvelgus į pedagogikos ir psichologijos mokslo reikalavimus, vaiko amžiaus tarpsnių ypatumus, ugdymosi poreikius bei tėvų pageidavimus. Tyrimas grindžiamas prielaida, kad ikimokyklinio ugdymo programų organizavimas sąlygoja kokybišką vaiko ugdymą modeliuojant ir pritaikant programą konkretiems vaikų ir tėvų poreikiams bei atsižvelgiant į ikimokyklinės įstaigos specifiką. Tyrimo objektas. Ikimokyklinio ugdymo programų rengimo organizavimas. Tyrimo tikslas – išanalizuoti ir teoriškai pagrįsti ikimokyklinio ugdymo programų modeliavimo ir rengimo svarbą, ištirti programų rengimo organizavimą, sąlygas ir galimybes. Taip pat siekiama atlikti pedagogų kompetencijos analizę ikimokyklinės programos rengimui, atskleisti pedagogų ir tėvų požiūrį į ikimokyklinių ugdymo programų rengimą, išaiškinti ugdytinių lūkesčius programų rengimo situacijoje bei nustatyti, kokią įtaką ugdymo programų rengimas turi ugdymo proceso kokybei ir tobulinimui. Metodologija. Anketinė apklausa buvo vykdoma 2009 m. vasario – kovo mėn. Šiaulių, Radviliškio lopšeliuose – darželiuose. Apklausti ikimokyklinių institucijų pedagogai N=150 ir ugdytinių tėvai N=50. Organizuotas pokalbis – interviu su ikimokyklinio ugdymo pedagogais - programų rengimo komandų nariais N=10 ir... [toliau žr. visą tekstą] / Following the provisions with regard to the modification of the Law on Education of the Republic of Lithuania (2005) and experience of other countries, every preschool educational institution is entitled to prepare its own programme, taking into consideration pedagogic requirements, singularities of children’s age phases, educational needs and parents’ requests. Object of the research. Organisation of preparation of preschool educational programmes. Aim of the research. To analyse and to theoretically justify the importance of modelling and preparation of preschool educational programmes, to analyse the organisation, conditions and possibilities for the preparation of programmes. Moreover, it is striven to perform the analysis of pedagogues’ competence with regard to the preparation of a preschool programme, to reveal pedagogues’ and parents’ attitude towards the preparation of preschool educational programmes, to ascertain children’s expectations for the situation of a programme preparation as well as to establish, how the preparation of educational programmes affects quality and improvement of the educational process. Methodology. The poll with the help of questionnaires was carried out in March – February of 2009 in kindergartens of Šiauliai and Radviliškis. Pedagogues of preschool education N = 150 and children‘s parents N = 150 were questioned. A talk–interview was carried out with pedagogues of preschool education – members of the... [to full text]

The purpose of this study was to research the role the development appraisal teams, namely the staff development team and development support group play in developing educators in schools. The objectives of this study were to understand the problems or challenges faced by schools in developing educators. Provide training for the School Management Team, Development Support Group and Staff Development Team to enable them to perform their roles of educator development. Evaluate and monitor the development appraisal system and educator development. The literature reviewed for this study examines key concepts of appraisal across the globe that would help me understand the South African educator appraisal system and critically evaluate it. This was done by firstly, looking at the following concepts in both business and education: performance management, performance related pay and staff development. Secondly, educator appraisal systems of a few countries are examined, to establish the background and purpose of educator development appraisal in those countries. Why such appraisal systems were introduced? What effect they had on educator development and school improvement? The study also looks at the challenges those countries faced in the implementation of educator developmental appraisal and how they dealt with those challenges. Thirdly, the guiding principles of the South African developmental appraisal system and the processes of the development appraisal were researched to compare with existing practises at the research sites. Furthermore the study explored the role and responsibilities of developmental appraisal teams, namely the Development Support Groups (DSG), the Staff Development Team (SDT) and the School’s Management Team (SMT), to establish how these teams’ contribute to educator development. The methodology used in this study is qualitative in nature. The study takes the form of a case study of 2 schools in the Pinetown district. Semi-structured interviews were conducted with 5 participants from each school. The findings and recommendations of this study reveal 3 strategies that are needed to give schools the support to overcome their difficulties. Firstly, develop strategies to support the development appraisal system at schools. This can be done by developing training mechanisms at schools to train school management teams, staff development teams and development support groups to enable these teams to perform their developmental roles. Secondly, develop strategies to evaluate and monitor the development appraisal system. This can be done by empowering all school’s management teams and staff development teams to be able to monitor and moderate all evaluations taking place during a cycle and asking for documents that support or justify each assessment. Finally, develop strategies to compensate for the challenges faced by each school, based on each school’s context. This can be done by assessing each school’s context prior to assessment being conducted and factoring these contextual issues into each of that school’s educator’s scores. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.

