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1
Niven, Penelope Mary. "Narrating emergence in the curious terrain of academic development research: a realist perspective." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003558.
Full textAbstract:
This dissertation adopts a realist meta-perspective on a body of the scholar's own research papers written between 2005 and 2011, all either published or in press and offered for reference in the Appendices. The six papers represent the point of departure for the thesis; they are the phenomenon for further investigation into 'what must be the case' for the research events to have emerged as they did. One aspect of this study, therefore, is an auto ethnographic account of conducting research in the field of Academic Development within varied settings and over a given time frame. But alongside this personal history it narrates cycles in the Academic Development movement in South Africa over 30 years. Margaret Archer's Social Realist principle of analytical dualism (1995) is used to disaggregate the emergent properties within these histories and to enable an analysis of the underlying mechanisms that generated them. It refers to three social domains. Firstly, it describes the material structures - the institutional environments, policies, roles or professional conditions - in which the projects were conceived. Secondly, it identifies the cultural registers that the profession was drawing on - such as theories, beliefs or discourses. Thirdly, it draws attention to the agency of individuals and communities in the field as they independently activated or mediated these various conditioning structures and registers. So the study is a systematic examination of the parts and the people in research stories, of the complex interrelationship of structural and agential elements, and of how together they have generated particular forms of knowing and kinds of knowledge in Academic Development. Drawing from this 'history-within-a-history', the study makes some claims for 'what must be the case' for substantial knowledge to flourish in a newly emergent, hotly contested and relatively unstable field. It argues that Academic Development has few shared epistemological foundations and boundaries, and its roles and functions are shifting and diverse. It describes the tensions in the field between those who have been inclined to understand it as primarily concerned with redress or equity in the postapartheid state, and yet others who have prioritised Academic Development as an efficiency project within higher education. But there is a third discourse emanating from those in the profession who have consistently argued that neither of these approaches can succeed without drawing on stronger theoretical foundations. This study endorses the view that Academic Developers need to identify more coherent ontological and epistemological frames for their research work. This has important implications for building the kind of substantial knowledge base that could be more influential in addressing the troubled terrain of South African higher education. The study refers extensively to Lewis Carroll's Alice in Wonderland (1865) and Through the Looking-Glass (1871) and to Mervyn Peake's 1946 illustrations of these children's stories, finding in these texts powerful analogies and metaphors for principles in realist philosophy and theory, and for describing a researcher's journey towards a more assured identity in the curious field of Academic Development.
2
Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions.<br>AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
3
Okokoh, A. B. C. "Transforming higher education delivery in South Africa, lessons and experiences of CIDA City Campus." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3398.
Full textAbstract:
Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007.<br>Some aspects of South African higher education transformation have been bleak, indicating that the trajectory of innovative teaching and affordability requires attention for the foreseeable future. At CIDA we have seen a different picture of this, in other institutions there may be other milestones yet to reveal other gains of transformation.
Briefly, this paper tells the CIDA transformation story; other institutions of higher learning in South Africa can learn from its approach and share in the remarkable sense of determination and commitment demonstrated by CIDA.
The purpose of this work is to reflect on CIDA’s pattern breaking that can aid better student equity transformation in the South African higher education system. A limitation of the study is that we examine only one factor at a time and it may not adequately account for what happens when all the factors interact at the same time.
It emerged from the discussion that CIDA innovative teaching involves awareness of students’ educational needs, views and emphasis on the physical experience of emotions and reasoning. Students are encouraged to be self-confident and feel good about themselves and others through participation and opportunities for spirituality and diversity.
4
Bester, Marianne. "Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86447.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography.
Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.<br>AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie.
‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.
5
Mudefi, Elmon. "Consensus and contentions around community engagement in a South African tertiary institution: University of Fort Hare." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/311.
Full textAbstract:
This study examines the nature and character of consensus and contentions around the discourse of community engagement in a South African university context. This is against the background of the growing body of literature that advocates for the need for universities to make their impact felt in communities in more direct ways than through teaching and research. The examination is also against the background of the assumption that the success or failure of community engagement initiatives is, in part, a function of how stakeholders agree/disagree on the meaning and purpose of community engagement. The University of Fort Hare is used as a case study. Interviews and Focus Group Discussions were used for qualitative data collection, whilst a survey was conducted for gathering quantitative data. The study revealed that stakeholders attach different meanings to community engagement, with those possessing power and influence acting as key decision makers. Thus powerful stakeholders (in this case, the university and donor organizations) are at the core of the decision making process, while beneficiaries are pushed to the periphery. Moreover, both the meanings and the activities within which they cohere have important implications for the way beneficiary communities perceive university-community partnerships.
6
Moeng, Siphokazi Florence. "A comprehensive university: constructing an organisational identity." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1029.
Full textAbstract:
The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
7
Mitchell, Pauline. "An organisation development intervention in a previously disadvantaged school in the Eastern Cape." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003565.
Full textAbstract:
“We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.
8
Erasmus, Anna Wouterina. "Research at Technikons : the journey from apprenticeship training to technological degrees." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21450.
Full textAbstract:
Thesis (DPhil)--University of Stellenbosch, 2008.<br>ENGLISH ABSTRACT: This thesis presents the findings and conclusions of the function of research in the
technikons’ journey from apprenticeship training to technological degrees.
The analysis and interpretation of primary sources on the development of technical
higher education and research revealed that research developments at technikons
evolved in a pattern so closely resembling and reflecting an evolving technical
education mission that it is difficult if not impossible to pinpoint cause and effect.
The evolving technical education mission was characterised by diversity entrenched
in the provision of technical education, a continuing problematic process of
differentiation between vocational and technical education, the development of
formal centrally-controlled technical higher education and continuous differences
between the Education Department and the sector officials on the nature of the
technical higher qualifications and the role of research in these qualifications.
As a result of the factors characterising the development of technical higher
education, gaps were created between the technikon officials’ vision of research at
technikons, the strategies and plans to establish a research culture and the
technikons’ research performance. In addition, an evaluation of technikon research
performance in terms of the nature, scope, content and volume of research reflects a
limited understanding of the relation between the input factors and the process
factors utilised to lead to a system capable of sustaining a research culture,
especially in view of maintaining the newly-assigned University status.<br>AFRIKAANSE OPSOMMING: Hierdie dissertasie handel oor die bevindinge en slotsom ten opsigte van die funksie
van navorsing in die technikons se reis van vakleerlingskapopleiding tot die aanbied
van tegnologiese grade.
Die analise en interpretasie van primêre bronne wat handel oor die ontwikkeling van
hoër tegniese onderwys en navorsing het bewys dat navorsingontwikkeling by
technikons op ‘n manier ontwikkel het dat dit die evolusie van die tegniese
onderwysmissie streng navolg en reflekteer. Dit maak dit moeilik, indien nie
onmoontlik nie, om die oorsaak en gevolg vas te stel.
Die evolusie van die tegniese onderwysmissie is gekenmerk deur diversiteit wat
ingebed is in die voorsiening van tegniese onderwys, ‘n voortdurende problematiese
proses van differensiasie tussen beroeps- en tegniese onderwys, die ontwikkeling
van formele sentraalbeheerde hoër tegniese onderwys en voortdurende verskille
tussen die Department van Onderwys en die sektorbeamptes oor die aard van die
hoër tegniese kwalifikasies en die rol van navorsing in hierdie kwalifikasies.
As gevolg van die faktore wat die ontwikkeling van hoër tegniese onderwys gespeel
het, het gapings ontstaan tussen die technikonbeamptes se visie van navorsing aan
technikons, die strategieë en planne wat ontwikkel is om ‘n navorsingskultuur te
vestig en die technikons se navorsingsuitsette. Saam daarmee het ‘n evaluasie van
technikonnavorsingprestasie in terme van die aard, omvang, inhoud en volume ‘n
beperkte begrip van die verhouding tussen insetfaktore en die prosesfaktore wat
gebruik word om tot ‘n sisteem te lei wat daartoe in staat is om ‘n navorsingskultuur
te onderhou, gereflekteer, veral met die doel om die nuuttoegekende
universiteitstatus te onderhou.
9
Mnene, Mthetheleli. "Investigating teaching and learning within three Eastern Cape reception year classrooms." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.
Full textAbstract:
The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
10
Beukes, Cecil Joseph. "A critical-hermeneutical inquiry of schools as learning organisations." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5462.
Full textAbstract:
Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.<br>Dissertation presented for the degree
Doctor of Philosophy (PhD)
at
Stellenbosch University.<br>ENGLISH ABSTRACT: In this critical-hermeneutical inquiry into schools as learning organisations I use the service provision model of the Western Cape Education Department (WCED) as an exemplification of the concept of a learning organisation. In this inquiry, which is conceptual in nature, I explore whether their service provision model is sufficient to turn schools into learning organisations. With the establishment of Education Management and Development Centres (EMDCs) in the Western Cape, the WCED expressed its intention to develop schools in the Western Cape into learning organisations. I do a literature review to develop a conceptual framework of a learning organisation. From the literature review I constructed five constitutive meanings of a learning organisation. These meanings serve as conceptual lenses to explore how schools can be developed into learning organisations.
Furthermore, I analyse some of the WCED service provision policies against the five constitutive meanings. These constitutive meanings include quality, inclusivity, collaborative teamwork, communication and power, which determine if the WCED policies are consistent with its objective to develop schools into learning organisations. Through my analysis I found that the WCED‟s policies are not compatible with all constitutive meanings. This led me to conclude that the WCED‟s understanding of a learning organisation is fundamentally and conceptually flawed as the WCED‟s service provision model operates within a controlled and regulated environment at the expense of internal school development. Interviews and the interpretation of data further reveal that the WCED‟s service provision model is not adequate to develop schools into learning organisations.
This flawed understanding may have resulted partly in the WCED‟s adoption of a single, unitary managerialist approach to their service provision model because of the strong emphasis on compliance rather than cooperation that should exist between schools and the WCED. Based on the constitutive meanings I constructed for a learning organisation, I conclude that a managerialist approach serves the WCED‟s interest more than it serves the interest of teachers and classroom practice.
