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Swingler, Susan. "A programme theory and process evaluation of a youth development programme." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33034.
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Background The CoolPlay youth development programme (CYDP) is an after-school sport-for development (SFD) programme with an integrated social-emotional learning (SEL) component delivered to schools in low-income communities in Cape Town, South Africa. The CYDP is implemented by CoolPlay, an SFD organisation funded by the Laureus Sport for Good Foundation. The aim is to provide youth with pro-social after-school activities that equip them with the social-emotional competence fundamental to becoming responsible and socially engaged citizens. The main programme stakeholders include the CoolPlay board of trustees, an operations manager, four area managers and 26 sport and SEL coaches (Champions). In 2018, I was appointed as a monitoring and evaluation (M&E) intern within the organisation. In my capacity as an M&E intern, I conducted an evaluability assessment (EA), which determined the scope and approach of the evaluation for this dissertation. Evaluation Focus The objective of the evaluation was to determine: (a) whether or not the CYDP can realistically produce the intended outcomes, and (b) the extent to which the programme is implemented in line with quality parameters identified in the literature. As such, a theory evaluation and a process evaluation were conducted sequentially to address the following evaluation questions: 1. What is the theory and logic underlying the CYDP design? 2. Is the programme theory and logic plausible? 3. What elements of the CYDP theory could be modified to maximise intended outcomes? 4. Do the Champions implement the CoolPlay sport sessions with sufficient quality? 5. What contextual factors may be influencing the implementation of the CoolPlay sport sessions? 6. Are the Champions adequately trained to deliver the CoolPlay sport sessions? 7. Is there adequate organisational support in place to facilitate implementation of CoolPlay sport sessions? Methodology The evaluator used Donaldson's (2007) five-step procedure for constructing and assessing the programme theory. An initial programme theory was constructed using programme documentation and focus group data derived from a purposive sample of seven programme stakeholders (evaluation question 1). The plausibility of the initial programme theory was assessed by means of an extensive literature review (evaluation question 2). The programme theory was critically reconstructed using Brouselle and Champagne's (2011) logic analysis procedure (evaluation question 3). The process evaluation used a combination of quantitative and qualitative data collection, analysis, and integration methods (concurrent mixed methods design). An observational rating scale was administered to a convenience sample of 16 Champions during a routine observation session conducted by area managers to address evaluation question 4. A purposive sample of three area managers and a stratified randomised sample of four Champions participated in interviews to elicit the contextual factors influencing implementation (evaluation question 5), the adequacy of Champion training (evaluation question 6) and the adequacy of programme support functions (evaluation question 7). The operations manager also provided qualitative input on the adequacy of programme support functions through an interview. The qualitative data was analysed using Braun and Clarke (2006)'s procedure for thematic analysis. The interviews were supplemented by quantitative data derived from a mentor survey and an organisational survey completed by four Champions and five members of the programme management team, respectively. Key Findings and Conclusions The programme theory evaluation found that the initial programme theory and logic (evaluation question 1) is plausible, however effect sizes are likely to be low and programme effectiveness is highly dependent on developmentally appropriate content and structure, psychologically and physically safe programme environment, staff characteristics, parent/caregiver involvement, and youth participation and engagement (evaluation question 2 and 3). Preliminary insights derived from the EA suggest that the CYDP does not meet these quality parameters/requirements fully, thus highlighting the need for programme design and implementation improvement, as captured in the critically reconstructed programme theory (evaluation question 3). The process evaluation found deficiencies in implementation (evaluation question 4) linked to schools' commitment and capacity, parent/caregiver involvement, and youths' capacity to engage (evaluation question 5). Certain aspects of the training structure and content were found to be inadequate for developing all relevant competencies/skills, and poor Champion engagement was flagged as a critical issue (evaluation question 6). Implementation of the programme was further constrained by limited organisational capacity (evaluation question 7). These process evaluation findings confirm that the CYDP does not fully meet the programme quality parameters/requirements identified in the literature. Recommendations Key recommendations unpacked in this dissertation include the following: • Alignment of programme content with appropriate developmental milestones and unique interests of programme beneficiaries. It is recommended that the content is structured in a curriculum that follows the SAFE approach to SEL facilitation. • Provision of transport, nutrition, and first aid supplies and training, as well as implementation of strategies to address deviant behaviour to ensure that programme beneficiaries are physically and psychologically safe. • Efforts to hire, train and retain qualified Champions. These include adherence to documented selection criteria, a more comprehensive induction process, ongoing training and support including collaborative planning, debriefing and provision of mental health services. • Implementation of parental and teacher involvement strategies, such as invitation to CoolPlay meetings and workshops, distribution of newsletters, and provision of transport to and from CoolPlay events. • Implementation of M&E systems for participant enrolment, attendance, drop-out and engagement. • Allocation of resources toward securing qualified, full-time staff with experience in positive youth development. • Strengthening of programme quality before the CYDP is rolled out to additional sites, given that the programme has the potential to support both positive and negative developmental outcomes in youth.
