The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item consisting of four categories: I am very sure; I know exactly what career I will pursue (n = 228), I am fairly sure what career I will pursue (n = 416), I am not sure at all which career I will pursue (n = 135) and I do not plan to follow a career (n = 3). For the objective of the study, categories one and two were grouped together with participants who were fairly certain which career they would follow, while participants in category three represented participants who were uncertain. Category four was not included as only three participants within that category answered. In total, 644 students were (fairly) certain, while 135 were uncertain. These two groups were enclosed as a dependent variable in the logistic regression. The results of this study showed that work experience influences career uncertainty to some extent. This is supported by previous research. Furthermore, it was found that self–esteem also influences career uncertainty to some degree. However, these two variables were only significant in the first steps of the logistic regression. Furthermore, the results showed that career decision–making difficulties share a significant relationship with career uncertainty. The study also found that significant antecedents of career uncertainty include: a lack of information about the decision–making process; a lack of information about occupations; inconsistent information due to internal conflict; a lack of information about ways of obtaining information; and inconsistent information due to external conflict. In conclusion, exhaustion, cynicism and dedication were also found to be significant antecedents of career uncertainty. Based on these results, this study suggests that student burnout and student engagement influence an individual’s level of career uncertainty. Recommendations were made for practice as well as for future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

The unemployment rate has become a major concern for policy makers in South Africa and therefore the National Plan for Higher Education states that higher education training providers should produce more graduates to address this problem. This resulted in a labour force that has grown rapidly and has become younger and more educated. It would therefore be expected that graduates with a post–matric tertiary qualification would be in high demand, resulting in a low graduate unemployment rate. The reality is that the unemployment rate among graduates has increased. This is not only a concern for the policymakers of South Africa but also for a private higher education training provider situated in the North West Province, specialising in information technology (IT) qualifications (and whose students and alumni participated in this study as part of the study population). The majority of the IT jobs available to their students are in the Gauteng province which means their graduates often need to relocate. As for all other entry level graduates they also have to make choices – when to decline or accept a job offer. This study determines what the expectations of these entry level IT graduates are and the factors that might influence their decision to accept or decline a job offer. For the training provider it is important to know what the challenges are that their graduates encounter. The factors contributing to unemployment among these IT graduates were also investigated. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

BACKGROUND: The research deals with the effect of the Student Rag Community Service's (SRCS) Pick–A–Leader programme on adolescents in a disadvantaged community. The SRCS has been in existence for 30 years and the Student Representative Council of the North–West University: Potchefstroom Campus, has authorised them to promote voluntary ativities for charity in Potchefstroom and its surrounding areas. The SJGD annually presents various programmes to communities in Potchefstroom; however, these programmes have not thus far been formally evaluated. One of these projects is the Pick–A–Leader (PAL) programme which focuses on leadership– and skills development for adolescents in a disadvantaged community. This study concentrates on the evaluation of the PAL–programme. AIM: The primary aim of this study was to determine the effect of the PAL–programme on the adolescents in a disadvantaged community. METHOD: The nature of the investigation was exploratory and descriptive. Mixed methodology was applied in this study. A quasi–experimental design was used in the form of a comparative pre– and post–test design. Focus groups and a number of measuring instruments were used to gather data. Participants in the experimental groups consisted of 45 grade 11 learners from 3 schools in a disadvantaged community of Potchefstroom. Members of the comparative groups also numbered 45 and were grade 11 learners from the same 3 schools as those in the experimental groups. RESULT: It was concluded that the SRCS PAL–programme had an effect on the adolescents. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item consisting of four categories: I am very sure; I know exactly what career I will pursue (n = 228), I am fairly sure what career I will pursue (n = 416), I am not sure at all which career I will pursue (n = 135) and I do not plan to follow a career (n = 3). For the objective of the study, categories one and two were grouped together with participants who were fairly certain which career they would follow, while participants in category three represented participants who were uncertain. Category four was not included as only three participants within that category answered. In total, 644 students were (fairly) certain, while 135 were uncertain. These two groups were enclosed as a dependent variable in the logistic regression. The results of this study showed that work experience influences career uncertainty to some extent. This is supported by previous research. Furthermore, it was found that self–esteem also influences career uncertainty to some degree. However, these two variables were only significant in the first steps of the logistic regression. Furthermore, the results showed that career decision–making difficulties share a significant relationship with career uncertainty. The study also found that significant antecedents of career uncertainty include: a lack of information about the decision–making process; a lack of information about occupations; inconsistent information due to internal conflict; a lack of information about ways of obtaining information; and inconsistent information due to external conflict. In conclusion, exhaustion, cynicism and dedication were also found to be significant antecedents of career uncertainty. Based on these results, this study suggests that student burnout and student engagement influence an individual’s level of career uncertainty. Recommendations were made for practice as well as for future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

La tesi analizza e riflette, criticamente e metodicamente, sulla base di precisi contenuti bibliografici, in merito a quanto l'Unione Europea ha proposto, e continua a prospettare, per ciascuno dei propri cittadini nel complesso settore formativo, educativo e didattico. La matrice della riflessione, e della conseguente azione, è data dal celeberrimo Vertice di Lisbona del marzo del 2000, in cui ciascuno degli Stati membri si impegnò affinché l'Unione Europea potesse diventare, nell'intervallo di tempo intercorrente fra il 2000 ed il 2010, "l'economia della conoscenza più forte e competitiva nel mondo". La sottolineatura relativa all'incremento del "capitale umano" e del "capitale sociale" ritorna con insistente frequenza nella maggior parte dei documenti relativi al patto formativo complessivo nella Comunità Europea. Ciò dà adito ad un corollario di riflessioni che vertono di volta in volta sull'introduzione sempre più massiccia delle Tecnologie dell'Informazione e della Comunicazione; sulla conoscenza di almeno due lingue straniere; sul collegamento sinergico fra il mondo del lavoro ed il mondo della formazione; sull'educazione lungo l'intero corso della vita; sul monitoraggio continuo della qualità dell'istruzione; sulla riforma dei curricola; sulla costruzione delle competenze, per fare solo pochi esempi. I valori che, conseguentemente, non solo in campo formativo ma anche in campo lavorativo, appaiono fondamentali, sono legati alla competitività, alla flessibilità, al cambiamento, all'adattabilità, all'apprezzamento delle eccellenze, all'innovazione ed all'imprenditorialità, considerate indispensabili in un contesto caratterizzato dalla globalizzazione. / The present degree thesis analyses and thinks over, critically and methodically, on the bases of careful bibliographical contents, the proposals that European Union has made, and is still making, for everyone of its citizens in the complicated field of formation, education and didactics. The matrix of reflection, and of the following action, has been realized by the famous Meeting of Lisbon in March 2000, during that every one of the member States committed themselves in order that European Union became, in the period between 2000 and 2010, the strongest and the most competitive economy of knowledge in the world". The underlining concerning the increase of "human capital" and of "social capital" comes back with insistent frequency in the most of documents about the overall formative agreement in European Community. It brings to a corollary of reflections in the direction, time after time, of an ever more massive introduction of Technology of Information and Communication; of the knowledge of two languages at least, of the synergistic connection between the world of work and the world of formation; of the education along the whole course of life; of the continuous monitoring of education quality; of the reformation of curricula; of the skills construction, just to bring few examples. The values that, consequently, not only in the formation field but also in the work field, seem to be essential, are connected with competitiveness, flexibility, change, adaptability, appreciation of excellence, innovation and entrepreneurship, esteemed necessary in a context characterized by globalization.

