Text in Afrikaans / This study was aimed at the development of a multicultural counselling model for tertiary education with the emphasis on experiential learning and integration on all levels. Although the South African Qualifications Authority (SAQA) is prescriptive about the outcomes concerning multicultural involvement it does not clearly prescribe experiential learning - causing educational institutions to underplay experiential learning. Ignorance exists about multiculturalism in training programmes. Educational institutions often implement programmes randomly without proper consideration of the multicultural needs of the student population. People from different cultures often experience the caregiver as having little understanding and respect for diverse cultures, often leading to the early termination and inaccessibility of professional services. To provide guidelines to educational institutions about multicultural counselling training, the researcher provided a paradigmatic perspective as foundation to the drafting of a counselling model for training. The Grounded Theory was used to obtain scientifically based information about the multicultural counselling training phenomenon in South Africa as well as the development of a multicultural counselling model for tertiary education. People in professional services were interviewed and compared to literature, whereafter all applicable concepts, principles, processes and elements grounded in the paradigmatic perspective were examined, identified and coded as components of the multicultural counselling model, with the aid of a core category, categories and subcategories. Henceforth a multicultural counselling model for training was developed. The central thesis of the research is that the multicultural counsellor has certain skills that stem from the training received at South African educational institutions, which does not necessarily encompass the concept of multiculturalism. It therefore does not equip the student to successfully help patients from a diverse culture. This problem can be intercepted through a training model with appropriate components of multiculturalism in the curriculum of educational institutions in South Africa. Conclusions and recommendations were made according to the Grounded Theory. The findings of the scientific procedure were evaluated according to reliability as well as the criteria of Chinn en Kramer (1991). Answers were obtained through scientific reasoning and empirical research to produce a model for the implementation of multicultural training within the context of South African educational institutions. / Social Work / D. Diac. (Play Therapy)

This research studies and documents the effect of applying business marketing strategies to a small vocational program at a public community college in California. The intent of applying the business marketing strategies is to promote the growth of the program in the areas of: Student Enrollment, Number of Classes Offered, and Number of Degrees and Certificates Awarded. The aim of this research is to provide evidence to support the notion that promoting a vocational program in a public academic institution, using business marketing strategies would indeed produce favorable results as is it commonly does in the case of a commercial business that markets itself. The Hospitality & Restaurant Management (HRM) program at Mt. San Antonio College was the subject of this research. As a case-study, the HRM program was studied for a period spanning six years from 2000 to 2006 using a quantitative research methodology. A comparison was conducted to analyze the performance of the HRM program in terms of student enrollment, classes offered, degrees and certificates awarded for two periods. The first period (2000 to 2003) reflects a time when the HRM program did not actively employ any marketing strategies to promote itself. The second period (2003 to 2006) covers a period when several marketing strategies were employed. / Educational Studies / D.Ed. (Education Management)

Although the merits of practical work in physics are often questioned, it remains part of physics curricula world-wide. In distance education the incorporation of practical work into the curriculum is considerably complicated by the unique logistics of the setting and the high cost involved. The research reported in this thesis emanated from the need to improve the practical work module for first year physics at the University of South Africa, one of the largest distance education universities in the world. Specifically, the home-based component which, up to the commencement of the research had been entirely text-based, needed to be addressed. To this end it was necessary to identify a valid and attainable set of objectives and to determine the characteristics, abilities and needs of the students in the target group. A survey polling the viewpoints of South African physics lecturers and students about the objectives of practical work was conducted and an extensive student profile comprising a biographic, cognitive and affective component was compiled. Biographically, the target group is unique in the sense that it consists mainly of adult learners, a large percentage of whom study in a second language. The cognitive component of the profile covered aptitude, proficiency in English, mathematics and the integrated science process skills and level of cognitive development, all of which were investigated for possible influence on performance in practical work. On an affective level, students displayed a very positive attitude towards practical work, seated mainly in their need for concrete exploration of the theory. A practical work module structured around an experiential learning cycle adapted to the distance education environment was subsequently designed. The study material developed for the module comprised an interactive study guide on data processing and experimental procedure, a home experiment kit with accompanying workbook and a laboratory manual. From the pilot study forming part of the development process, it was found that students performed significantly better in an assignment based on home-experimentation than in any of the pen- and paper assignments preceding it. Based on the results of the pilot study, a full home experiment kit was designed, evaluated, refined and implemented. / Physics / D.Phil. (Physics)