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Chhotray, Vasudha. "Decentralised development : state practices from India's watershed development programme." Thesis, SOAS, University of London, 2003. http://eprints.soas.ac.uk/28772/.
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Decentralisation is now central in the theorisation and practice of contemporary government. Within the contemporary mainstream discourse, decentralisation is projected as a policy move to localise as well as reduce the domain of state intervention. This discourse is supported by the new institutionalist, communitarian and New Political Economy (NPE) theories. However, the concept of decentralisation, as underpinned by these theories, rests on highly questionable assumptions regarding the relationships between individuals, communities, markets and states. In the process of defining decentralisation simplistically, as 'less of state', the critical relationship between decentralisation and the state remains ill theorised. This is the principal problem addressed in the thesis. The particular context of study is India. The recent restructuring of the national Watershed Development Programme (NWDP), in 1994, encompasses the key issues confronting decentralisation in India today. The major elements of such policy reform embody familiar tensions between planning, politics and participation. Moreover, they appear to skirt panchayat reform, which has been long contested. In general, the 1994 watershed guidelines mirror the broader Indian development strategy, and bear a strong thrust towards viewing development apolitically. This is of consequence given the postcolonial context of development as the principal basis of state power in India. Based on empirical research in two Indian states, Andhra Pradesh and Madhya Pradesh, the thesis reveals a strong association between the extent to which development can be depoliticised, and the political context of decentralisation in each state. This context is informed by the contingent relationship between panchayat reform, bureaucratic reorganisation and participatory watershed development. The analysis shows how different actors engaged in programme implementation interpret the guidelines, and their development discourse, differently. In the process, they adapt ruling development ideas according to their own interests and institutional histories. The thesis argues that these are influenced by the prevailing political context of decentralisation. The principal conclusions thus establish the important relationship between decentralisation and the state. First, decentralisation can vitally impact the use of the development discourse as the basis for state power. Moreover, decentralisation increases the interface of the development discourse with regional and local actors, who shape the discourse further in innumerable new ways. Second, decentralisation reveals and enhances the disaggregated nature of the Indian state. The blurred boundaries between 'official', 'local' and 'popular' power contribute both to the fluidity of decentralisation processes, as well as their positive potential for change. Far from being 'less of state', as dominant theoretical positions might conclude, the thesis shows that decentralisation augments the many dimensions of the state, its power, authority, effectiveness and accessibility.
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Bekker, JL. "Effective departmental and programme coordination." Quality Promotion (TUT), 2004. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001652.
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Shrestha, B. C. "Arable land development programme (ALDEP) and rural development in Botswana." Thesis, Brunel University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370477.
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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.
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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.
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Coetzer, Anje. "Evaluating a governmental training and development programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/13533.