The aim of this study was to establish to what extent the post graduate theological students of the RCSA experience emotional burnout and what their perceptions of burnout are. A combination of quantitative and qualitative empirical research was conducted to establish the levels of burnout and co–responding perceptions of the phenomenon. The study found that 75% of the post graduate students had experienced burnout to some extent. Out of these 75% participants, 35% experienced acute burnout, and a further 15% could be classified as being in the breakdown phase of burnout. The study indicated that the post graduate students of the RCSA generally had a positive perception towards burnout in the sense that they had a fair understanding of the causes of the phenomenon. The research has also shown that the post graduate theological students identified a balanced lifestyle as the most important preventative measure to combat burnout. To attain such a lifestyle, post graduate theological students need to attend to their spiritual, emotional, social and physical needs in a balanced way. Despite the fact that the majority of the participating students have a positive perception regarding the treatment and prevention of burnout, it is however clear that they do not address the problem effectively. It became clear from the research that additional guidance in the prevention, management and treatment of burnout is required. Various factors were identified that may contribute to the post graduate theological students' experiencing of burnout. These factors include the following: the effective management of the academic work load, their experiencing of overload and a lack of control over the amount of academic work, perceptions that they are not rewarded sufficiently for their contributions, that they feel excluded from experiencing a sense of belonging to a common group and having communion as a group, a lack of work satisfaction, a lack of effective interpersonal relationships, personal problems in their private lives, the degree of Type A–behaviour amongst some participants, a lack of emotional development and growth and a need for interpersonal skills training in their curriculum for them as future ministers, a lack of maintaining healthy emotional boundaries, structuring and ordering of the post graduate theological students-' own spiritual life, a lack of fulfilment of goals and their inability to keep up with the accelerating tempo of socio–domextic change in society. Other contributing factors to burnout amongst post graduate theological students are that they have certain misperceptions about burnout with regard to their calling as a minister. These misperceptions include the following: false feelings of guilt, complying with unrealistic high moral standards as person, that burnout is seen as a sign of 'weakness' and 'sin' and that treatment is only intended for 'sick people'. It has been established that burnout has definite negative consequences in the lives of the post graduate theological students. These consequences affect students' entire lives on physical, spiritual and emotional levels. The following consequences of burnout were identified: depressive disorders, loss of vision, bitterness, psychosomatic symptoms such as headaches, stomach ulcers, muscle spasms, etc. and their experience of burnout as generally being traumatic. Exegesis on 1 Kings 19:1–18 was normatively applied as a guide to address burnout to the post graduate theological students' experience of the phenomenon. Elijah's experience of burnout and how God led him to healing and also looked after his physical, spiritual and emotional needs was evaluated and guidelines were identified and formulated that could serve as an effective means of addressing burnout. Because burnout influences the post graduate theological students on a physical, spiritual and emotional level, the management and treatment thereof should also consist of the addressing of all three these elements in a balanced way. Pastoral guidelines were thus formulated to address these three elements of burnout - physical, spiritual and emotional in an effective manner. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

The aim of this study was to establish to what extent the post graduate theological students of the RCSA experience emotional burnout and what their perceptions of burnout are. A combination of quantitative and qualitative empirical research was conducted to establish the levels of burnout and co–responding perceptions of the phenomenon. The study found that 75% of the post graduate students had experienced burnout to some extent. Out of these 75% participants, 35% experienced acute burnout, and a further 15% could be classified as being in the breakdown phase of burnout. The study indicated that the post graduate students of the RCSA generally had a positive perception towards burnout in the sense that they had a fair understanding of the causes of the phenomenon. The research has also shown that the post graduate theological students identified a balanced lifestyle as the most important preventative measure to combat burnout. To attain such a lifestyle, post graduate theological students need to attend to their spiritual, emotional, social and physical needs in a balanced way. Despite the fact that the majority of the participating students have a positive perception regarding the treatment and prevention of burnout, it is however clear that they do not address the problem effectively. It became clear from the research that additional guidance in the prevention, management and treatment of burnout is required. Various