The main argument of this study is that a communicative deliberative idea of democracy could reconceptualise the WCED‟s inadequate understanding of a learning organisation. A key aspect of developing schools into learning organisations may begin with instituting better lines of communication which should include elements like reflexive discussion, communicative freedom, consensus and decision-making processes. These elements form the basis of what constitutes a learning organisation. This reconceptualised notion of a learning organisation can best be done through deliberative democracy with its emphasis on public argumentation with equal opportunity with the aim of arriving at an agreed judgement. This study suggests that the WCED adopts a communicative deliberative idea of democracy as a notion of communication which is a more ideal vehicle that could assist in developing schools into learning organisations.<br>AFRIKAANSE OPSOMMING: In hierdie kritiese verklarende ondersoek rondom skole as leerorganisasies gebruik ek die Wes-Kaapse Onderwys Departement se diensleweringsmodel as ʼn voorbeeld van die konsep van ʼn leerorganisasie. Hierdie ondersoek is konsepsioneel in wese en bepaal of die WKOD se diensleweringmodel voldoende is om skole in leerorganisasies te ontwikkel. Met die daarstelling van Onderwys en Bestuur Ontwikkellings Sentrums (OBOSSE) in die Wes-Kaap het die WKOD sy voorneme om skole in die Wes-Kaap in leerorganisaies te ontwikkel uitgedruk. Derhalwe doen ek ʼn literêre oorsig om ʼn konseptuele raamwerk van ʼn leerorganisasie te ontwikkel. Vanuit hierdie literêre oorsig het ek vyf kontitutiewe betekenisse naamlik (kwaliteit, inklusiwiteit, samehorige spanwerk, kommunikasie en mag) geїdentifiseer wat ʼn leerorganisasie saamstel. Hierdie konstitutiewe betekenisse dien as waarneembare lense om vas te stel in hoe ʼn mate skole in leerorganisasies kan ontwikkel, en of die WKOD se diensleweringmodel strook met sy oogmerk om skole in leerorganisasies te ontwikkel.
Ek analiseer vervolgens sekere WKOD diensleweringbeleide teen die konstitutiewe betekenisse om die relevansie om skole in leerorganisasies te ontwikkel vas te stel. Deur hierdie analise het ek ontdek dat nie alle beleide ten volle aan die vereistes van die konstitutiewe betekenisse voldoen nie. Derhalwe kom ek dus tot die gevolgtrekking dat die WKOD se siening van ʼn leerorganisasie fundementeel en konseptueel foutief is omdat die WKOD se diensleweringmodel werk binne die raamwerk van ʼn beheerde en gekontroleerde omgewing tot die nadeel van die interne ontwikkeling van skole. Die onderhoude se interpretasie in verhouding met die vyf konstutiewe betekenisse en beleidsdokument het verdere inligting aangaande die hoofnavorsingsvraag of die WKOD se dienslewering model genoegsaam is om skole in leerorganisasies te ontwikkel verskaf.
Ek argumenteer dat hierdie skewe siening (beeld) mag gedeeltelik daartoe bygedra het tot die WKOD se enkel eensydige bestuurstyl tot hul diensleweringmodel as gevolg van die sterk klem op onderdanigheid eerder as samewerking wat ʼn ideale spangees tussen skole en die WKOD teweeg kan bring. Op grond van die konstitutiewe betekenisse wat ek geformuleer het, doen ek aan die hand dat die WKOD se
diensleweringmodel hulself bevoordeel, eerder as die belange van onderwysers en klaskamer praktyk.
Derhalwe doen ek ʼn paar aanbevelings aan die hand om hierdie leemtes aan te vul en voorsien riglyne om skole in leerorganisasies te ontwikkel. Die hoofargument van hierdie ondersoek is dat beraadslagende demokrasie die WKOD se siening van „n leerorganisasie aansienlik kan verbeter. „n Sleutel aspek van die ontwikkeling van skole in leer organisasies mag begin by die instelling van beter vorme van kommunikasie wat elemente soos reflektiewe besprekings, kommunikatiewe vryheid, konsensus and besluitneming insluit. Hierdie elemente vorm die basis van wat ʼn leer organisasie behels. Dit kan derhalwe die beste gedoen word deur beraadslagende demokrasie met sy klem op publieke argumentering met gelyke geleenthede en die klem op die daarstelling van ooreenstemmende oordeel. Hierdie studie suggereer that die WKOD die idée van beraadslagende demokrasie as ʼn beginsel van kommunikasie moet aanneem wat die mees ideale vorm van demokrasie is wat hulle kan ondersteun om skole in leer organisasies te ontwikkel.
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Philander, Christa Jolene. "Die potensiaal van die TRAC-program om verskillende rolspelers se behoeftes ten opsigte van natuur-en skeikunde-onderwys aan te spreek." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49759.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: AN INVESTIGATION INTO THE POTENTIAL OF THE TRACPROGRAMME
IN ADDRESSING THE NEEDS OF DIFFERENT
STAKEHOLDERS IN PHYSICAL SCIENCE EDUCATION
For South Africa to be competitive at international level, it is important to deliver learners that
will meet the standards set by industry and tertiary institutions. Most of the current South
African schoolleavers do not meet these needs.
Learners, educators, education departments, tertiary institutions and industry are jointly
responsible for the outcomes of the education process. However, each of these role players
has specific needs regarding scientific knowledge and skills of learners. An integrated,
interactive educational approach is therefore necessary to address the needs of all of these role
players successfully.
This study specifically focuses on identifying both the needs of the role players in physical
science education in the Western Cape and how TRAC SA, a national, non-governmental
organisation, can assist in addressing these needs, with the help of computer based
technology.
The following role players were included in this study: tertiary institutions, industry,
education department, educators and learners. Information on the needs of these role players
was mainly collected through interviews and questionnaires, while workshops were held to
determine the needs of learners and educators.
It is significant that the information derived from the empirical study (questionnaires and
interviews) is in many ways in agreement with the literature findings. One of the most
important conclusions of the empirical study is that the different role players have distinctive,
as well as corresponding needs regarding the preparation of learners at school level. The
industry expects learners to be sufficiently equipped with the necessary skills to facilitate
integration into the workplace. Tertiary institutions emphasise the need for theoretical as well
as practical basis of the science subject content. Learners expressed the need for extracurricular
programmes, focusing on simplifying difficult concepts. Educators identified the
need for adapting the syllabus and for regular refresher courses. The Department of Education
needs funds for pilot education programmes, and also puts in a plea for the more structured
involvement of tertiary institutions and non-governmental organisations as well as the support
oftheir education initiatives, such as outcomes-based education. Data collected shows that there is a significant gap between the current state of identified
skills of learners and of what is deemed important by the other role players.
In addressing the needs identified, the contribution of non-governmental organisations (with
specific reference to TRAC SA), the OBE approach as well as input from tertiary institutions
and the industry are emphasised. The TRAC-programme focuses on the understanding of
basic and complicated physical science concepts by using computer-supported experiments
and worksheets.
To enhance the development of skills at school level, the education approach as a whole will
have to be revised, with the co-operation of all relevant role players. For an education system
to be effective, mutual communication between the different role players is imperative.<br>AFRIKAANSE OPSOMMING: Vir Suid-Afrika om op internasionale vlak mededingend te wees, is dit belangrik dat die Suid-
Afrikaanse onderwysstelsel bekwame leerders aan die industrie en tersiêre inrigtings lewer.
Die meeste leerders wat tans die formele Suid-Afrikaanse skoolopleidingsprogram voltooi,
voldoen volgens kenners egter nie aan die standaarde wat dié genoemde inrigtings aan hulle
stel nie.
Leerders, onderwysers, die onderwysdepartement, tersiêre inrigtings en industrie is
gesamentlik verantwoordelik vir die uitkomste van die onderwys. Elkeen van hierdie
rolspelers het egter spesifieke behoeftes ten opsigte van wetenskaplike kennis en vaardighede
van leerders. 'n Geïntegreerde, interaktiewe onderwysbenadering is dus nodig om elkeen van
hierdie rolspelers se behoeftes suksesvol aan te spreek.
Hierdie studie fokus spesifiek daarop om beide die behoeftes van die rolspelers in die Wes-
Kaap ten opsigte van natuur- en skeikunde-onderwys, te identifiseer, en hoe TRAe SA, 'n
nie-regeringsonderwysorganisasie wat van rekenaargesteunde aktiwiteite gebruik maak,
aangewend kan word om hierdie behoeftes aan te spreek.
Die verskillende rolspelers wat by die studie betrek is, sluit in die tersiêre inrigtings, industrie,
onderwysdepartement, onderwysers en leerders. Inligting aangaande rolspelerbehoeftes is
hoofsaaklik versamel deur onderhoude en vraelyste, terwyl werkswinkels ook gebruik is om
vas te stel wat leerders en onderwysers se behoeftes is.
Dit is opmerklik dat die inligting verkry uit die empiriese studie (vraelyste en onderhoude) in
'n groot mate ooreenstem met literatuurbevindinge. Een van die belangrikste gevolgtrekkings
uit die empiriese studie is dat die verskillende rolspelers eiesoortige asook ooreenstemmende
behoeftes ten opsigte van die voorbereiding van leerders op skoolvlak het. Die industrie
verwag dat leerders voldoende met die nodige vaardighede toegerus sal wees om integrasie
binne die werksfeer te vergemaklik. Tersiêre inrigtings beklemtoon die verkryging van die
teoretiese sowel as praktiese grondslag van die wetenskapvakinhoud. Leerders verlang
ondersteuning van ekstra-kurrikulêre programme wat fokus op vereenvoudiging van moeilike
konsepte. 'n Vakkurrikulumaanpassing asook gereelde opknappingskursusse is deur
onderwysers as belangrike behoeftes geïdentifiseer. Die onderwysdepartement benodig fondse
om opleidingsprogramme te loods en pleit ook vir meer georganiseerde betrokkenheid van
tersiêre inrigtings en nie-regeringsonderwysorganisasies. Verder verwag die
onderwysdepartement dat hulonderwysstrategieë soos uitkomsgebaseerde onderwys
ondersteun word. Die data toon ook verder aan dat daar In wesenlike gapmg tussen die verwagting van
rolspelers ten opsigte van bepaalde vaardighede en die werklike stand van vaardighede by die
leerders bestaan.