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Includes bibliographical references (leaves 78-83).The current study examines the Contractor Development Model (CDM) as used by Working for Water. The overarching goal of the WfW programme is to alleviate poverty by creating short to medium term jobs for unskilled workers through clearing alien vegetation. WfW aims to appoint contractors based on targets from the Expanded Public Works Programme which are 60% women, 20% youth (18 - 36 years) and 2% disabled people. The CDM’s main objectives can be seen as: the employment of youth, women and people with disabilities; skills development through training. The programme aims to to develop contractors so that they become less dependent on WfW. It aims to develop contractors’ alien clearing and business skills to such an extent that contractors eventually exit the CDM in order to pursue more lucrative opportunities outside of WfW.
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Wilhelm, Martha. "An Analysis of the role of governance on effective programme management - A case of Namibia Mass Housing Development Programme Management - A case of Namibia Mass Housing Development Programme." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29847.
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Namibia has been praised for having rigorous policy frameworks that address various national development challenges. Over the years, the country has introduced various policy initiatives to address the housing challenge in the country. However, implementation of such policies and programmes faced various challenges resulting in suboptimal outcomes and consequently, a situation where such programmes are abandoned, and new ones are introduced with little learning from past experiences. This paper, analysed the role of governance on effective programme management using a case study of Namibia’s Mass Housing Development Programme. The findings highlight governance challenges, as one of the key contributing factors to failing programmes. A qualitative approach was employed in gathering data using face to face in-depth interviews with the informants who represented the target population in the study. The paper contributes to the body of knowledge on the importance of governance which public policy and programme makers can draw lessons from for effective programme implementation.
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Lightfoot, Eleanor C. "The development of a therapy programme for children." Thesis, University of Canterbury. Psychology, 1991. http://hdl.handle.net/10092/6702.
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The present research was undertaken to develop a therapeutic programme for children who were identified as either disruptive or withdrawn. Four studies were carried out involving children from five schools. Study One included 79 subjects from two primary schools and each school was divided into four contrast groups - Movement to Music, Counselling, Art and a control group. The programmes compared treatments and were between six and nine sessions long. Pre- and Post-treatment assessments were undertaken on a number of measures and multivariate analyses of variance revealed no significant differences between groups. However, there were significant differences between schools and between sexes for some of the scores on the photographic analyses.
There were also a number of significant correlations. Comparisons between the children's drawings and the analyses of their body structures revealed that children who were developing particular "holding patterns" in their bodies, also tended to include indicators of conflict and tension in their drawings.
Study Two included 27 subjects who were slow learners at a secondary school. These programmes were six sessions and compared Movement to Music, Exercises to Music, and a combination of these two activities. The subjects were resistant to these programmes and it was necessary to develop alternative activities for them.
Studies Three and Four each included sixteen subjects aged between seven and nine years, and each included a Movement to Music group and a control group. The programmes with these children were twenty-eight sessions long and involved a number of different activities. Although the statistical analyses were inconclusive, these programmes appeared to enhance the development of some children as reported by their teachers.
The results were discussed in terms of the factors that influence the effectiveness of such programmes, and the implications raised by the apparent structural patterns perceived in the bodies of such young children.
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Quigley, John Leckie. "Managing information from a reliability growth development programme." Thesis, University of Strathclyde, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249876.
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Joseph, Janine Marcelle. "Professional development programme for middle managers at schools." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1905.
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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2005In order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.
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Jansen, Rethar. "An evaluation of a school leadership development programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15508.