Community Contexts of Maori-English Bilingual Education is a multi-case study of six primary school bilingual programmes located throughout the South Island. These six programmes comprised the total number of programmes officially designated by the (former) Department of Education as bilingual and which were administered from the Southern Regional Office of the Department. Each of these programmes employed the services of a kaiarahi reo and had been in operation for at least one school year at the beginning of Term I, 1989. The focus of the study is the interlocking sociocultural and pedagogical contexts which affect, and which, in turn, are affected by the recent inclusion of Maori as a language of instruction within the New Zealand public school system. The material presented in this report resulted from quantitative and qualitative study over an eighteen month period commencing in February, 1989. Data collection techniques included interviews, classroom observations and questionnaire surveys which were used to compile base-line data on the numbers and backgrounds of pupils enrolled in the programmes, classroom practices, perceptions of parents and school staff and outcomes of the programmes. The research also included a number of interviews with affiliated personnel such as Kohanga Reo parents and staff, local kaumatua, and officials from the Ministry and Department of Education. A number of issues are covered in the study; including the rationales for establishing programmes, staffing policies and procedures, resource allocation, bilingual teaching methodology, the range and depth of bilingual and bicultural innovation, community involvement and levels of satisfaction and concern with the programmes.

Adolescence is a stage that brings about multiple developmental changes for an individual. Parents of adolescent children often find these changes challenging. Parenting programmes have been created however, to help alleviate some of these problems. The review of the literature in this article selects and reviews a few parenting programmes that focus on the adolescent population. The current study then focuses specifically on one in particular; Teen Triple P and its use with 4 families. The participants included were a community sample with identifiable, but non-diagnosable, behavioural problems between the ages of 12-13 years old. Using a triangulation method of results; including a multiple-baseline of behaviour monitoring, parental and youth self-reports, and an observational task, the current study evaluates the effectiveness of Teen Triple P. The results indicate that notable changes were observed and reported in young person and parental behaviour for three of the four families. The other family encountered a crisis prior to the measures being completed at post-intervention which may have influenced their findings. Conclusions regarding this study, limitations, and future focuses for research are also discussed.

At the heart of Environmental Impact Assessment (EIA) lies the focus of identification and assessment of predicted impacts, with the management actions (i.e. Environmental Management Programmes) (EMPr) often being described only in illustrative terms. In order to promote effective Environmental Management (EM) it is important that the management actions arising from EIAs are clearly defined and translated into a good quality EMPr. The thesis had three aims, (1) to determine what is regarded as high-quality criteria for EMPrs (i.e. develop an EMPr review package), (2) to determine the quality of a sample of 20 South African EMPrs by applying the EMPr review package and (3) to provide feedback on the utility of the review package. The EMPr review package was developed by converting high quality criteria for EMPrs into a review package. The EMPr review package has been structured around five (5) Review Areas each with between two and six review categories. Review categories contain between one and eight review sub-categories informing the criteria. The EMPrs were reviewed by applying the EMPr review package. Key shortfalls of EMPrs were found to be: • A lack of project detail and overview to place the EMPr in context; • Insufficient descriptions of the receiving environment and baseline environmental conditions; • Lack of maps, layouts and facility illustrations prescribing where activities must or must not take place; • In most cases no objectives and targets were set for management measures; • The stakeholder engagement process was not clearly defined (who, how, when); • The document and record keeping process was unclear; • The process of managing emergency situations and subsequent remediation were lacking; • No implementation timeframes were set for the implementation of mitigation measures; and • The rehabilitation process was not described in detail. The use of, and overall utility of the EMPr review package is simple and straight forward. A shortfall of the EMPr review package, however, is that results are likely to differ from one reviewer to another based on the reviewer‟s experience with EMPrs. The application of the EMPr review package might improve the quality of EMPrs and over time contribute to improved environmental performance. / Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2013.

