Academic literature on the topic 'College teachers – Rating of – South Africa'
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Journal articles on the topic "College teachers – Rating of – South Africa"
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Mwamwenda, T. S., L. A. Monyooe, and M. J. Glencross. "Stress of Secondary School Teachers in Transkei, South Africa." Psychological Reports 80, no. 2 (April 1997): 379–82. http://dx.doi.org/10.2466/pr0.1997.80.2.379.
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The purpose of this study was to explore self-reported stress experienced by secondary school teachers in Transkei, South Africa using a local unstandardized scale. Contrary to the literature on western teachers, an average rating of stress of 93.5 was reported by the 134 teachers, and no differences were noted between the 66 men and 68 women.
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Robinson, Reagan N., and Anthony N. Taneh. "DIGITAL ILLITERACY: A CONSTRAINT TO TECHNOLOGY EDUCATION ADVANCEMENT IN SOUTH-SOUTH REGION OF NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 11 (November 30, 2018): 307–14. http://dx.doi.org/10.29121/granthaalayah.v6.i11.2018.1132.
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Technology education is one the programmes designed to provide technical knowledge and skills necessary for economic development in Nigeria. But technology education programme has a constraint to its advancement which this study investigated. The study adopted the survey research method for the design. The population of the study was 453 persons comprised of 379 students and 74 technical teachers from one Technical College and a University with technology education department in each of the 6 states of the South-South geo-political zone. A simple random sampling technique was used to obtain a sample size of 188 which comprised of 33 technical teachers and 155 students. A 5-item questionnaire was used as the instrument for the study. The questionnaire item was followed by a single response category based on a 5-point rating scale format of Very High Extent (VHE), High Extent (HE), Moderate Extent (ME), Low Extent (LE) and Very Low Extent (VLE). A test re-test method was adapted to test the reliability of the instrument to obtain a coefficient of 0.73. The data gathered was analyzed using mean and z-test analysis to answer the research question and hypothesis respectively. The finding revealed that digital illiteracy is a constraint to technology education advancement in Nigeria. Based on the findings, it was recommended that in order to enhance digital proficiency in technology education, government should adequately provide digital facilities in all technology education institutions in Nigeria.
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
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page iv. Editorial team
page v. Acknowledgements
page vi. Editorial - Joy Papier
page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
page 143. Interview with Adrienne Bird - Johann Maree
page 153. Contributor biographies
page 156. Editorial policy
page 158. Call for papers: JOVACET 4(1), 2021
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Whati, Lindiwe, Marjanne Senekal, Nelia P. Steyn, Carl Lombard, and Johanna Nel. "Development of a performance-rating scale for a nutrition knowledge test developed for adolescents." Public Health Nutrition 12, no. 10 (October 2009): 1839–45. http://dx.doi.org/10.1017/s1368980008004679.
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AbstractObjectiveThe objectives of the present study were to (i) develop and validate a norm-referenced performance-rating scale to interpret a nutrition knowledge test developed for urban adolescents and (ii) develop a prototype for other researchers to follow when developing nutrition knowledge tests.DesignFor norm development the nutrition knowledge test (questionnaire) was administered to a sample representative of the questionnaire target group, referred to as the norm group. These included 512 adolescents in grades 8 (n 158), 10 (n 149) and 12 (n 205) at three randomly selected schools in Soweto and Johannesburg. The performance scores (in percentages) obtained by the norm group were transformed to Z-scores which were categorised into stanines using established Z-score cut-off points. For validation purposes the questionnaire was completed by 148 volunteers: sixty university dietetics students, nineteen non-nutrition university students and sixty-nine primary-school teachers.ResultsAs required of an ideal norm group, the Z-scores formed a normal distribution (a bell-shaped curve). To facilitate interpretation of the results, the Z-score cut-off points for these categories were transformed back to performance scores (percentages) so that the performance of a testee could be interpreted directly from his/her performance in percentage. As is recommended, the nine stanine categories were reduced to five: very poor, fair/below average, good/average, very good/above average and excellent. The discriminatory validity of the norms was substantiated by showing that groups with known nutrition knowledge levels were rated appropriately and that the performance ratings of these groups differed significantly, with university dietetics students scoring 98·3 %, primary-school teachers 20·3 % and non-nutrition university students 31·6 %.ConclusionsThe norm-referenced performance-rating scale can be used with confidence to interpret the performance score achieved by a testee on the nutrition knowledge test developed for urban adolescents in South Africa. The methodology used in the study serves as a prototype for other researchers who are developing knowledge tests.