As deel van die studie word voorstelle bespreek om die geïdentifiseerde behoeftes aan te
spreek. Klem word gelê op die bydrae van nie-regeringsonderwysorganisasies (met spesifieke
verwysing na TRAC SA), die UGO-benadering, asook die insette van tersiêre inrigtings en
industrie tot die aanspreek van geïdentifiseerde behoeftes. Die TRAC-program fokus onder
meer op die vereenvoudiging van basiese en moeilike natuurwetenskapbegrippe deur gebruik
te maak van rekenaargesteunde eksperimente, aan die hand van werkkaarte.
Om die ontwikkeling van vaardighede op skoolvlak te bevorder, sal die hele
onderwysbenadering met die samewerking van alle relevante rolspelers hersien moet word. In
dié verband is wedersydse kommunikasie tussen die verskillende rolspelers onontbeerlik.
12
Adams, Faried. "Critical theory and school governance : advancing an argument for democratic citizenship." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1586.
Full text
13
Spies, Hannalie Lehome. "Teachers' readiness to support children with Asperger's syndrome within mainstream schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.
Full textAbstract:
Thesis (MEdPsych)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed.
Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data.
With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes.
Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.<br>AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig.
Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer.
Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie.
Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.
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Clark, Colette Bronwen. "Social dialogue through the rationalisation and redeployment policy process in education post 1994 : an analysis of perceptions and experiences of key policy actors within the Gauteng province.'." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53592.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: Since 1995, despite the consultative processes with regards to Rationalisation
and Redeployment, many stakeholders did not accept, nor understand the
rationale behind the government's drive to redistribute human resources. It is
widely known that there existed immense tensions and conflicts between
educators and bureaucrats on the issue, which played itself out in the Grove
Primary School case, as well as the withdrawal of regulations because of a
'threatened strike', due to government's disregard for participatory democracy.
Using a case study, within the Gauteng province, this research investigated
the experiences and perceptions of key policy actors on the policy planning
and implementation processes by tracking the development of social dialogue
during this process.
The conceptual framework for this study was provided in the work of Cheng
and Cheung (1995), who provided a generic empirical education policy
analysis model, which tracks the policy processes within linear phases. Fifty
indicators were identified, which were used to measure the efficacy of the
policy-making process, as well as the evolution of social dialogue in the policy
discourse. This study argues that in an endeavour to implement redress and
equity, the policy employed had its inherent weaknesses. The researcher
used a structured questionnaire to measure key policy actors (formulators and
implementers), experiences and perceptions of the process employed.
The qualitative methodology, which was supported by the quantitative data
analysis approach, exposed that bureaucratic attitude towards socio-political
participation, a technocratic approach to educational imperatives, strong union
organisation, empowered parents, and the lack of capacity at certain levels of
administration to deal with resistance directly and indirectly, contributed to the
ambiguous success of this policy intervention. The purpose of this research was to assist in improving the efficacy of the
policy pathways, by proposing a modified strategy, which includes dialogue
with all relevant role players.
In focusing primarily on the analysis of the Rationalisation and Redeployment
Policy process, the findings of this empirical research have therefore shown
how opinions and perceptions about the efficacy of a policy process are
directly linked to the experiences of policy actors with regards to social
dialogue during the process. As any interventionist policy is a negotiated
responsibility of all educational role players, in order to promote an enabling
educative environment, the consultative, as well as the policy processes
proposed in this study, are based on principles grounded in research which
makes optimal use of existing structures.<br>AFRIKAANSE OPSOMMING: Sedert 1995, ten spyte van die konsultatiewe proses rakende rasionalisasie
en her-ontplooing, het min van die rolspelers die proses aanvaar, of die
rasionaal agter die regering se poging om menslike hulpbronne te herversprei
verstaan. Dit is alombekend dat daar reuse spanning en konflik
tussen opvoeders en burokrate, gesentreer rondom die Grove Primêre Skool
saak, bestaan het. Dit het saamgegaan met die ontrekking van regulasies -as
gevolg van 'n beoogde staking weens die regering se miskenning van
deelnemende demokrasie.
Hierdie studie maak gebruik van 'n gevalle studie in die Gauteng provinsie.
Hiervolgens is daar 'n ondersoek na die ervarings en persepsies van sleutel
beleidsrolspleers ten opsigte van beleidsbeplanning en
implementeringsprosesse. Die hoofidee is om die ontwikkeling van die sosiale
dialoog binne die provinsiale onderwys na te spoor.
Die konsepsuele raamwerk word verskaf deur Cheng and Cheung (1995), wie
se werk 'n generiese empiriese onderwysbeleidsontleding model voortgebring
het. Hierdie model volg die beleidsproses binne liniêre fases. Vyftig
aanwysers word geïdentifiseer, wat gebruik word om die effektiwiteit van die
beleidsformuleringproses sowel as die evolusie van sosiale dialoog te meet.
Hierdie studie voer aan dat in die poging om herverspreding en
gelykberegtiging te implementeer, die rasionalisasie en her-ontplooing proses
opsigself inherente swakhede gehad het. "n Gestruktueerde vraelys, om
sleutel rolspelers se ervarings en persepsies van die beleidsproses te meet, is
gebruik.
Hierdie navorsing bring na vore die feit dat burokratiese houdings jeens sosiopolitiese
deelname, "n tegnokratiese benadering tot opvoedkundige
imperatiewe, sterk vakbondorganisasie, bemagtigde ouers, en bestuursvlak
se onvermoë om weerstand te hanteer, bygedra het tot die dubbelsinnige
sukses van hierdie beleidsintervensie. Die doel van die navorsing is om die effektiwiteit van die beleidsweë te
verbeter. Dit word gedoen deur die voorstel van 'n gewysigde strategie, wat
die dialoog van alle relevante rolsplers insluit.
Deur primêr te fokus op die rasionalisasie en her-ontplooing proses, wys die
navorsing dat opinies en persepsies rondom die effektiwiteit van 'n
beleidsproses direk gekoppel is aan die ervarings van beleidsrolspelers met
betrekking tot sosiale dialoog. Die konsultatiewe sowel as die beleidsprosesse
wat voorgestel word in hierdie studie is gebaseer op beginsels wat opsigself
gefundeer is in navorsing wat van die bestaande strukture optimaal gebruik
maak.
15
Jacobsz, Johannes (Jannie). "Stakeholders' perceptions of an institutional quality audit : a case study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20036.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This thesis briefly explores the quality phenomenon in higher education and more specifically in the university context. In addition, the experiences of stakeholders who participated in the first institutional quality audit at a merged university are explored and analysed. It is also argued that the world-wide quality phenomenon at universities, although sometimes politically driven and at times undertaken with hidden agendas, may eventually add value to a university‟ cycle of never-ending quality improvement and enhancement. University stakeholders who are either directly or indirectly involved in realising the university‟s vision and mission can provide invaluable feedback about their experience of a quality audit. Feedback by all stakeholders about a quality audit will assist the university to plan and prepare for the next cycle of quality audits. The research findings of this study indicated that a variety of differences exist in the perceptions of stakeholders that participated in the preparation and execution of the institutional quality audit. In some cases the differences may hold some limited risk for the university therefore some recommendations are also made in support of future audits. These and other recommendations emenating from the research findings will hopefully also contribute towards improved engagement between the stakeholders and members of the audit panel.<br>AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek kortliks die verskynsel van gehalte in hoër onderwys, en meer spesifiek in die universiteitskonteks. Voorts word die ervarings van belanghebbendes wat deelgeneem het aan die eerste institusionele kwaliteitsoudit aan ʼn saamgesmelte universiteit, ondersoek en ontleed. Daar word ook aangevoer dat die wêreldwye verskynsel van kwaliteit aan universiteite uiteindelik waarde kan toevoeg tot ʼn universiteit se siklus van ewigdurende kwaliteitsversekering en –verbetering, selfs al is hierdie verskynsel soms polities gedrewe en al gaan dit by tye gepaard met verskuilde agendas. Belanghebbendes van die universiteit wat direk of indirek betrokke is by die realisering van die universiteit se visie en missie kan uiters waardevolle terugvoer bied oor hulle ervaring van ʼn kwaliteitsoudit. Terugvoer deur alle belanghebbendes oor ʼn kwaliteitsoudit sal die universiteit help om vir die volgende siklus kwaliteitsoudits te beplan en voor te berei. Die navorsingsbevindings van hierdie studie dui daarop dat ʼn verskeidenheid verskille wel bestaan in die persepsies van belanghebbendes wat deelgeneem het aan die voorbereiding en uitvoering van die institusionele kwaliteitsoudit. In sommige gevalle hou die verskille wel ʼn beperkte risiko vir die universiteit in en daarom word aanbevelings gemaak ter ondersteuning van toekomstige kwaliteitsoudits. Hierdie, sowel as ander aanbevelings sal hopelik ook bydra tot verbeterde interaksie tussen die belanghebbendes en lede van die ouditpaneel.
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Marthinus, Mercia. "Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in Wes-Kaapland." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1589.
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Mokhaba, Mmori Benjamin. "Outcomes-based education in South Africa since 1994 policy objectives and implementation complexities /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09212005-143124.
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Pyle, Desmond Mark. "An evaluation of case study teaching materials on hazards: based on the current aims of geographical education." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003406.
Full textAbstract:
Hazards are an integral part of people-environment relationships. The impact of hazards locally and globally has become increasinglymore severe. particularly in the previous two decades. This is largely as a result of unwise human intervention in natural systems. The study of hazards at secondary school level affords valuable opportunities for learning about people-environment issues. This in turn, can promote a greater awareness of environmental problems. One of the most important current aims of Geographical Education is the development of critical thinking skills in pupils. Such skills are vital for equipping pupils with the necessary tools to understand and participate in solving the world's increasing human and environmental problems. The development of a critical faculty in pupils is best achieved by the use of learner-based participatory teaching strategies where pupils are involved in problem solving activities. Research has shown that British and South African Geography curricula reflect current thinking in Geographical education and learning theory. The 1992 Junior Secondary Geography Syllabus in line with these trends. includes a section for study on hazards. Hazards are presented primarily as case studies in modern Geographical texts. which is seen as one of the most effective ways of teaching hazards. Research however suggests that South African textbooks have certain shortcomings. notwithstanding the importance placed on textbooks by teachers in this country. This study investigated the extent to which case study teaching materials on hazards are optimising opportunities available for effective learning within an Environmental Paradigm. An evaluation methodology, which is believed to have value for use by other researchers, was developed to suit the specific requirements of the study. The study findings reveal a poor realisation of the current aims of Geographical Education and learning theory, regarding the South African teaching materials. Recommendations are made improvements in the development and use of local case teaching materials. Guidelines for the development of for study local materials are provided from case studies in British texts and from methods developed by the researcher.