At the heart of Environmental Impact Assessment (EIA) lies the focus of identification and assessment of predicted impacts, with the management actions (i.e. Environmental Management Programmes) (EMPr) often being described only in illustrative terms. In order to promote effective Environmental Management (EM) it is important that the management actions arising from EIAs are clearly defined and translated into a good quality EMPr. The thesis had three aims, (1) to determine what is regarded as high-quality criteria for EMPrs (i.e. develop an EMPr review package), (2) to determine the quality of a sample of 20 South African EMPrs by applying the EMPr review package and (3) to provide feedback on the utility of the review package. The EMPr review package was developed by converting high quality criteria for EMPrs into a review package. The EMPr review package has been structured around five (5) Review Areas each with between two and six review categories. Review categories contain between one and eight review sub-categories informing the criteria. The EMPrs were reviewed by applying the EMPr review package. Key shortfalls of EMPrs were found to be: • A lack of project detail and overview to place the EMPr in context; • Insufficient descriptions of the receiving environment and baseline environmental conditions; • Lack of maps, layouts and facility illustrations prescribing where activities must or must not take place; • In most cases no objectives and targets were set for management measures; • The stakeholder engagement process was not clearly defined (who, how, when); • The document and record keeping process was unclear; • The process of managing emergency situations and subsequent remediation were lacking; • No implementation timeframes were set for the implementation of mitigation measures; and • The rehabilitation process was not described in detail. The use of, and overall utility of the EMPr review package is simple and straight forward. A shortfall of the EMPr review package, however, is that results are likely to differ from one reviewer to another based on the reviewer‟s experience with EMPrs. The application of the EMPr review package might improve the quality of EMPrs and over time contribute to improved environmental performance. / Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2013.

The researcher focused on developing a psycho-developmental programme that could be used as an intervention technique to combat teenage pregnancy. The literature research indicated that general factors contributing to teenage pregnancy could be divided into individual factors and social factors. The following individual factors played a major role towards teenage pregnancy: lack of knowledge, lack of future vision, lack of educational and personal goals and poor academic performance. Social factors such as poor health care services, poor socio-economic condition, unemployment and poverty could be seen as the most common general factors that lead to teenage pregnancy. Family disorientation because of families consisting of one parent, alcohol and drug abuse, and lack of parent support increase the risk to get involved in prostitution and sexual molesting ending up in teenage pregnancy. Psychological aspects such as low self-image, low self-concept, low self-esteem and an external locus of control are also contributing factors to teenage pregnancy. Cultural rituals, myths about sexuality and teenage pregnancy, poor recreational facilities, poor socio-economic condition leading to poverty and increasing the risk of becoming a victim of sexual abuse could be seen as the most common cultural factors which lead to teenage pregnancy. For the purpose of this research a cultural quasi-experimental design was used. Enrolled pupils between fourteen and sixteen years from the following culture groups: white, black (rural), black (urban) and brown were included in this research. These pupils were enrolled students from the following High Schools in Parys: Parys High School, Phehelang High School, Barnard Molekwane High School, Weiveld High School and Sckonkinville High School. All the pupils from the control group, experimental group and development groups were exposed to the completion of a questionnaire that was utilised for pre-testing as well as post-testing. This questionnaire consisted out of three dimensions: knowledge on sexuality, attitudes towards sexuality and myths occurring in connection with sexuality. This questionnaire is available in Afrikaans and Sotho. Only the experimental group was exposed to the psycho-development programme. The results of the research indicated that no differences between the research groups (experimental, development and control groups), age (14 - 16 years) and gender (male and female) groups were reported before the implementation of the psycho-educational programme. Only statistical differences in the cultural groups (white, black and brown) were found: between white and brown in connection with knowledge, attitudes and myths, and between white and black differences in connection with knowledge and myths. Between brown and black differences were found in connection with attitudes. The results after the implementation of the psycho-educational programme showed that no differences were found in connection with age and gender. The experimental group reported a positive change in attitudes towards teenage pregnancy, while knowledge increased in the development group. No changes were reported in the control group. Within the different cultural groups the following results were reported: Knowledge increased in the white group, while within the black group changes in knowledge, attitudes and myths were found. The results for the brown group did not report any change. The following conclusion could be made that the developed psycho-educational programme did have an impact on improving the knowledge and changing the attitudes of the study population in connection with sexuality and teenage pregnancy. The limitations of this research were identified and recommendations were made. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2007.