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Dong, Bella. "Reviewer Acknowledgements for Journal of Food Research, Vol. 8 No. 3." Journal of Food Research 8, no. 3 (May 30, 2019): 133. http://dx.doi.org/10.5539/jfr.v8n3p133.
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Journal of Food Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Journal of Food Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/journal/index.php/jfr/editor/recruitment and e-mail the completed application form to jfr@ccsenet.org.
Reviewers for Volume 8, Number 3
Adele Papetti, University of Pavia, Italy
Asima Asi Begic-Akagic, Faculty of Agriculture and Food Sciences, Bosnian
Cheryl Rosita Rock, California State University, United States
Codina Georgiana Gabriela, Stefan cel Mare University Suceava, Romania
Elke Rauscher-Gabernig, Austrian Agency for Health and Food Safety, Austria
Elsa M Goncalves, Instituto Nacional de Investigacao Agrária (INIA), Portugal
Jose Maria Zubeldia, Gestión Sanitaria de Canarias – Gobierno de Canarias, Spain
Juliano De Dea Lindner, Federal University of Santa Catarina (UFSC), Brazil
Lenka Kourimska, Czech University of Life Sciences Prague, Czech Republic
Leonardo Martín Pérez, Pontifical Catholic University of Argentina, Argentina
Luis Patarata, Universidade de Trás-os-Montes e Alto Douro, Portugal
Magdalena Polak-Berecka, University of Life Sciences in Lublin, Poland
Marco Iammarino, Istituto Zooprofilattico Sperimentale della Puglia e della Basilicata, Italy
Maria Fernanda Pessoa, Universidade Nova de Lisboa, Portugal
Mariana de Lourdes Almeida Vieira, Centro Federal de Educação Tecnológica de Minas Gerais, Brazil
Massimiliano Renna, Institute of Sciences of Food Production, Italy
Na-Hyung Kim, Wonkwang University, Korea
Richard Nyanzi, Tshwane University of Technology, South Africa
Shalini A. Neeliah, Ministry of Agro-industry and food security, Mauritius
Sonchieu Jean, Higher Technical Teachers Training College (HTTTC), University of Bamenda, Cameroon
Tanima Bhattacharya, Seacom Skills University, India
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Santos, Cynthia, Tharwat El Zahran, Jessica Weiland, Mehruba Anwar, and Joshua Schier. "Characterizing Chemical Terrorism Incidents Collected by the Global Terrorism Database, 1970-2015." Prehospital and Disaster Medicine 34, no. 04 (July 8, 2019): 385–92. http://dx.doi.org/10.1017/s1049023x19004539.
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AbstractBackground:The Global Terrorism Database (GTD) is an open-source database on terrorist incidents around the world since 1970, and it is maintained by the National Consortium for the Study of Terrorism and Responses to Terrorism (START; College Park, Maryland USA), a US Department of Homeland Security Center of Excellence. The consortium reviews media reports to determine if an event meets eligibility to be categorized as a terrorism incident for entry into the database.Objective:The objective of this study was to characterize chemical terrorism incidents reported to the GTD and understand more about the kinds of chemical agents used, the associated morbidity and mortality, the geography of incidents, and the intended targets.Methods:Chemical terrorism incidents from 1970 through 2015 were analyzed by chemical agent category, injury and fatality, geographic region, and target.Results:During the study period, 156,772 terrorism incidents were reported to the GTD, of which 292 (0.19%) met the inclusion criteria for analysis as a chemical terrorism incident. The reported chemical agent categories were: unknown chemical (30.5%); corrosives (23.3%); tear gas/mace (12.3%); unspecified gas (11.6%); cyanide (8.2%); pesticides (5.5%); metals (6.5%); and nerve gas (2.1%). On average, chemical terrorism incidents resulted in 51 injuries (mean range across agents: 2.5-1,622.0) and seven deaths (mean range across agents: 0.0-224.3) per incident. Nerve gas incidents (2.1%) had the highest mean number of injuries (n = 1,622) and fatalities (n = 224) per incident. The highest number of chemical terrorism incidents occurred in South Asia (29.5%), Western Europe (16.8%), and Middle East/North Africa (13.0%). The most common targets were private citizens (19.5%), of which groups of women (22.8%) were often the specific target. Incidents targeting educational institutions often specifically targeted female students or teachers (58.1%).Conclusions:Chemical terrorism incidents rarely occur; however, the use of certain chemical terrorism agents, for example nerve gas, can cause large mass-causality events that can kill or injure thousands with a single use. Certain regions of the world had higher frequency of chemical terrorism events overall, and also varied in their frequencies of the specific chemical terrorism agent used. Data suggest that morbidity and mortality vary by chemical category and by region. Results may be helpful in developing and optimizing regional chemical terrorism preparedness activities.