factors were identified that may contribute to the post graduate theological students' experiencing of burnout. These factors include the following: the effective management of the academic work load, their experiencing of overload and a lack of control over the amount of academic work, perceptions that they are not rewarded sufficiently for their contributions, that they feel excluded from experiencing a sense of belonging to a common group and having communion as a group, a lack of work satisfaction, a lack of effective interpersonal relationships, personal problems in their private lives, the degree of Type A–behaviour amongst some participants, a lack of emotional development and growth and a need for interpersonal skills training in their curriculum for them as future ministers, a lack of maintaining healthy emotional boundaries, structuring and ordering of the post graduate theological students-' own spiritual life, a lack of fulfilment of goals and their inability to keep up with the accelerating tempo of socio–domextic change in society. Other contributing factors to burnout amongst post graduate theological students are that they have certain misperceptions about burnout with regard to their calling as a minister. These misperceptions include the following: false feelings of guilt, complying with unrealistic high moral standards as person, that burnout is seen as a sign of 'weakness' and 'sin' and that treatment is only intended for 'sick people'. It has been established that burnout has definite negative consequences in the lives of the post graduate theological students. These consequences affect students' entire lives on physical, spiritual and emotional levels. The following consequences of burnout were identified: depressive disorders, loss of vision, bitterness, psychosomatic symptoms such as headaches, stomach ulcers, muscle spasms, etc. and their experience of burnout as generally being traumatic. Exegesis on 1 Kings 19:1–18 was normatively applied as a guide to address burnout to the post graduate theological students' experience of the phenomenon. Elijah's experience of burnout and how God led him to healing and also looked after his physical, spiritual and emotional needs was evaluated and guidelines were identified and formulated that could serve as an effective means of addressing burnout. Because burnout influences the post graduate theological students on a physical, spiritual and emotional level, the management and treatment thereof should also consist of the addressing of all three these elements in a balanced way. Pastoral guidelines were thus formulated to address these three elements of burnout - physical, spiritual and emotional in an effective manner. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

Low achievement in Mathematics is a problem that faces schools, colleges and universities, not only in South Africa, but worldwide. Many efforts have been made to explore different ways in which teaching and learning can be more effective. ICT provides endless possibili–ties to enhance the teaching and learning of Mathematics. The purpose of this study is to determine teacher–students’ attitude towards ICTs in order to plan for effective, efficient and appropriate methods of Mathematics education. It further aims to determine to what extent these students will be willing to use ICTs in their own studies as well as in the teaching pro–cess in their classrooms, and aims to compare the students’ attitudes across three countries i.e. South Africa, Tanzania and Finland. The population consisted of Mathematics education teacher–students enrolled at the following institutions: School for Continuing Teacher Educa–tion (SCTE) at the North–West University in South Africa (317 students), the Iringa University College, University of Tumaini in Tanzania (111 students), and the University of Joensuu in Finland (56 students). This study followed a quantitative cross–sectional survey design com–prising a single mode research questionnaire to three groups of students in three countries. The instrument that was used was based on the Loyd and Gressard Computer Attitude Sur–vey (1984) (CAS), with a few additional questions to add to the relevance of this study. Questionnaires were completed by each group of students. The questionnaires were posted to each Mathematics teacher–student at the SCTE with a return envelope included. The re–searcher visited Tanzania and administered the questionnaire to the students at their univer–sity and some students in Finland completed the survey online while others completed a pa–per–based copy, which was returned to the researcher. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used, and where appropriate, effect sizes were calculated. Findings indi–cated that the teacher–students have a positive attitude to computers and that they are willing to use ICTs in their own studies and in their teaching at school. The comparison of their atti–tudes revealed that the South African and Tanzanian teacher–students have a more positive attitude towards ICTs than the Finnish students. The teacher–students in the two African countries were also more willing to use ICTs than the students in Finland, despite their in–creased exposure and access to technology. To create an environment of effective Mathe–matics education, a number of factors play an important role. Mathematics education sup–ported by good pedagogical content knowledge can be transformed into effective Mathemat–ics education with the aid of a positive computer attitude and willingness to use technology. Together these aspects are supported by the technological pedagogical content knowledge (TPCK) framework. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Low achievement in Mathematics is a problem that faces schools, colleges and universities, not only in South Africa, but worldwide. Many efforts have been made to explore different ways in which teaching and learning can be more effective. ICT provides endless possibili–ties to enhance the teaching and learning of Mathematics. The purpose of this study is to determine teacher–students’ attitude towards ICTs in order to plan for effective, efficient and appropriate methods of Mathematics education. It further aims to determine to what extent these students will be willing to use ICTs in their own studies as well as in the teaching pro–cess in their classrooms, and aims to compare the students’ attitudes across three countries i.e. South Africa, Tanzania and Finland. The population consisted of Mathematics education teacher–students enrolled at the following institutions: School for Continuing Teacher Educa–tion (SCTE) at the North–West University in South Africa (317 students), the Iringa University College, University of Tumaini in Tanzania (111 students), and the University of Joensuu in Finland (56 students). This study followed a quantitative cross–sectional survey design com–prising a single mode research questionnaire to three groups of students in three countries. The instrument that was used was based on the Loyd and Gressard Computer Attitude Sur–vey (1984) (CAS), with a few additional questions to add to the relevance of this study. Questionnaires were completed by each group of students. The questionnaires were posted to each Mathematics teacher–student at the SCTE with a return envelope included. The re–searcher visited Tanzania and administered the questionnaire to the students at their univer–sity and some students in Finland completed the survey online while others completed a pa–per–based copy, which was returned to the researcher. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used, and where appropriate, effect sizes were calculated. Findings indi–cated that the teacher–students have a positive attitude to computers and that they are willing to use ICTs in their own studies and in their teaching at school. The comparison of their atti–tudes revealed that the South African and Tanzanian teacher–students have a more positive attitude towards ICTs than the Finnish students. The teacher–students in the two African countries were also more willing to use ICTs than the students in Finland, despite their in–creased exposure and access to technology. To create an environment of effective Mathe–matics education, a number of factors play an important role. Mathematics education sup–ported by good pedagogical content knowledge can be transformed into effective Mathemat–ics education with the aid of a positive computer attitude and willingness to use technology. Together these aspects are supported by the technological pedagogical content knowledge (TPCK) framework. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Abstracts in English, Zulu and Afrikaans / The worldwide growth of open distance and e-Learning cannot be denied, nor can it remain unnoticed. In the South African setting, which is the focus of this study, the increasingly high demand for higher education has also led to the development of distance education. However, the throughput rate for this mode of education has been consistently unimpressive for over a decade and this has led to high dropout rates. There is cause for concern regarding how best to assist students and improve throughput. Therefore, this research has focused on identifying strategies that can be incorporated to support sustained learning in South African ODeL. It considers issues such as the social inequalities, previous disadvantages, and ICT affordances that characterise South African ODeL students. This research took a qualitative research approach, using a case study that was conducted as a dissertation of limited scope. The aim was to unveil the best approaches that could be incorporated in South African ODeL in order to support sustained learning. The study attempted to understand such strategies, based on students' perceptions and reflections on their experiences while studying first-level modules in distance education. The case for this research study was the University of South Africa (UNISA), where eight student participants were interviewed, using semi-structured interviews to collect data. The findings of this study revealed that there are some readily available resources that the institution and instructors can use to promote sustained learning and improve student throughput. This research recommends frequent student surveys to discover student needs and the challenges that they experience. It also recommends improved communication with students, provision of financial aid, development of open educational resources (OERs), ensuring rapid delivery of study material, and the use of different methods of delivering learning content. It is important to note that the findings of this dissertation are of limited scope and cannot be generalised to the issues affecting the majority of South African ODeL students – this because the study was carried out at one institution and involved just one module and eight participants. However, these findings have the potential to enlighten ODeL stakeholders as to matters affecting some of their students. The findings could also provide valuable information for future large-scale research. / Ukudlondlobala kohlelo kohlelo lwemfundo evulekile nokufunda kude kanye nohlelo lwe-inthanethi