Human security conceptions, service quality theory, critical social theory, and humanistic and social reconstructionist conceptualization of the curriculum have been used in this study to diagnose the quality of higher education (HE) in peace and security courses offered in Kenyan universities from the perspective of the student. The discourse emanates from the Kenya Government’s recognition of HE as key in solving the challenges affecting the country’s peace and security. This conceptualization is crucial in fast-tracking security reforms and dealing with the persistent peace and security challenges which the country faces. However, delivering quality HE amidst the recent explosion in demand for University education in Kenya has been a challenge and discourses on the dwindling quality of teaching and learning (QTL) delivered to University students in the country abound. The on-going dialectic contends that quality assurance in education is customer driven and the role of the student in evaluation of quality of education is categorical in determining viability of the programmes and self efficacy of the graduands. Using the positivistic-interpretivist paradigm, a total of 152 diploma and undergraduate students from five universities in Kenya participated in the study. Data were collected by use of a modified Service Performance (SERVPERF) questionnaire and interview schedules. The data were analysed both qualitatively by generating themes and categories and quantitatively by use of Statistical Package for Social Sciences (SPSS). The study found that whereas students hold high perceptions of course relevance, their overall perceptions of the QTL in such aspects as facilities, lecturers, teaching methodology, curriculum evaluation and programme content design was low. The study recommends that the universities should mobilize resources to improve the quality of their teaching and learning resources while intensifying practical training and improving the quality of assessment to minimize overreliance on written examinations in evaluating students. Further study of the role of HE in peace and security studies in reinforcing peacebulding and security management in the East African region is equally imperative. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

Text in Afrikaans / Die doel met hierdie studie was om didaktiese riglyne te formuleer waarvolgens die afstandsonderrig van ouditkunde, as deeldissipline in die opleiding van rekenmeesters en ouditeure, beplan, uitgevoer en deurlopend geevalueer kan word. Sodanige riglyne kan dien as rigtingwysers vir die verdere ontwikkeling van geskikte afstandsonderrigstrategiee. Ten aanvang is die leerinhoud van die ouditkunde vakgebied ontleed en afgebaken. Daarna is 'n didakties-gefundeerde onderrigmodel beskryf en op die ouditkunde vakinhoud, afstandsleerders en dosente toegepas. Hieruit is riglyne geformuleer wat gevolg kan word vir die wetenskaplike beplanning, uitvoering en evaluering van ouditkunde afstandsonderrig. Uit 'n evaluering van die huidige afstandsonderrigstrategiee vir ouditkunde aan Unisa het dit gebly~ dat sekere leemtes bestaan. Ten slotte is daar op grond van die didaktiese riglyne voorstelle gemaak om hierdie leemtes te oorbrug en is verskeie onderwerpe vir verdere navorsing ook geidentifiseer. / The aim of this study was to formulate didactic guidelines according to which the distance teaching of auditing, as part-discipline in the training of accountants and auditors, can be p 1 an ned, imp 1 emented and continually evaluated. These didactic guidelines can serve as guidelines for the further development of suitable distance education strategies. First, the auditing syllabus was analysed and delineated. Next, a didactically founded instructional model was described and applied to the subject matter of auditing, distance students and tutors. From this, guidelines were formulated which can be followed to scientifically plan, implement and evaluate the distance teaching of auditing. An evaluation of the existing distance teaching strategies for auditing at Unisa indicated that certain shortcomings exist. Finally, recommendations based upon the didactic guidelines were made to overcome the shortcomings. identified. / Auditing / M. Com. (Auditing)