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"Teacher education." Language Teaching 39, no. 1 (January 2006): 41–45. http://dx.doi.org/10.1017/s026144480625331x.
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06–108Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–109Beran, Tanya (U Calgary, Canada) & Claudio Violato, Ratings of university teacher instruction: How much do student and course characteristics really matter?Assessment & Evaluation in Higher Education (Routledge/Taylor&Francis) 30.6 (2005), 593–601.06–110Cadman, Kate (U Adelaide, Australia; kate.cadman@adelaide.edu.au), Towards a ‘pedagogy of connection’ in critical research education: A REAL story. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 353–367.06–111Francis, Dawn (James Cook U, Australia) & Louise Ingram-Starrs, The labour of learning to reflect. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 541–553.06–112Gordon, June A. (U California at Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers. Journal of Teacher Education (Sage) 56.5 (2005), 459–470.06–113Green, Catherine & Rosie Tanner (IVLOS Institute of Education, Utrecht U, the Netherlands; catherine_green@usamedia.tv), Multiple intelligences and online teacher education. ELT Journal (Oxford University Press) 59.4 (2005), 312–321.06–114Hsu, Shihkuan (National Taiwan U, Taiwan), Help-seeking behaviour of student teachers. Educational Research (Routledge/Taylor&Francis) 47.3 (2005), 307–318.06–115Kolesnikova, Irina L. (St Petersburg, Russia; vkolesni@rol), English or Russian? English language teacher training and education. World Englishes (Blackwell) 24.4 (2005), 471–476.06–116Leeman, Yvonne & Guuske Ledoux (U Amsterdam, the Netherlands), Teachers on intercultural education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 575–589.06–117Longaker, Mark Garrett (U Texas at Austin, USA), Market rhetoric and the Ebonics debate. Written Communication (Sage) 22.4 (2005), 472–501.06–118Lovtsevich, Galina N. (Vladivostok, Russia; lovtsev@ext.dvgu.ru), Language teachers through the looking glass: Expanding Circle teachers' discourse. World Englishes (Blackwell) 24.4 (2005), 461–469.06–119McDonald, Ria (U South Africa, South Africa) & Daniel Kasule, The monitor hypothesis and English teachers in Botswana: Problems, varieties and implications for language teacher education. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 188–200.06–120Orland-Barak, Lily (U of Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education (Sage) 56.4 (2005), 355–366.06–121Postholm, May Britt (Norwegian U Science & Technology, Norway), The teacher shaping and creating dialogues in project work. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 519–539.06–122Poulou, Maria (U Crete, Greece), Educational psychology with teacher education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 555–574.06–123Shahrzad, Saif (Université Laval, Quebec, Canada), Aiming for positive washback: A case study of international teaching assistants. Language Testing (Hodder Arnold) 23.1 (2006), 1–34.06–124Siew-Lian Wong, Mary (Batu Lintang Teachers' College, Malaysia; marywsl@yahoo.com), Language learning strategies and self-efficacy: Investigating the relationship in Malaysia. RELC Journal (Sage) 36.3 (2005), 245–269.06–125Sifakis, Nicos C. & Areti-Maria Sougari (Hellenic Open U, Greece), Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 467–488.06–126Yin Wa Chan, Alice (City U Hong Kong, China), Tactics employed and problems encountered by university English majors in Hong Kong in using a dictionary. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey) 15.1 & 15.2 (2005), 1–27.
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Keller, Anita, and Manfred Max Bergman. "Self-Esteem Among Children in Grade R in an Urban South African School." South African Journal of Childhood Education 2, no. 2 (December 30, 2012). http://dx.doi.org/10.4102/sajce.v2i2.18.