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Adams, Robert M. "Secondary school vision and mission statements : how do principals use this to enhance school objectives and outcomes?" Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95679.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2012.<br>Vision and mission statements are believed to play an important role in organisations in their quest to provide clear and concise guidance to their ambitions and purpose. This is especially true for not-for profit organisations as they do not have a ‘bottom-line’ to drive performances and other strategic decisions.
Although several studies have been conducted on the effect of effective vision and mission statements on organisations, there is no evidence of a study having been conducted on secondary schools in the Helderberg area, to the best of the researcher’s knowledge.
The aim of this study was to explore the extent to which the vision and mission statements are communicated and used within the two secondary schools as part of their decision making processes, especially by the principals of these schools.
In order to sufficiently address the implementation, communication and integration of the vision and mission statements in the secondary schools, the following research questions were formulated:
• What is the level to which the school’s mission and vision statements are used by its principals to guide decision-making processes and the setting of goals and ambitions?
• How well are the school’s mission and vision statements communicated to – and understood by its stakeholders?
• How to properly create and integrate the school’s vision and mission statements in order to ensure improved and sustainable academic performances
This study explores the levels of communication of the vision and mission statements most notably by the principals to the rest of the school’s stakeholders and the integration of these statements into the daily decision making processes. Furthermore, the study investigates the review process of these statements and whether the principals embody the values and visions of their respective schools.
From the analysis of the findings, it was clear that these statements are still largely unknown within the two schools, as only 54% of the correspondents have ever seen these statements. The views were varied about whether principals have communicated the vision and mission statements to the stakeholders of the schools. According to Sherman (2001: 24) the ability to clearly and concisely communicate the vision and mission of the organisation is a critical characteristic of leadership.
The study also concluded that the statements appeared to not have been fully understood, embodied and communicated by both the principals interviewed. The lack of a clear strategy and the focus on solving crisis issues at the schools were evident during the interviews with both principals.
This research findings were analysed, concluded and recommendations made on the factors that could assist the establishment, communication and integration of the vision and mission statements within secondary schools within the Helderberg area.
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Long, Keith William. "The teaching of economics : an investigation into the aims, texts, and assessment of the senior secondary economics curriculum in Western Cape schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/17357.
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Bibliography: pages 319-332.<br>This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".
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Macrae, Claire Elisabeth. "Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001423.
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This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
22
Howard-Tripp, Wendy. "The congruence of students' expectations and a lecturer's objectives within a South African MBA curriculum." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52496.
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Thesis (MBA)--Stellenbosch University, 2001.<br>Some digitised pages may appear cut off due to the condition of the original hard copy.<br>ENGLISH ABSTRACT:
The world of 'business learning' is changing dramatically and business
sc'iools therefore need to respond differently to the demands of the market
place, not only to survive, but to grow as well. To achieve this objective,
feedback from students with regards to a course and lecturer form a part of
the effective management and delivery of educational instruction, as
evaluation of performance provides an important instrument in clarifying goals
and standards and enhancing future performance.
The focus of this study is, therefore, to determine firstly differences in the
perceptions of students with regards to the teaching of Industrial and Social
Relations within the MBA programme at the USB. The relevance of the
research is that differences between students following the four programmes,
namely full-time, part-time, modular English and modular Afrikaans, may
affect their commitment to the subject, which in turn may affect the quality of
the programme.
Secondly, it is also necessary to compare the lecturer's objectives pertaining
to his particular approach and course content, to the perceptions of the
students and to establish the degree of congruence between these.
To test the consistency of the evaluation process, a brief comparison of the
four MBA classes of 2000 as a whole is made with the first class of 2001
completed at the time of writing.
The sample groups were comprised of students who had completed the
course evaluation questionnaire. This was voluntary in nature. The data
collected was interpreted in terms of the Wilcoxan Rank Sum Test within a
framework of fifty-six hypotheses. The hypotheses were formulated from
theories relating to the course and students.
There are however, a number of limitations contained in this study. The
pertinent ones are that the course evaluation questionnaire used is the same
for every course within the MBA programme. No distinction is made between
the different subjects. The validity of the instrument may, therefore, be
impaired and the results not entirely conclusive of students' views. The
questionnaires were also completed unaided and it is possible that students
did not interpret the questions correctly.
This notwithstanding, the research within the parameters of this study points
to some minor differences between the students of the four MBA
programmes. More importantly, however, it identifies a very strong degree of
congruence between the students' perceptions and the lecturer's objectives in
the teaching of Industrial and Social Relations. These results have given the
lecturer, apart from some general 'pointers' on how to improve the course, the
assurance to continue with his present approach to the 'teaching' of Industrial
and Social Relations within the MBA programme at the USB.
This study should be seen merely as a preliminary trial, and all constraints
notwithstanding, it should serve as a starting point for future research.<br>AFRIKAANSE OPSOMMING:
Die wêreld van sakeonderrig verander dramaties en daarom is dit noodsaaklik
dat bestuurskole anders begin optree teenoor die vereistes van die markplek,
nie net om te oorleef nie, maar ook om te groei. Daarom is die terugvoering
van studente met betrekking tot In program en die dosent In deel van die
effektiewe bestuur en aanbieding van opvoedkundige opleiding.
Die evalueringsproses is dus In belangrike instrument om doelstellings en
standaarde te bepaal, en om toekomstige optrede te verbeter.
Eerstens fokus die studie daarop om verskille in die persepsies van studente
te bepaal ten opsigte van die opleiding van Arbeidsbetrekkinge en Sosiale
Verhoudinge in die MBA-program van die USB. Die belangrikheid van dié
navorsing is dat die verskillende studente van die vier MBA-programme,
naamlik Voltyds, Deeltyds, Modulêr (Engels) en Modulêr (tweetalig), en hul
toewyding tot die MBA-program daartoe aanleiding kan gee dat die kwaliteit
van die program beïnvloed word.
Tweedens is dit ook van belang om In vergelyking te tref tussen die doelwitte
met betrekking tot die dosent se benadering en die programinhoud teenoor
die persepsies van die studente, om In graad van analogie tussen dié twee te
bevestig.
Om die betroubaarheid van die evalueringsproses te bevestig, is In kort
vergelyking getref tussen die MBA-klasse van 2000 in sy geheel, met dié van
die eerste voltooide MBA-klas van 2001.
Die vier groepe is saamgestel deur studente wie vrywillig die
programevalueringsvraestel beantwoord het. Die inligting wat ingewin is, is
volgens die Wilcoxan Rank Sum Test in In raamwerk van 56 hipoteses geïnterpreteer. Die hipotese is geformuleer uit teorieë wat op die program en
die studente betrekking het.
Daar is egter 'n aantal beperkings in die studie. Die belangrikste is die
evalueringsvraestel, wat dieselfde is vir elke kursus wat in die MBA-program
aangebied word. Geen onderskeiding is gemaak tussen die verskillende
kursusse nie, en daarom is dit moontlik dat die validiteit van die instrument nie
optimaal is en die resultate nie 'n korrekte aanduiding van studente se
persepsies is nie. Die studente het die vraestelook sonder enige bystand
voltooi, wat moontlik die korrekte interpretasie van vrae kon beïnvloed.
Alhoewel die navorsing op klein verskille tussen die studente van die
onderskeie MBA-programme dui, identifiseer dit 'n sterk graad van analogie
tussen studente se persepsies en die dosent se doelwitte in die onderrig van
Arbeidsbetrekkinge en Sosiale Verhoudinge. Hierdie resultate gee die dosent
nie net algemene riglyne om die program te verbeter nie, maar ook die nodige
versekering om voort te gaan met sy huidige benadering tot die onderrig van
Arbeidsbetrekkinge en Sosiale Verhoudinge op die MBA-program van die
USB.
Hierdie studie moet gesien word as primêre navorsing. Hopelik sal dit as 'n
beginpunt vir toekomstige navorsing dien.
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Schirmer, Gillian Russell. "The fiction problem in public libraries : a study with special reference to Cape Town City Library Service." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17150.
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Includes bibliography.<br>The focal point of this study emanates from both personal observations formed in public library branch work and questions raised in the subject literature to the effect that tension appears to exist between the wants of the majority of users and the perception of the dominant goals of the public library by their staff, resulting in differing views as to the book selection policy of this institution. Book selection policies have been taken to reflect the attitudes of library staff towards users' wants in terms of their adherence to the tenets of Anglo-American public library objectives.
24
Holt, Basil. "The Tshezi of the Transkei: an ethnographic study." Thesis, 2015. http://hdl.handle.net/10539/18192.
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Hofmeyr, Jane Mary. "An examination of the influence of christian national education on the principles underlying white and black education in South Africa 1948 - 1982." Thesis, 2015. http://hdl.handle.net/10539/18190.
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A Research Project Submitted to the Faculty of Education,
University of the Witwatersrand, Johannesburg, in Partial
Fulfilment of the Requirements for the Degree of Master of
Education.
Johannesburg, 1982<br>This research project examines the influence of the philosophy of Christian
National Education (C.N.E.) on the principles underlying South African
education,and attempts to determine the general trend of that influence
from 1948 to 1982.
To this end the project investigates the nature of C.N.E. by tracing the
development of the C.N.E. movement from its origins to the publication of
its official policy statement in 1948. This historical overview highlights
the fundamental shift in the movement from a religious to a more
secular and national outlook, as C.N.E. became associated more closely
with Afrikaner Nationalism and the National Party Government.
An examination of its effect on South African education reveals that
C.N.E. was a powerful influence on the system of Bantu Education and
permeated many aspects of White education. In recent years, however,
C.N.E.'s influence has been less noticeable and some of its tenets compromised.