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some students prefer the use of mathematics in learning physics. Other studies show mathematics as a barrier in students' learning of physics. In this study the role of mathematics in students' understanding of electricity problems was examined. The study undertakes a qualitative approach, and is based on an intepretivist research paradigm. A survey administered to students was used to establish students' expectations on the use of mathematics in physics. Focus group interviews were conducted with the students to further corroborate their views on the use of mathematics in physics. Copies of students' test scripts were made for analysis on students' actual work, applying mathematics as they were solving electricity problems. Analysis of the survey and interview data showed students' views being categorised into what they think it takes to learn physics, and what they think about the use of mathematics in physics. An emergent response was that students think that, problem solving in physics means finding the right equation to use. Students indicated that they sometimes get mathematical answers whose meaning they do not understand, while others maintained that they think that mathematics and physics are inseparable. Application of a tailor-made conceptual framework (MATHRICITY) on students work as they were solving electricity problems, showed activation of all the original four mathematical resources (intuitive knowledge, reasoning primitives, symbolic forms and interpretive devices). Two new mathematical resources were identified as retrieval cues and sense of instructional correctness. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday day mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient. Students' awareness of the domains of knowledge, which was a measure of their understanding, was done through the Extended Semantic Model. Students' awareness of the four domains (concrete, model, abstract, and symbolic) was evident as they were solving the electricity questions. The symbolic domain, which indicated students' awareness of the use of symbols to represent a problem, was the most prevalent. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education)))

This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole. / Philosophy of Education / D. Ed. (Philosophy of Education)

Text in English / This study examined the vocabulary and academic literacy levels of undergraduate students at the University of Namibia, as well as the effects of an explicit and an implicit vocabulary programme on vocabulary development and academic literacy. The study also sought to determine the effects of the programmes on students’ attitudes about vocabulary and explicit vocabulary strategies. The relationship between students’ vocabulary size, academic literacy levels, and their self-assessment of their vocabulary knowledge was examined. Many students had not reached the desired word mastery and did not have adequate academic literacy skills to cope with the demands of university. Students in the explicit group modestly improved receptive vocabulary knowledge at the end of the intervention but there was no significant improvement in academic literacy skills. Overall, students showed an increase in positive responses regarding their attitudes to vocabulary. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

Submitted in fulfilment of the requirements for the Degree in Masters of Technology Nursing, Faculty of Health Sciences, Durban University of Technology. 2014. / Background The KwaZulu-Natal College of Nursing trains students to be professional nurses through the R425 programme. Teaching and evaluation are done in English, although the majority speak isiZulu as their home language. Due to inequalities in the South African schooling system, many English Additional Language (EAL) student nurses have poor English proficiency and struggle academically. There is a need to ensure that those selected for nurse-training are academically successful. Aim of the study The aim of this study was to determine if there was a relationship between English proficiency, determined by the matriculation English results, and first-year nursing academic results. Methodology A quantitative design was used, and comprised of two phases, namely a self-administered questionnaire and a correlation, retrospective record-review. The total population of first-year nurses was 271. The participating sample amounted to 133 consenting nurses, undertaking the R425 programme at KwaZulu-Natal College of Nursing campuses. Stratification sampling was used to ensure that approximately half the sample of nurses attended a rural campus and half attended an urban campus. Random sampling was then used to select the urban campuses and the rural campuses from where students were invited to participate. Descriptive and inferential statistical analysis as well as regression analysis was applied, using the SPSS version 20.0. Results Matriculation English appears to be positively related to many factors including the socio-economic situation when growing up, attending a rural primary school, library access at primary school and access to computers in primary and high school. English additional language nurses prefer to be taught nursing in English and consider it an advantage. The examination failure rate of first-year nurses was 24%. Nurses’ with higher matriculation English results on entry to nurse-training obtained better academic results in first-year nursing examinations. Recommendations Language should not be a barrier to admission into higher education, however a certain threshold of proficiency in the language of instruction is recommended. Under-resourced schools need to be addressed, especially in rural areas, including the language of instruction at schools. The matriculation results of the home language should also be considered in admission criteria to higher education. Policy formulation on formal academic support and language training, especially during the first-year of nurse-training is required for those struggling academically.