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This paper presents the first assessment of the Behavioural Rating Scale of Presented Self-Esteem (Haltiwanger, 1989) in South Africa. The analyses are based on teachers’ evaluation of self-esteem of 57 young isiZulu and Sesotho-speaking children attending a South African government-funded urban primary school. Although we found Cronbach’s Alpha to be very high (α = .96), an exploratory factor analysis revealed a possible two-factor solution. However, the second factor did not match the two-factor solution reported in previous research (Fuchs-Beauchamp, 1996) and explained only a small amount of total variance. No self-esteem differences were detected between boys and girls, or between isiZulu- and Sesotho-speakers. The association between subjective summary ratings of self-esteem by teachers and the PSE scores in Soweto matches the associations measured in the US by Haltiwanger (1989). Interestingly, teachers’ subjective assessment of children’s future leadership status correlated positively with evaluation of the children’s self-esteem, while teachers’ subjective assessment of being burdened by major problems in the children’s future did not. Measurement issues relating to ecological validity, culture-sensitivity, and subsequent work on self-esteem of children and education in South Africa are discussed.
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Seroto, Johannes. "Dynamics of Decoloniality in South Africa: A Critique of the History of Swiss Mission Education for Indigenous People." Studia Historiae Ecclesiasticae 44, no. 3 (September 19, 2018). http://dx.doi.org/10.25159/2412-4265/3268.
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This paper presents a new framework to analyse missionary education in South Africa, using Grosfoguel’s conceptual and methodological lens of coloniality of power, coloniality of knowledge, and coloniality of being. Firstly, the paper introduces the theoretical lens that undergirds this study and describes the three above-mentioned dimensions. Rather than seek generalisations concerning missionary education in the historical record, the paper presents an analysis of the endeavours of the Swiss Mission Society as an example of Protestant evangelism in South Africa. I indicate how the Swiss Mission used education to racialise and hierarchise the indigenous people and how, in this process, knowledge and indigenous people were dehumanised. The argument is based on examples drawn from the Swiss Mission’s teacher training institution, namely the Lemana Teachers’ Training College, near Elim. Based on the paper’s critical analysis, I propose how power structures, colonised knowledge systems and beings could be decolonised.
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Gaffoor, Aasief, and André Van der Bijl. "Factors influencing the intention of students at a selected TVET college in the Western Cape to complete their National Certificate (Vocational) Business Studies programme." Journal of Vocational, Adult and Continuing Education and Training 2, no. 2 (November 20, 2019). http://dx.doi.org/10.14426/jovacet.v2i2.70.
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Student dropout, also called ‘early departure’, is a significant problem in South Africa’s post-school education and training (PSET) landscape, specifically in the technical and vocational education and training (TVET) sector. The challenge of student retention and programme completion (the antithesis of dropping out) is equally significant and important to TVET institutions, the state department responsible (Department of Higher Education and Training) and the South African economy. Early departure negatively influences the success rates of educational institutions. It also influences the chances of personal employment and financial well-being of individual students, causing financial ripple effects on society and government. Students’ decisions to remain or leave college or a programme are influenced by a variety of individual and social factors, both internal and external, including people close to the students and the policies, systems and structures within which students interact. These factors also encompass the quality and friendliness of teachers, social interaction with teachers and peers, and the role played by friends in academic achievement. This article reports on a study of student perspectives on the internal and external factors that influence their retention in, and completion of, a TVET college Business Studies National Certificate (Vocational) (NC(V)) programme in the Western Cape, South Africa. An improved understanding of student experiences, intentions, and decision-making processes leading to persistence provides a foundation for improving student retention and programme completion in a TVET environment.
Dissertations / Theses on the topic "College teachers – Rating of – South Africa"
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Kiewiets, Winifred Margaret. "Perceptions relating to students performance in small business management at further education and training colleges." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/463.
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The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
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Waghid, Yusef. "Objective teacher evaluation and democracy in a changing South Africa." Thesis, University of the Western Cape, 1992. http://etd.uwc.ac.za/index.php?module=etd&.
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In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis.
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Pym, June. "Initiating a school based teacher appraisal process: A study in educational innovation in South Africa." Thesis, University of the Western Cape, 1999. http://etd.uwc.ac.za/index.php?module=etd&.