No C.N.E. bias was detected in the principles of the de Lange
Commission (198i). From these findings it seems that C.N.E. has lost
its impetus and appeal for many Afrikaners. Nevertheless, the rightwing
Afrikaner reaction, against the de Lange Report and in favour of
C.N.E., suggests that this educational philosophy still is subscribed to
by a powerful section of Afrikanerdom.
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Van, Rhyn Petrus. ""Opvoeding tot menseregte : die regte van die persoon voor die regbank"." Thesis, 2014. http://hdl.handle.net/10210/9310.
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Mersey, Gloria Maria Delfine. "Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change." Thesis, 2012. http://hdl.handle.net/10210/7104.
Full textAbstract:
D.Ed.<br>During the past decade there have been far-reaching changes in the social and political structure in South Africa. As South Africa has entered the global stage, many companies are now competing internationally. There has been a rapid rise in the technological development which has often meant that people have outdated skills and can no longer be employed. Consequently, young people who wish to make a decision concerning their future careers, are presented with a host of new challenges. The reality of today's world of work demands an individual who can anticipate and adjust to change. The postmodem identity of the multiple selves, is in constant flux in order to maintain position in a rapidly changing world. Sunter (1999), Burr (1995), Mazarr (1999) all refer to the way metanarratives of the past have, in today's world, been called into question. All the old certainties of the past have evaporated. These changes have led to a lack of stability and a sense of hopelessness for the older generation. As a result, there has been an increasing lack of guidance both from parents and from those involved in educating the young people of the country, especially in terms of career choice. Subsequently, our young people are not empowered and many of them fall victim to unemployment and a sense of non-agency. The realities of people living and making meaning of life under very different social, cultural and economic conditions has profoundly important theoretical implications for career counselling (Donald, 1995). There are so many new options open in the world of work, that these confound the process of career decision making. Savickas (1993;1995;1997), suggests that the new work ethic for the 21" century will be one of self-development, changing the goal of career counselling from supporting careerism to fostering self-affirmation and improved decision-making. There is an urgent need to develop an approach which facilitates the process of career decision-making which suits the "spirit of the age" and which is discourse sensitive, but which also incorporates aspects of universal significance. The challenges which are faced by this need are: How can the career seeking adolescent be assisted to search for his/her own identity and recover his/her own voice? How can the adolescent be empowered to challenge and overcome the disempowering discourses which invite career "indecision*? Which way of working could assist the career seeking adolescent to position him/herself and enable him/her to exercise personal agency with regard to the dynamic world of work in the South African context, so that s/he can make a meaningful career decision? The intention of this study is to describe and explain the use of narrative ways of working to facilitate career decision making. This study was set in a postmodem South African context and used narrative ways of working in both career decision making and in the research process. Narrative ways of working use ideas which encompass aspects such as social construction of knowledge through language (Burr, 1995: Gergen, 1991), the power/knowledge relations (Foucault, 1980), and the "not-knowing" approach (Anderson & Goolishian, 1992). Career seeking adolescents took part in the study. The participants drew a lifemap and then they told their stories. I questioned the participants using the inner landscape of action, the outer landscape of consciousness and the experience of experience (Bruner, 1986; White, 1991) framework of questioning. All the participants wrote a reflection of the effect of the lifestory conversation. Other relevant knowledge was gathered from documents, such as school reports. I listened to each conversation which had been recorded. I transcribed the conversations and listened to them again several times. Each listening provided an opportunity to listen for themes which might have been missed. The participants listened to the retelling of the story which the researcher had written and themes which emerged, were co-constructed. Then the participants and the reseracher had a reflexive group conversation using the reflections of the process and further questions as stimulus. This conversation was transcribed and after multiple listenings the researcher wrote a retelling of this conversation. I asked reflexive questions about the career decision making process and each participant was invited to asked me questions about the process. These reflexive conversations were transcribed after multiple listenings. A reflection was written about the effects of the process. Other data collected was used to provide coherence with the knowledges elicited in the conversations. This research report follows a recursive rather than a linear structure. I avoided the objectification of knowledge as it is in direct contrast with the fundamental principles of narrative ways of working. Accountability for this study lies within the multiple reflexive conversations. The authenticity of the data was checked by the participants themselves and a peer researcher who is well versed in narrative ways of working. The retellings of the tellings, allow the reader to make meaning of the participants' and the researcher's stories of the experiences.
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Rambiyana, Nthambeleni Gerson. "Parents' expectations of public schooling in the Northern Province of the Republic of South Africa." Thesis, 2012. http://hdl.handle.net/10210/5484.
Full textAbstract:
D.Ed.<br>This research study set out to determine parents' expectations regarding public schooling in the Northern Province of the Republic of South Africa. This was done based on the fact that education in the country has undergone tremendous changes. As parents are, undoubtedly, stakeholders in the field of education, it was important to determine as to whether the present set up is what they expect. Further, it was also important to determine as to whether parents' expectations are in line with policy; and if not, to suggest what should be done. It was impossible, however, to look at all facets of public schooling. As a result, attention was given only to the following: adulthood, culture, moral development, sexuality education, discipline, parents' participation, citizenship, employment and cognitive development. To provide a theoretical background of the aspects mentioned above, a literature survey was conducted. The connection between each aspect and the schooling system was highlighted. After this review, question items were drawn and compiled into questionnaires which were used as data collection instruments. Such questionnaires were administered to parents of learners in five secondary schools in the Province. Stratified random sampling was used in the selection of schools taking into account language representation. Further, questions were drawn based on the literature review and administered to departmental officials in the form of structured interviews. A factor analysis was conducted on the question items and the following dimensions were arrived at: Providing learners with skills and knowledge to become independent. Helping learners in the acquisition of moral and ethical values for selffulfilment. The development of responsible socio-cultural conduct. The research came up with the following findings: Parents' expectations of the school's involvement are high on the following aspects: career and employment issues, development of potential and citizenship. The following aspects were ranked very low in terms of the level to which parents expect schools to be involved: involvement of parents in school administration and curriculum design, sexuality issues, participation in the politics of the state and following up issues of discipline beyond the school. Parents and departmental officials are in agreement with regards to the level of the school's involvement regarding the following issues: career and employment issues, development of potential, moral issues and citizenship. Parents and departmental officials do not agree on the level of the school's involvement regarding the following: parents' involvement in education, sexuality matters, development and transmission of culture as well as participation in the politics of the state.
29
Case, Jennifer M., Delia Marshal, Sioux McKenna, and Disaapele Mogashana. "Going to university: the Influence of higher education on the lives of young South Africans." 2018. http://hdl.handle.net/10962/61134.
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Kriek, Hendrik Jacobus. "Opvoeding en onderrig in menseregte." Thesis, 2014. http://hdl.handle.net/10210/10022.
Full textAbstract:
D.Ed.<br>On 27 April 1994 every person in South Africa exercised his/her basic rights as a citizen. By making a cross, citizens acknowledged the authority of the Constitution, and accepted the responsibility this places on their shoulders. The success or failure of the new South Africa is not dependent on the wording or impact of the Constitution, but relies on the willingness of all South Africans to honour the content of the Constitution. Fundamental rights which apply to each person in the country, can only be demanded on the condition that people want these rights for others too. Every right that is demanded, implies the responsibility to honour that right. South Africa needs humanity, goodwill, benevolence, acceptance and forgiveness. Provided that a culture of human rights can be established in the country, these ideals can become reality. Human rights can and should be made part of the South African reality; the Constitution describes it, the RDP calls for it and society demands it. In the course of this dissertation, school is focused on as the one institution in society that is eligible for the establishment of a culture of human rights. A survey done among practising teachers, underlines this thought. The necessity of, and the need for human rights education is founded in official documentation such as international bills of human rights and conventions, policies of Unesco and the Council of Europe, as well as the educational policies of different countries. World leaders and international academicians plead for the inclusion of human rights teaching programmes in the school curricula and the establishment of a human rights culture as part of the ethos of every school. Available material on the subject, that is implemented in schools all over the world, are introduced and evaluated in the light of South African circumstances and needs. Contents that could possibly be included in a curriculum in South African schools, are represented in terms of knowledge, skills, attitudes and values. Problems facing human rights education in the South African society, as well as worldwide criticism against human rights education are dealt with. The inclusion of a human rights period and the incorporation of human rights contents in the total school curriculum, are suggested in order to establish a human rights ethos in schools. Some examples are given to indicate how contents can be concretised within the class situation. The establishment of an education and a teaching strategy that puts human rights first, and that has the support of all role players, is recommended. The success of the new South Africa will not be determined by the stock exchange, sport achievements, technological breakthroughs or political opinions, but through the attitude and will of each man and each woman to live and let live, and to strive towards a future together. Education and teaching can make each child and each home aware, and sensitise them to acknowledge, respect and accept every other human being. The Bill of Human Rights should not only remain part of the Constitution, but should indeed become part of every person's philosophy of life and attitude towards life.
31
Geyer, J. M. "'n Fundamenteel-kritiese evaluering van voorstelle vir relevante skoolkurrikula in die R.S.A." Thesis, 2014. http://hdl.handle.net/10210/9318.
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Du, Plessis Esther Margaretha. "Enkele medebepalers van die skool as 'n veranderingsagent in Suid-Afrika." Thesis, 2014. http://hdl.handle.net/10210/9592.
Full textAbstract:
M.Ed. (Community Education)<br>The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.
33
Van, Eeden Hendrik Jacobus Albertus. "Die onderwyser as faktor in die leermotivering van leerlinge in die sekondêre skoolfase." Thesis, 2014. http://hdl.handle.net/10210/9213.
Full text
34
Daffue, Jacobus Petrus. "Die geleenthede wat aan leerlinge in die sekondêre skool gebied word vir die ontwikkeling van verantwoordelikheid." Thesis, 2014. http://hdl.handle.net/10210/11205.