akunakuphikiswa, futhi angeke kwathathwa sengathi akunakiwe. Ngokwesizinda seNingizimu Afrika, esiyindikimba yalolu cwaningo, izinga elikhulayo lokufuneka kwemfundo ephakeme nakho sekuholele ekukhuleni kwemfundo yokufunda ukude.Yize-kunjalo, izinga legalelo lalolu hlelo lwemfundo kudala lubonakala lungeluhle esikhathini esingaphezu kweminyaka eyishumi kanti lokhu sekuholele ekutheni kwehle izinga labafundi abayeka ukufunda. Kunomnako mayelana nendlela nokuthi abafundi bangancedwa kangcono kangakanani ukuze bathuthukise izinga labo lokusebenza. Ngakho-ke, lolu cwaningo selugxile ekutholeni amasu lawo angasetshenziswa ukuxhasa imfundo esimelele ohlelweni lwe-ODeL lwaseNingizimu Afrika. Lokhu kufaka izindaba ezinjengokungalingani komphakathi, ukuncishwa kwamathuba esikhathini esedlule, kanye nokwazi ukukhokhela uhlelo lwe-ICT okuwuhlelo oluyinsika kubafundi bohlelo lwe-ODeL eNingizimu Afrika. Lolu cwaningo lulandele indlela yocwaningo eyencike kwizinga lengxoxo (qualitative), ngokusebenzisa ucwaningo lotho olwenziwa njengedezetheshini enobukhulu obunqunyiwe. Inhloso kwaye kuwukuveza izindlela ezingcono ebezingafakwa kwi-ODeL yaseNingizimu Afrika, ukuxhasa imfundo imfundo esimelele. Ucwaningo beluzama ukuzwisisa amasu anjalo, asuselwa phezu kwemiqondo yabafundi kanye nokubheka ulwazi lwabo kube ngakolunye uhlangothi bafunda omojuli besigaba sokuqala sohlelo lwemfundo yokufunda kude. Ucwaningo lotho lwalesi sifundo lwenziwa eNyuvesi yaseNingizimu Afrika (UNISA), lapho abafundi abayisishiyagalombili befakwa imibuzo yenhlolovo, ngokusebenzisa inhlolovo yesakhiwo sikanxambili ngenhloso yokuqoqa idatha. Ulwazi olutholwe yilolu cwaningo luye lwaveza ukuthi kunemithombo elungisiwe esesimeni esifanele engasetshenziswa yiziko kanye nabayaleli ukuthuthukisa uhlelo lokufunda olusimelele kanye nokuthuthukisa umsebenzi wabafundi. Lolu cwaningo luncoma amasaveyi enziwa njalo abafundi ukubona izidingo zabafundi kanye nezinselelo abafundi abahlangabezana nazo. Ucwaningo luphinda futhi luncoma uhlelo oluhle lokuxhumana nabafundi, ukuhlinzekwa ngosizo lwezimali, ukuthuthukiswa kwemithombo yemfundo evulekile (OER), ukuqinisekisa kohlelo olusheshayo lokuhlinzekwa. ngomatheriyeli wokufunda, kanye nokusebenzisa izindlela ezahlukene zokwethula indikimba yokufundwayo. Kubalulekile ukukhumbula ukuthi ulwazi olufunyenwe lwedizetheshini wulwazi oluncane olubekelwe imingcele kanti lolu lwazi angeke lwafaniswa nodaba oluthinta iningi labafundi base-ODeL yaseNingizimu Afrika – lokhu kungenxa yokuthi ucwaningo lwenziwa kwiziko elilodwa futhi lwaxuba umojuli owodwa kanye nabadlalindima abayisishiyagalombili. Yize-kunjalo, lolu lwazi olutholakele lunethuba lokukhanyisela abasebenzisani njengezinto ezithinta abanye babafundi. Ulwazi olutholakele belunganikeza ulwazi olusemqoka mayelana nocwaningo olubanzi olungenziwa esikhathini esizayo. / Wêreldwyd het oopafstand- en e-leer groei ervaar wat nie ontken kan word of ongesiens kan bly nie. In die Suid-Afrikaanse konteks, wat die fokus van hierdie studie is, het die toenemende vraag na hoër onderwys ook tot die ontwikkeling van afstandsonderrig gelei. Die slaagsyfer vir hierdie vorm van onderrig is egter al vir langer as ʼn dekade deurlopend onindrukwekkend, en dit het tot hoë uitsaksyfers gelei. Daar is rede tot kommer rakende die beste maniere om studente by te staan en die slaagsyfer te verbeter. Die fokus van hierdie navorsing was daarom op die identifisering van strategieë wat geïnkorporeer kan word om volgehoue leer in Suid-Afrikaanse oopafstand- en e-leer te ondersteun. Die volgende kwessies is ondersoek: die sosiale ongelykhede, benadeling in die verlede, en IKT-status wat met Suid-Afrikaanse oopafstand- en e-leer-studente geassosieer word. ʼn Kwalitatiewe navorsingsbenadering is gevolg; ʼn gevallestudie wat uitgevoer is, is in die verhandeling van beperkte omvang gebruik. Die doel was om die beste benaderings te bepaal wat in Suid-Afrikaanse oopafstand- en e-leer geïnkorporeer kan word om volgehoue leer te ondersteun. Tydens die studie is daar gepoog om sodanige strategieë te verstaan op grond van studente se persepsies en hul refleksie op hul ervarings terwyl hulle eerstejaarmodules deur afstandonderrig studeer het. Die geval wat in hierdie navorsing bestudeer is, is dié van die Universiteit van Suid-Afrika (Unisa), waar daar semi-gestruktureerde onderhoude met agt studentedeelnemers gevoer is om data in te samel. Die bevindinge van hierdie studie het getoon dat daar geredelik beskikbare hulpbronne is wat deur die instelling en die onderriggewers ingespan kan word om volgehoue leer te bevorder en die studente se slaagsyfers te verbeter. Op grond van hierdie navorsing word aanbeveel dat opnames gereeld onder studente gemaak word om hulle behoeftes en uitdagings te bepaal. Verdere aanbevelings sluit in verbeterde kommunikasie met studente, voorsiening van finansiële steun, ontwikkeling van oop opvoedkundige hulpbronne, versekering van spoedige lewering van studiemateriaal, en die gebruik van verskillende metodes om leerinhoud te lewer. Dit is belangrik om te besef dat die bevindinge van hierdie verhandeling beperk in omvang is en nie veralgemeen kan word om die kwessies in te sluit wat die meerderheid van Suid-Afrikaanse oopafstand- en e-leer-studente raak nie – aangesien die studie by een instelling uitgevoer is en slegs een module en agt deelnemers behels het. Hierdie bevindinge het egter die potensiaal om vir oopafstand- en e-leer-belanghebbers lig te werp op kwessies wat sommige van hul studente raak. Die bevindinge kan ook waardevolle inligting vir toekomstige grootskaalse navorsing oplewer. / Educational Studies / M. Ed. (Open Distance Learning)