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The culture of teaching in most South African schools is one of isolation and independence. Once individuals have qualified as teachers, there is a strong sense of getting on with the job of teaching, rather than beginning a journey of critical reflection and change. This study aims to address and contribute towards shifting this ethos and establishing a joint reflective school culture.
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Mahomed, Carmel Claire. "Adequacy of the postgraduate certificate in education at higher education institutions in the Eastern Cape to develop the work-intergrated learning skills of student teachers." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1008.
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This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
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Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.
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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
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Hendry, Jane. "The analysis and prediction of student progression through degree programmes : a cohort analysis of undergraduate students at the university of Cape Town." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17526.
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Bibliography: pages 85-87.A simplified cohort survival analysis was used to investigate the academic progression of first-time entering undergraduate students within four large bachelors' degree programmes at the University of Cape Town. The rates of graduation, academic exclusion and voluntary drop-out were quantified in relation to the matriculation authorities and prior matriculation performance of the students within each of the four cohorts. The results of the analyses served to identify specific areas of concern with regard to the internal efficiencies in student progression through each of the four degree programmes, and it is suggested that the availability of information of this type will be essential in the attainment of the institutional transformation goals set out in the 1997 White Paper on the transformation of higher education in South Africa. Significant relationships between the matriculation criteria and the final academic outcomes of students within each cohort were detected using log-near modelling. By means of multiple discriminant analysis, significant predictor variables of the final undergraduate academic outcomes within each cohort were identified. However, the relatively weak discriminatory powers of the multiple discriminant models and the poor predictive accuracy of the associated classification functions suggest the variables included in these analyses did not adequately explain the variability in the final undergraduate academic outcomes of students within the selected cohorts. The extent of the voluntary drop-out phenomenon within each of the cohorts was quantified in relation to matriculation criteria, and further analysis of the cohorts indicated that factors other than academic difficulty appeared to have prompted the greater proportion of the voluntary withdrawals. Those students who had dropped out voluntarily were therefore not included in either the log-linear models or the multiple discriminant analyses.
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Basson, René. "A comparison of policies and practices in assessment in a Further Education Institution /." Link to the online version, 2007. http://hdl.handle.net/10019/1615.
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Hendricks, Charlotte Augusta. "A living theory to facilitate the improvement of teacher morale." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/d1016152.
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This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
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Dlamini, Buyi P. "Housing knowledge of final year student teachers at Esikhawini College of Education : implications for the development of housing unit standards." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53450.
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Thesis (MConsumerScience)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, research pointed to the need for a sustainable longterm solution in the form of education and training of the housing consumer. There must be a concentrated effort to provide housing education to consumers, since everyone has a constitutional right of access to adequate housing. Unless consumers are equipped with adequate knowledge and information to make informed choices, this right will not be realised and the housing market shall not function effectively. The main objective of the research study was to determine the basic housing knowledge of the senior student teachers of the Esikhawini College of Education in KwaZulu Natal. The second objective was to develop an illustrative Unit Standard for teacher qualification programmes on the fifth level of the National Oualificationa Framework (NOF). The sixteen housing education and training core concepts identified by Serfontein (2001 :120) namely Basic Housing Technology, Community, Cultural Aspects of Housing, Environment, Financial Aspects of Housing, Housing Consumerism, Housing Design and Decoration, Housing Market, Housing Needs, Housing Policy, Legal Aspects of Housing, Resource Management, Role-players in Housing, Sources of Housing Information, Tenure Options and Types of Housing were used to compile a questionnaire which was administered to the senior students of Esikhawini College of Education. The aim was to determine the basic knowledge that respondents possessed. The data collected formed the background for the illustrative Unit Standard for Housing Education that was developed in this research study. The development of Unit Standards for Housing Education is very necessary and timely as the Department of Housing, who seeks to develop a systematic housing consumer education framework for South Africa, have recommended that Housing Education should be included in the formal education curriculum. If the recommendations of the Department of Housing are implemented and housing education is included in the school curriculum, well-qualified and trained teachers would be needed to facilitate the learning of the content. Therefore housing education should be included in student teacher training programmes. The illustrative Unit Standard for Housing Education developed in this research study is ideally suited for this purpose.