Full textAbstract:
D.Ed. (Psychology of Education)<br>A democratic and prosperous society necessitates responsible behaviour from its members. The observation is often made that responsible behaviour is often absent or underdeveloped in society, especially amongst the schoolleaving youth. The development of responsible, well-trained schoolleavers is universally seen as the task of the school. This is because the development of responsibility is usually associated with the aims of the education process and the attainment of adulthood. It is at school that the opportunities may arise to teach, take and experience responsibility. Any of the activities at school may present opportunities which either contribute to the development of responsibility or inhibit it. Great emphasis is placed on the rights of children, yet too little is made of the opportunities which may assist in creating the perception amongst children that they are able to accept and act responsibly. The aspect of creating positive perception about a pupil's own ability is a very important aspect of education as a whole and should be developed to the fullest extent, in order teach and develop responsibility. Schools should take cognizance of this and endeavour to create a climate for pupils in which to accept responsibility. The invitational approach in education is based on the assumption of the perceptual tradition that all people have unrealized potential that may be developed within a climate of trust, intentionality, respect and optimism. In this approach all the participants in the educational process are regarded as responsible, capable and valuable. What teachers believe the pupils to be, they convey to them through their actions, words and the opportunities they present to them. These perceptions influence behaviour. It is therefore imperative that positive perceptions about pupils' ability to accept responsibility and to act independently are created and enhanced. The role of the school in the development of responsibility, the opportunities present for the development of pupils' acceptance of responsibility and the lack of responsible behaviour amongst school leavers, as indicated by employers, prompted the following questions: • does the school present pupils with opportunities to accept responsibility? • to what extent do pupils experience the opportunities to accept responsibility as such?
35
Baloyi, Douglas Mbhazima. "The teacher as an educator within a particular culture." Thesis, 2012. http://hdl.handle.net/10210/6653.
Full textAbstract:
M.Ed.<br>South African education is emerging from one phase of history, the phase of a segregated education system, into another phase where the nature is still to be defined. This emergence will bring along with it transformations unknown over the previous phase of educational history which lie mainly on the level of humanity, that is to say changes affecting the beliefs, attitudes, norms and values of the individuals and the community they belong to. The whole concept of man-in-the-world as the establishment of the world, the environment of the educator as well as the educand in this total situation, leads us to conceive of education as an interhuman phenomenon. The establishment of relationships in the world is a continuous effort to give completeness to man's existence by appropriating and adopting the historical development of the cultural situation. The interaction and the close relationship of culture and education in general is indisputable. For education to succeed, man comes to the fore while his culture forms the background. The opening up of "white schools" to all the population groups in South Africa did not bring about a greater understanding of the complexity and pluralistic nature of the South Africa society. The cultural factors in education play an important role in the application of universal educational and cultural principles in the provision of education. The cultural position of the black learner in Model C or multicultural schools has been eroded and is being marginalised by socio-political and educational issues quite beyond his area of competence as a learner. As a result, the expectations the teacher has of the black pupils are too great and are daunting for the pupil. Both the teacher and the learner are not competent enough, they are being dis-empowered. It is at this point that problems in the teaching-learning situation manifest themselves. The transformation process currently taking place in most multicultural schools has many problems relating to this. There are definite areas of concern which need to be looked into, solutions to be found and implemented in order to assist the black pupil. and his teachers to find their feet in the new education dispensation. Essentially a ground motive in every community is a motive of that particular community, the driving force behind all activities, including educational activities - the spiritual root of a particular community, so to speak. The cultural aspects in education will probably remain one of the most critical areas determining whether South Africa can in fact achieve the same education through one and the same department, one and the same curriculum, one and the same examination format. This study will attempt to research the cultural aspects of education concentrating on Model C schools and will put forward some recommendations for the implementation of solutions to the problems the black learner is confronted with.
36
Carvello, Waheeda Maria. "An assessment of the role of eco-schools in achieving whole school development through sustainability education." Diss., 2009. http://hdl.handle.net/10500/3535.
Full textAbstract:
The Johannesburg World Summit on Sustainable Development in 2002
reaffirmed the school as the centre of change and as critical for promoting
sustainable education. The purpose of this research was to assess, firstly, how
the Eco-Schools Programme can achieve whole school development by
implementing sustainability education, and secondly, the feasibility of its
incorporation into the formal school system. It examined what impact the South
African Eco-Schools Programme, since 2003, has had on the implementation of
sustainable education through whole school development. The qualitative
evaluation research design was used and data was collected through interviews,
questionnaires and narratives that included all role players. It noted the strengths
of the programmes already in place and identified the challenges that still need to
be addressed. The outcome of the study proves that the Eco-Schools
Programme does achieve whole school development by implementing
sustainability education and should be incorporated into the formal education
system.<br>Further Teacher Education<br>M.A. (Education)
37
Esterhuizen, Jacobus Marthinus. "Aspekte van die onderrig as determinant van onderwysstandaarde." Thesis, 2014. http://hdl.handle.net/10210/11525.
Full text
38
Nel, Francois Engelbertus. "Entrepreneurskap as opvoedingstaak van die skool." Thesis, 2012. http://hdl.handle.net/10210/7101.
Full textAbstract:
D.Ed.<br>It is an accepted fact that one of the school's duties is to prepare a pupil vocationally as well as to be economically literate. One of the reasons why this study is deemed to be of current interest is that pupils are being educated to be job seekers instead of -providers. The shortage of entrepreneurs is therefore reaching national proportions. At this moment in time education in South Africa does not aim to establish a culture of entrepreneurship and the pupils believe the only requirement is to complete their school careers successfully. After completion of his/her school career a pupil is geared to enter the labour market as an employee. Only in the minority of cases parents and schools educate their children to form any alternative ideas about themselves and life in general. This study looks at the responsibility of the school with regard to teaching entrepreneurship as it exists in the South African society at present. The aim of this study was to establish the following: what entrepreneurship is and which factors outside the school context play an influencing role, the ways in which the school plays a role in the forming of entrepreneurial skills and what the school's responsibility is with regard to educating entrepreneurship. The method of research which was followed was of a twofold nature and consisted of an in depth study of the literature and an empirical investigation. In the study of the literature the profile of an entrepreneur and the characteristics which play a role in the development of entrepreneurs in the family context as well as the environment and culture were investigated. Personal characteristics were also taken into account. The factors which may play a role in advancing and/or restraining entrepreneurial training in the school context were also investigated. The findings and conclusions with regard to these investigations were stipulated and recommendations were made. A questionnaire intended for businessmen/women and teachers was handed out to the relevant people in the Magisterial District of Springs. The validity and reliability of the said instrument were verified beforehand. The results were processed and interpreted by means of a computer. When two or more frequencies were compared the Two-Way Chi-Square was utilised. For the purposes of this study, contextualities and differences between the respondents were accepted as statistically significant on the 5% significance level as well as the 1cY0 significance level. Findings forthcoming from this study were that the school has an enormous educational task with regard to entrepreneurship and the creation of an entrepreneurial culture in South Africa. The curriculum at school should be directed to the development of young entrepreneurs and should also be practice based. Entrepreneurship and the value thereof should already be emphasized at primary school level. Certain recommendations are made which could be of directive assistance with regard to the establishment of a culture of entrepreneurship and aspects regarding the education of entrepreneurship at school. It is estimated that between 350 000 and 400 000 employees in South Africa are introduced to the labour market annually. Only 50 000 will be employed in the formal sector. It is further estimated that between 33% and 45% of the economically active population (approximately 11 million inhabitants at present) are unemployed. Something could be done about this gloomy picture by starting to look at the schools' involvement and/or task with regard to the education of entrepreneurship. The teaching of entrepreneurship with a view to the future of South Africa specifically and a change in the economic school of thought is primarily regarded to be an educational issue. It should be seen•as an investment in the people of South Africa. The above mentioned reasons underline the importance of an investigation of this nature into the schools' involvement and/or task with regard to the education of entrepreneurship.
39
Otto, Bernard. "Dissipline as instaatstellende versus onderdrukkende instrument vanuit 'n gemeenskapsopvoedkundige perspektief." Thesis, 2012. http://hdl.handle.net/10210/6712.
Full text
40
Van, Rensburg Engela Lacya. "Die biologie-kurrikulum : relevansie en beroepsgerigtheid." Thesis, 2014. http://hdl.handle.net/10210/9233.
Full textAbstract:
D.Ed. (Didactics)<br>South Africa is presently experiencing a transitional phase where change is the order of the day. Providing education cannot be ruled out. As education plays a universal role in preparing the child for life the general demand for relevance in school education as well as instruction in both the Science and Biology curriculums are investigated in this research projegt. The present provision of education in our schools does not meet the demands of a changing and developing society. High unemployment figures can be attributed to, inter alia, the inability of the education system to provide a well-trained work-force. Education in the senior secondary phase should therefore cater for a curriculum which is more vocationally-oriented and which prepares the pupil for a profession. Science must simultaneously be targeted on the training of scientists as well as non-scientists. A vocationally-oriented content will particularly increase the relevance of the Biology curriculum because the pupil will become aware of the practical (iii) application possibilities of theoretical knowledge in a profession. In addition skills such ee , cognitive (intellectual) skills and psychomotor (practical) skills and techniques will be developed which will not only benefit the pupil who wants to embark a career in biology but will also result in a general science literacy and equip him to handle all community aspects with responsibility and confidence. The empirical investigation of this study centres on determining the relevance of the themes, research skills and laboratory techniques with regard to the present Biology syllabus aimed at both the pupil who desires to pursue an academic course of study and the pupil who wishes to enter a profession in the field of biological science. Therefore lecturers and students at institutions' for tertiary education, as well as employers and employees of professional/vocational institutions were approached in order to determine the relevance of the present Biology syllabus to tertiary studies or to professional life...
41
Nevhutanda, Ntshengedzeni Alfred. "An Analytic-critical reflection on an integrated arts education curriculum in a multicultural South Africa." Thesis, 2000. http://hdl.handle.net/10500/15622.
Full textAbstract:
The structure of an education system and its curricula reflects the influence of a specific
paradigm. Since the onset of colonial rule and apartheid in South Africa about
everything in the South African society, including the education system and curricular
issues in particular, have been shaped in accordance with the macro paradigm: the
modern Western paradigm.