AFRIKAANSE OPSOMMING: Die beskikbaarstelling van behuising in Suid-Afrika is 'n nasionale prioriteit. Aangesien baie aspirant huiseienaars nog nie vantevore huise besit het nie, is hulle nie noodwendig ingelig oor die struikelblokke van huiseienaarskap nie. Alhoewel die regering korttermyn pogings aangewend het om behuisingverbruikers toe te rus met die nodige kennis en vaardighede om ingeligte en verantwoordelike behuisingsbesluite te kan neem, toon navorsing dat daar 'n behoefte is aan 'n langtermyn, standhoudende oplossing in die vorm van opvoeding en die opleiding van behuisingsverbruikers. Daar moet 'n doelgerigte strewe wees om behuisingsopvoeding aan verbruikers te verskaf aangesien almal die konstitusionele reg tot gepaste behuising het. Tensy verbruikers toegerus word met gepaste kennis en inligting om ingeligte besluite te kan neem, sal hierdie reg nie gerealiseer kan word nie, en sal die behuisingsmark nie effektief kan funksioneer nie. Die hoofdoelwit van die navorsingstudie was om die basiese behuisingskennis van senior onderwysstudente aan die Esikhawini College of Education in KwaZulu Natal te bepaal. Die tweede doelwit was om 'n Eenheidstandaard vir Behuisingsopvoeding vir onderwysprogramme op die vyfde vlak van die Nasionale Kwalifikasie Raamwerk (NKR) te ontwikkel. Die sestien Behuisingsopvoeding en -opleiding kernkonsepte wat deur Serfontein (2001: 120) geïdentifiseer is, naamlik Basiese Behuisingstegnologie, Gemeenskap, Kulturele Aspekte van Behuising, Omgewing, Finansiële Aspekte van Behuising, Behuisingsverbruik, Behuisingsontwerp en -versiering, Behuisingsmark, Behuisingsbehoeftes, Behuisingsbeleid, Regsaspekte van Behuising, Hulpbronbestuur, Rolspelers in Behuising, Bronne van behuisingsinformasie, Huisverblyfopsies en Tipes Behuising is gebruik om 'n vraelys op te stel wat ingevul is deur die senior onderwysstudente aan die Esikhawini College of Education. Die doel was om die basiese kennis van die respondente te bepaal. Die data wat ingesamel is, het die onderbou gevorm van die Behuising Eenheidstandaard wat in dié navorsingstudie ontwikkel is. Die ontwikkeling van Eenheidstandaarde vir Behuisingsopvoeding en Opleiding is noodsaaklik en tydig vir die Departement van Behuising, aangesien hulle poog om 'n sistematiese behuisingsverbruikers-opvoedingsraamwerk vir Suid-Afrika daar te stel. Die Departement het aanbeveel dat behuisingsopvoeding ingesluit moet word in die formele onderwyskurrikulum. As die aanbevelings van die Departement van Behuising geïmplementeer word, en behuisingsopvoeding in die skoolkurrikulum ingesluit word, sal goedgekwalifiseerde, opgeleide onderwysers benodig word om hierdie inligting aan die leerders voor te hou. Om hierdie rede moet behuisingsopvoeding ingesluit word in die opleidingsprogramme van onderwysstudente. Die Eenheidstandaard vir Behuising wat in hierdie studie ontwikkel is, sou optimaal aangewend kon word vir hierdie doel.