The emergence of a new paradigm: the postmodern paradigm, created the possibility
of a new order of thinking which influenced all societal domains and aspects and
propelled the society into the new millennium. Since 1994 a new approach forms the
corner stone of all the new South African policy documents on education. It is for this
reason that the issue of an arts education curriculum is investigated from a
paradigmatic point of view with reference to the modern, the postmodern and the
African paradigms.
Various components, roles and dynamics of educational curricula cast in the modern
paradigm framework are compared with characteristics of their counterparts in the
postmodern paradigm framework, and how they can influence the design of curricula,
especially arts education. The contribution of an African paradigmatic perspective is
accounted for.
A new approach to curriculum development based on the ideals of a learner-centred
education approach, an outcomes-based education approach and the integration of
subjects into specific learning areas has officially been adopted as the approach for
transforming education and curricular issues, resulting in the present Curriculum 2005.
Within the context of the Arts and Culture learning area of this Curriculum, the study
concentrates on and emphasises the integration of the four art forms of dance, drama,
music and visual art in order to overcome the legacy of fragmentation of a curriculum.
The study culminates in a proposed integrated arts education outline for curriculum
development that defines the rationale and vision for South African arts education. The
researcher contends that there is sufficient scope for arts education to contribute its
unique aesthetic values to the new national curriculum in South Africa and that
integration of these art forms does not in any way diminish the unique character of
each.<br>Didactics<br>D. Ed. (Didactics)
42
Schoeman, Elizabeth Magdalena. "Verpligtingsbesef van betrokkenes by 'n onderwyskollege in Lebowa." Thesis, 2014. http://hdl.handle.net/10210/11829.
Full textAbstract:
M.Ed. (Educational Psychology)<br>The purposes of this study were to determine the sense of obligation of a group of Northern Sotho speaking student teachers, their lecturers and some parents of the area, which factors affect their sense of obligation positively or negatively, and how pupils and students can be educated towards a mature sense of obligation. An empirical study was conducted and 1500 questionnaires were distributed among students and lecturers at Mamokgalake Chuene College of Education and also among parents in the vicinity. Only 450 questionnaires were returned. Factors such as culture, maturity, time perspective and the influence of parents and educators, which are related to a sense of obligation, were discussed.
43
"Personeelontwikkeling as taak van die skoolhoof van 'n sekondêre skool binne die Departement Onderwys en Opleiding." Thesis, 2014. http://hdl.handle.net/10210/12885.
Full text
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Van, Niekerk Elsabe Francina. "Die ontstaan, verloop en toekoms van Christelik-nasionale onderwys in Suid-Afrika." Diss., 1997. http://hdl.handle.net/10500/17737.
Full textAbstract:
Text in Afrikaans<br>Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde
onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die
moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen
lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese
van die Christelik-nasionale lewensbeskouing en onderwysleer.
In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met
1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge,
onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van
onderrig.
Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in
Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is
ook gemaak.<br>In this study, the genesis and course of Christian National Education, as historic cultivated
educational ideal of the Afrikander, are examined and assessed in order to be able to predict
its future in times to come. First of all, the relation between view of life and education is
indicated, with special reference to the genesis and nature of the Christian National view of
life and doctrine of education.
In the historical survey the course and position of Christian National Education from 1652 to
1997 are indicated. Attention is focused on the following educational aspects: aim of
education, governance of education, content of education (with special reference to religious
instruction) and medium of instruction.
Finally, findings and a conclusion regarding Christian National Education in South Africa are
expressed. Some recommendations for its continued existence are also provided<br>Educational Studies<br>M. Ed. (Historiese Opvoedkunde)
45
Manyane, R. Motse. "History teaching in South Africa within the context of the human and social sciences : an outcomes-based approach with reference to anti-racism." Thesis, 1999. http://hdl.handle.net/10500/18117.
Full textAbstract:
This study begins by analysing and exploring problems associated with (a) history
teaching as part of the Human and Social Sciences learning area, (b) history teaching
within an Outcomes-based approach, and (c) history teaching and racism. In an effort
to provide solutions to these problems the study proceeds to propose a framework for
teaching history within the Human and Social Sciences learning area, to suggest a
viable Outcomes-based approach to teaching history in the context of this learning area,
and an attempt is also made to provide criteria for an anti-racist approach to history
teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist
perspectives and attitudes have been developed.
Overall, the study found that an interdisciplinary approach - intended to preserve
history's identity within the Human and Social Sciences learning area- is worthwhile
and essential, given the rich potential of the discipline to enrich and even gain from the
unique insights that other disciplines within the learning area can provide. It is evident
that history, either by itself or in association with other disciplines, lends itself well to
Outcomes-based Education; and that while it is important and necessary to differentiate
between learning outcomes on the one hand, and aims and objectives on the other, the
former and the latter two demonstrate some significant overlaps.
Given the crucial importance of improving race and a range of other relations in South
Africa, the findings of the study seem to prove to be a feasible and indeed critically
important way in which history teaching could deal with racial and other forms of viprejudice,
injustice and discrimination. This seems to be the case because the findings
reveal that learners registered progress in various aspects of anti-racist history
teaching. Given the gains by learners, therefore, an Outcomes-based history teaching
within the Human and Social Sciences learning area would seem to be an essential
approach to learning programme development in the South African system of education
and training.<br>Educational Studies<br>D. Ed. (Didactics)
46
Hayward, Richard Pleydell Drury. "Action research on total quality education in a South African primary school." 1998. http://hdl.handle.net/10500/16925.
Full textAbstract:
The principles of Total Quality Management (TQM) have been used
in the business, commercial and industrial sectors to improve
both product and service. In a limited number of schools
worldwide, there have been attempts to adapt TQM theory and
practice to the educational management of institutions.
In this thesis there has been an attempt to adapt the TQM
philosophy to the field of educational practice. Quality tools
and techniques used in TQM organisations have been studied to
ascertain their applicability in schools. During the course of
the study, the researcher discerned the need to give TQM a
distinct identity within the domain of educational management.
In the management of schools, there are philosophies and
practices which are different from those encountered in noneducational
settings. The concept Total Quality Education (TQE)
was used to acknowledge this reality.
Action research was done over a three-year period at a South African co-educational public primary school. During the four
research cycles of looking, thinking and acting, TQE principles
were implemented in the school. Stakeholders such as parents,
learners and teachers identified areas for improvement of the
quality of education. Areas identified included the curriculum,
physical resources, extramural activities, staff development,
learning and financial management of the school. Quality tools
and techniques were applied by all stakeholders to effect the
desired improvements. In the fourth and last cycle of the
research a questionnaire was given to a sample of the parent
community. Progress made in the improvement of the quality of
education provided was noted and areas to be improved further
were identified.
The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make
contributions to the betterment of schools. Through the
application of the principles of the TQE philosophy, it is
possible to transform South African schools into institutions where all learners can experience education of true quality.<br>Educational Leadership and Management<br>D. Ed. (Educational Management)
47
Makgopa, Lazarus. "An exploration of the relevance of a doctorate degree in the South African Police Service." Thesis, 2019. http://hdl.handle.net/10500/25736.
Full textAbstract:
The primary aim of this study was to explore the relevance that serving and former SAPS members who hold an academic doctorate degree attach to such a degree in the SAPS occupational environment. From a qualitative standpoint, data was collected through phenomenological in-depth individual interviews with serving and former SAPS members who hold an academic doctorate degree. In addition, a comprehensive review of the relevant national and international literature was conducted to obtain a better understanding of this phenomenon. A thematic data analysis process was followed to analyse the collected data.
Various objectives were fulfilled in the completion of this study:
The relevance of an academic doctorate degree, as experienced by serving and former SAPS members, in their occupational environment was explored, identified and described.
The value that SAPS doctorate graduates add to the SAPS was explored, identified and described.
Recommendations were made regarding the optimal, efficient and effective utilisation of doctorate SAPS graduates in the occupational environment of the SAPS.
The findings of this study indicate that holding a doctorate degree in the SAPS generally adds value to the various aspects of policing. However, it was found that not all doctorate graduates in the SAPS are appropriately placed and placement is not necessarily influenced by graduates’ academic qualifications. Based on the findings of this study, a framework for the appropriate placement of doctorate graduates in the SAPS was developed. This framework could serve as a management tool to sensitise SAPS management to the relevance of an academic doctorate degree. In addition, this framework could act as a management tool guiding the SAPS management regarding the correct placement of academic doctorate graduates in the organisation. This study contributes significantly to the understanding of the relevance of a doctorate degree in the SAPS, thereby contributing to new knowledge related to this phenomenon.<br>Police Practice<br>Ph. D. (Police Science)
48
Cloete, Michael Stanley. "A leadership capability model for the South African higher education environment." Thesis, 2020. http://hdl.handle.net/10500/27398.
Full textAbstract:
Text in English with keywords and abstracts in English, Afrikaans and Zulu<br>Over the past few years, the world in general has been influenced by several rapid changes and disruptions including climate change, globalisation, economic developments, the fourth industrial revolution, technological advancements, social changes, political changes and most recently the Covid-19 pandemic.
The above changes have also influenced South Africa Higher Education Institutions (HEI) in South Africa. In particular, over the past two to three years, South African HEIs have been increasingly faced with the drive for transformation in higher education (including the decolonisation of the curriculum), reduced government subsidies,
increased competition, rising costs, increased enrolments, declining resources the announcement of free higher education, increased politicisation of higher education and the increased need to use information technology in teaching and research. As a result, the aforementioned rapid changes and disruption require that leaders in South African HEIs possess the capabilities that will enable them to successfully lead their organisations during such times.
While leadership has been researched within South African HEIs none was found that focussed on identifying and describing the capabilities needed to lead successfully in South African HEIs during rapid change and disruption. The aim of this research was to determine a leadership capabilities model required to lead successfully during rapid
change and disruption within South African HEIs. This research successfully identified and described the capabilities and competencies needed to lead South African HEIs successfully during rapid change and disruption in general as well as for each leadership level.
Finally, this research formulated a theory and model that explains the relationship between rapid change and disruption, the possession and application of the capabilities required to lead successfully in South African HEIs during rapid change and disruption and actually dealing successfully with the rapid change and disruption.<br>Oor die afgelope paar jare was die wêreld deur verskillende vinnige veranderinge en ontwrigtings beïnvloed insluitended limaatverandering, globaliseering, ekonomiese ontwikkelinge asook die vierde industriële rewolusie, tegnolosiese vooruitgange, sosiale veranderinge, politiese veranderinge, en mees onlangs, die Covid-19 pandemie.