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Meyer, Lelanie. "Die persepsies van onderwysers rakende hul eie bevoegdheid ten opsigte van die onderrig van skeppende kunste in die intermediere fase (Graad 4-6)." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96894.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study focuses on the perception of Creative Arts educators in the Intermediate Phase with regard to their own competency levels to teach Creative Arts effectively. Creative Arts consists of four art forms, namely Dance, Music, Drama and Visual Arts. The ideal is that all Creative Art educators are competent enough to teach the different art forms effectively. To answer the research question in order to achieve the goal of the study, the researcher made use of a qualitative research design from within an interpretive research paradigm. A case study strategy has also been applied by the researcher in order to obtain data pertaining to the specific aspect of the study, namely Creative Arts educators. Various sources were used to generate the data, namely semi-structured interviews, questionnaires and document analysis. Various precautionary measures were taken to ensure the validity and reliability of the data. During the course of the investigation, ethical issues were in question. However, the researcher followed the necessary guidelines to ensure that all endeavours were ethically acceptable. In the literature study the curriculum review process as well as the inclusion of Arts and Culture and Creative Arts in the curriculum is analysed. The training of Creative Arts educators and the challenges that this subject poses to schools and other mainstream educators are also considered. It was established that mainstream educators are often unable to teach this subject with the required confidence, knowledge and skills. Taking the results of this study into account, it appears that Creative Arts educators are not trained sufficiently in the four art forms, which influences the way in which the subject is taught. Educators who have received training in only one of the art forms tend to emphasise that particular art form only. The results of the study clearly indicate that the educators will only be able to do justice to Creative Arts as a subject if they are trained sufficiently to teach it with the necessary confidence and skill.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die persepsies van Skeppende Kunste-onderwysers in die Intermediêre Fase rakende hul eie bevoegdheidsvlak om Skeppende Kunste doeltreffend te onderrig. Skeppende Kunste bestaan uit vier kunsvorme, naamlik Dans, Drama, Musiek en Visuele Kunste. Die ideaal is dat elke Skeppende Kunste-onderwyser bevoeg genoeg is om elkeen van hierdie kunsvorme doeltreffend aan te bied. Om die navorsingsvraag te beantwoord om die doel van die studie te verwesenlik, het die navorser ʼn kwalitatiewe navorsingstudie vanuit die interpretatiewe navorsingsparadigma onderneem. Die navorser het ook gebruik gemaak van ʼn gevalle-studiestrategie om data oor die spesifieke geval, naamlik Skeppende Kunste-onderwysers, in te samel. Daar is gebruik gemaak van veelvuldige bronne, naamlik semi-gestruktureerde onderhoude, vraelyste en dokumentontleding, om data te genereer. Verskillende stappe is gedoen om die geldigheid en betroubaarheid van die data te verseker. Tydens die ondersoek het etiese kwessies na vore getree, en die navorser het die nodige riglyne gevolg om seker te maak alle handelinge is eties. In die literatuurstudie word die kurrikulumhersieningsproses asook die insluiting van Kuns en Kultuur en Skeppende Kunste in die kurrikulum van naderby beskou. Verder word daar gekyk na die opleiding van Skeppende Kunste-onderwysers en die uitdaging wat hierdie vak aan skole en algemene opgeleide onderwysers bied. Daar is bevind dat algemene opgeleide onderwysers dikwels nie bevoeg voel om hierdie vak met die nodige selfvertroue, kennis en vaardighede aan te bied nie. Uit die resultate van die studie blyk dit dat Skeppende Kunste-onderwysers nie voldoende opgelei is in al vier kunsvorme nie, en dat dit wel ʼn invloed het op die manier waarop die vak aangebied word. Die onderwysers is geneig om die kunsvorm waarin hul wel opleiding ontvang het, te beklemtoon. Uit die studie is dit duidelik dat die vak Skeppende Kunste slegs tot sy reg sal kom indien onderwysers wat dit aanbied voldoende opgelei is om die vak met die nodige selfvertroue en bekwaamheid te onderrig.
Books on the topic "College teachers – Rating of – South Africa"
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University of the Free State. Centre for Higher Education Studies and Development, ed. Performance management of academic staff in South African higher education: A developmental research project. Bloemfontein, South Africa: Centre for Higher Education Studies and Development, University of the Free State, 2004.
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2
Collin, Phurutse Makola, and Human Sciences Research Council. Education, Science and Skills Development Research Programme, eds. Beginner teachers in South Africa: School readiness, knowledge and skills. Cape Town: HSRC Press, 2009.
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Islam, Faisal. School-university partnerships for educational change in rural South Africa: Particular challenges and practical cases. Lewiston, N.Y: Edwin Mellen Press, 2011.
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Reddy, Vijay. Face-to-face training in a conventional preservice programme: A case study at Edgewood College of Education in South Africa. Brighton: Centre for International Education, University of Sussex, 2002.
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OBE, Ahmed Choonara. Cycle of Life: An Autobiographical Journey from Apartheid South Africa to Britain of a College Principal. Troubador Publishing Limited, 2018.
Find full textBook chapters on the topic "College teachers – Rating of – South Africa"
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"Further education and training (FET) college teachers in South Africa and England: A knowledge-based profession of the future?" In Bringing Knowledge Back In, 192–200. Routledge, 2007. http://dx.doi.org/10.4324/9780203073667-21.
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