Die bogenoemde veranderinge het ook die Suid-Afrikaanse Hoër Onderwys beïnvloed.
In die besonder, oor die afgelope twee tot drie jaar, is Suid-Afrikaanse Hoër Onderwys Instansies toenemend gekonfronteer deur ‘n strewe na transformasie (insluitended dekolonisering van die kirrikulum), vermindende staatsubsidies, toenemende kompetisie, toenemende kostes, toenemende inskrywings, vermindende hulpbronne,
die aankondiging van gratis hoër onderwys, toenemende politisering van hoër
onderwys en die toenemende behoefte om inligtingstegnologie te gebruik in onderwys en navorsing. As ‘n gevolg van bogenoemde vinnige veranderinge en ontwrigtings, word dit van leiers in die Suid-Afrikaanse Hoër Onderwys vereis om vermöens te besit wat hulle in staat stel om hulle organisasies suksesvol te kan lei gedurende sulke tye.
Alhoewel navorsing oor leierskap binne Suid-Afrikaanse Hoër Onderwys Instansies voorheen gedoen is, kon geen navorsing gevind word wat alleenlik fokus op die identifisering en beskrywing van die eienskappe wat nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige veranderinge en ontwrigting.
Die mikpunt van hierdie navorsing was om vas te stel watter leierskap eienskappe nodig is om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei, gedurende tye van vinnige veranderinge en ontwrigtings. Hierdie navorsing het daarin geslaag om die eienskappe en vaardighede wat leiers benodig om Suid-Afrikaanse Hoër Onderwys Instansies suksesvol te lei gedurende tye van vinnige veranderinge
en ontwrigtings te bepaal, asook wat vir elke leierskapvlak benodig word. Hierdie navorsing het ook ‘n teorie en model geformuleer wat die verhouding tussen vinnige veranderinge en ontwrigtings, die besit en toepassing van die eienskappe om Suid Afrikaanse Hoër Onderwys Instansies suksesvol te kan lei gedurende tye van vinnige
veranderinge en ontwrigtings en uiteindelik suksevolle leierskap gedurende vinnige veranderinge en ontwrigtings, te beskryf.<br>Eminyakeni embalwa edlule umhlaba jikelele ubhekane nezinguquko
nokuphazamiseka okuningi okuhlanganisa ukuquka kwesimo sezulu, ukuxhumana kwamazwe omhlaba, ukuthuthuka kwezomnotho, uguquko kwezezimboni kwesine (fourth industrial revolution), ukuthuthuka kwezobuchwepheshe, izinguquko kwezenhlalo, izinguquko kwezombusazwe nokwakamuva nje, ubhubhane i-Covid-19.
Lezi zinguquko ezingenhla zibe nomthelela naseziKhungweni zeMfundo ePhakeme zaseNingizimu Afrika (HEIs). Ikakhulukazi, eminyakeni emibili kuya kwemithathu edlule, iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika zibhekana ngokwengezekile nomkhankaso wezoguquko kwezemfundo ephakeme
(okuhlanganisa nokuhlelwa kabusha kwezinhlelozifundo), ukuncipha
kwemalisibonelelo kahulumeni, ukukhula kokuqhudelana, ukukhula kwezindleko, ukukhula kwesibalo sababhalisile, ukuncipha kwezinsiza, ukumenyezelwa kwemfundo ephakeme yamahhala, ukudlondlobala kwezombusazwe ezikhungweni zemfundo ephakeme nokukhula kokusetshenziswa kobuchwepheshe kwezokufundisa
nocwaningo. Okungumphumela walokhu, ukudingeka kwabaholi bezikhungo zemfundo ephakeme eNingizimu Afrika abanamakhono azobalekelela ekuholeni ngempumelelo izinhlangano zabo kulezi zikhathi.
Yize noma ubuholi bucwaningiwe ezikhungweni zemfundo ephakeme eNingizimu Afrika akukho okutholakele obekugxile ekuhlonzeni nasekuchazeni ngokuyizidingo zokuhola ngempumelelo lezi zikhungo ngalesi sikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini. Lolu cwaningo luhlonze futhi lwachaza ngamakhono namava
adingekayo ukuze kuholwe ngempumelelo iziKhungo ZeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi sezinguquko nokuphazamiseka okwenzeka ngesivinini kanye nokuyizidingo zezinga ngalinye lobuholi.
Okokugcina, lolu cwaningo lwakhe injulalwazi nohlaka oluchaza ngobudlelwano phakathi kwezinguquko nokuphazamiseka okwenzeka ngesivinini, ukuba namava adingekayo nokuwasebenzisa ngempumelelo ekuholeni iziKhungo zeMfundo ePhakeme zaseNingizimu Afrika ngesikhathi salezi zinguquko nokuphazamiseka
kanye nokubhekana nakho ngempumelelo.<br>Industrial and Organisational Psychology<br>D. Phil. (Consulting Psychology)
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Maluleka, John Shebabese. "Socio-educative implications of children's rights." Thesis, 2001. http://hdl.handle.net/10500/18103.
Full text
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Gericke, Elizabeth Martina. "Dienslewering in die openbare biblioteek met spesiale verwysing na gebruikersleiding." Thesis, 2002. http://hdl.handle.net/10500/601.
Full textAbstract:
Text in Afrikaans<br>Die doel van die studie was om 'n model te ontwikkel vir openbare
bibiioteekdiensiewering in 'n ontwikkelende land met 'n multikulturele samelewing.
Die kernprobleem was om die teoretiese fundering van dienslewering en die
toepassing daarvan in die praktyk te ondersoek.
Die eerste subprobleem was om die eienskappe van 'n professie en professionele
dienslewering te ondersoek. Die eienskappe van die professionalis/bibiiotekaris wat
leiding aan die gebruiker moet gee, is geidentifiseer. Sleutelelemente is:
outonomie (gekoppel aan deskundigheid en opieiding), 'n altruistiese
diensorientasie en funksionele diens (volgens professionele riglyne en standaarde)
aan alle groepe in die gemeenskap, ongeag sosiale kias.
Die tweede subprobleem was om die doelstellings en funksies van die openbare
biblioteek en die roi van gebruikersleiding daarin te ontleed. Daar is gevind dat
diensleweringsfunksies in die teorie swak gefundeer is. 'n Kategorisering is
voorgestel wat onderskei tussen ondersteuningsfunksies, diensleweringsfunksies
en bestuursfunksies. Gebruikersleiding is geidentifiseer as oorkoepelende begrip en kernelement van alle diensleweringsfunksies wat gerig is op die optimalisering
van die waarde van inligting tot beswil van die samelewing.
Die derde subprobleem was om die ontstaan van 'n diensbegrip in die openbare
biblioteek te beskryf en paradigmaverskuiwings uit te wys. Professionele riglyne,
beginsels en standaarde, is ontleed. Afleidings is gemaak oor 'n heersende
diensbegrip en rol van die openbare biblioteek. Daar is bevind dat die riglyne vir die
identifisering van gebruikersgroepe en hulle behoeftes asook
diensleweringsfunksies ontoereikend is.
'n Kategorisering van potensiele gebruikersgroepe en hul behoeftes is gedoen en 'n
model vir openbare biblioteekdiensiewering ontwikkel om die leemte in
teoretisering te vul. Die model onderskei 'n diensparadigma van dienslewering aan alie individue en groepe in die gemeenskap en missie van ontwikkeling; die primere
doeiltelling opvoeding; beginsels van gemeenskapskontak; behoeftebepaling en
toegang lot inligting; diensfunksies en uitreikaktiwiteite; die professionalis-klientverhouding;
wetgewing, organisatoriese strukture en omgewingsfaktore.
Die model is in 'n vraelysopname in die Suid-Afrikaanse openbare biblioteekpraktyk
getoets. Daar is bevind dat die doelsteliings nagestreef en diensfunksies toegepas
word. Die grootste probleme word in organisatoriese strukture en finansiering
ondervind. Hierdie sake moet dringend aandag kry om die gestelde missie, naamlik
om 'n wesenlike rol te speel in die ontwikkeling van die hele Suid-Afrikaanse
samelewing, te verwesenlik.<br>The purpose of the study was to develop a model for public library service rendering
in a developing and multicultural society. The core problem was to investigate the
theoretical foundation of service rendering and the application thereof in practice.
The first subproblem was to examine the characteristics of a profession and
professional service rendering. The characteristics of the professional/ librarian who
has to provide guidance to the user were identified. Key elements are: autonomy
(linked to expertise and training), an altruistic service orientation and functional
service (according to professional guidelines and standards) to all groups in the
community irrespective of social class.
The second subproblem was to analyse the aims and functions of the public library
and the role of user guidance in it It was found that service rendering functions are
not theoretically well grounded. A categorisation is proposed which distinguishes
between supporting, service rendering and management functions. User guidance
is identified as an umbrella concept and core element of all service rendering
functions which is directed at optima/isirtg the value of information to the benefit of
society.
The third subproblem was to describe the origins of a service concept in the public
library and to expose paradigm shifts. Professional guidelines, principles and
standards were analysed. Conclusions were drawn about a predominant service
concept and the role of the public library. It was found that guidelines for the
identification of user groups and their needs as well as service rendering functions
are inadequate.
A categorisation of potential user groups and their needs was compiled and a
model for public library service rendering was developed to bridge the gap in XXtheorisation.
The model distinguishes a paradigm of service to all Individuals and
groups in the community and a developmental mission; the primary aim of
education; service principles of community networking, needs assessment and
information access; service functions and outreach activities; the professionalclient-
relationship; legislation, organisational structures and environmental factors.
The model was tested in South African public library practice by means of a
questionnaire survey. It was found that aims are pursued and service functions are
applied. The greatest problems are experienced In organisational structures and
financing. These issues must be urgently addressed to realise the public library's
declared mission, namely to play a substantial role in the development of the South
African society as a whole.<br>Information Science<br>D. Litt. et Phil. (Information Science)