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This study set-out as an evaluation of Symphonia's Partners for Possibility leadership development programme for school principals in South Africa. Broadly, the goal of the programme is to improve the educational outcomes of under-resourced schools. The primary audience of this evaluation is the Partners for Possibility Operations Manager. During initial engagement with the programme stakeholders the feasibility of different evaluation types were considered. These deliberations centred on one of, or combination of, the following evaluation types: theory evaluation, process evaluation and outcomes evaluation. At first it appeared that an outcomes evaluation was entirely possible. After examining if an outcomes evaluation is feasible it became clear it was impossible to do this. As a result the focus shifted from outcome evaluation to what other kind of evaluation was feasible and acceptable to programme staff. In order to determine this, the evaluability assessment approach was utilised in order to conduct a theory evaluation and to determine if it was possible to obtain, at reasonable cost, relevant performance data. The revised programme theory behind the Partners for Possibility's programme was derived via semi-structured interviews with the programme Stakeholder Engagement Consultant and Operations Manager. A thorough analysis of programme documentation and the programme website also informed the development of the revised programme theory. The plausibility of the revised programme theory was assessed by conducting a literature review of similar evaluations and related literature. The literature review suggests that the revised programme theory is plausible. The revised programme theory can be summarised as follows: if the programme incorporates activities associated with both the instructional and transformational leadership development models then principals will be able to address the barriers that prevent their school from improving its educational outcomes. The results of the investigation into, is it possible to obtain relevant performance monitoring data, found that this was not possible. This investigation did determine that the programme has designed a monitoring system that effectively maps onto the process theory that was developed as part of the theory evaluation. However, semi-structured interviews with the Operations Manager and Stakeholder Engagement Consultant revealed that this monitoring system was not systematically maintained and that data was not available. This finding is what compromised the ability for an outcomes evaluation to proceed. It is strongly recommended that the programme staff implement and make use of their monitoring system. If the programme staff do this then a process evaluation is recommended for the programme in order to determine if the programme is implemented with fidelity.
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Andersson, Camilla. "Challenges of studying complex community health promotion programmes : experiences from Stockholm diabetes prevention programme /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-703-0/.
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Mamburu, David Nyadzani. "Evaluation of the Poverty Relief Programme in the Limpopo Province within the context of the Reconstruction and Development Programme a Social Work perspective /." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01142005-082757.
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Rugema, Michelle. "The contribution of pro-poor growth programmes to poverty reduction in Rwanda : a case study of the Girinka Programme in rural Rwanda." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13744.
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This study investigates the contribution of the Girinka Programme, a pro-poor growth programme in Rwanda, to poverty reduction. Recent studies have placed increasing emphasis on the contribution of pro-poor growth to poverty reduction and have argued that pro-poor growth has the potential to reduce poverty more effectively than economic growth. Poverty, for this study, is measured based on the following indicators of poverty derived from the United Nations (1998) definition of poverty: nutrition, access to health care services, access to water, education, and access to credit. Income or the lack thereof, is not the sole determinant of poverty, and is not “the sum total of human life” (United Nations Development Programme, 1990), therefore relying solely on quantitative measurements of poverty that are based on income can paint an incomplete picture of the reality on the ground. Therefore, since poverty is multidimensional, this study uses a multidimensional approach to its analysis and goes beyond the quantitative aspects of poverty. Qualitative research methods were used for this study, and fieldwork was conducted in Kayonza District, located in the Eastern Province of Rwanda. In-depth interviews were held with beneficiaries and prospective beneficiaries of the Girinka Programme in order to determine the programme’s contribution to a meaningful reduction in poverty. In addition, interviews were held with Girinka local and national programme officials. Secondary data in the form of programme documents was also collected, reviewed and analysed.
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Bakanova, Irina, and Dewan Jahidul Hassan. "An exploratory study of project selection in donor funded development programme : An analysis of case studies of project selection in International Development Programmes (IDPs) in Bangladesh." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-39483.
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International Development Programmes (IDPs) are United Nations‘ (UN) and developedcountries‘ initiatives to develop world‘s least developed countries. IDPs significantly vary fromother mainstream project management topics, as most often they do not have eye for commercialsuccess or are not of simple charity nature of humanitarian perspective aid. Projects under IDPstry to deliver United Nations‘ and rich countries commitment to provide sustainable developmentto developing world in terms of reducing poverty and hunger, improving health and educationsystem, building capacity to face disasters, eliminating gender discrimination, among others.This significant difference and lack of research in this field has left a gap in established projectmanagement methodologies that could be generalised as specifically suitable for IDPs.The knowledge of project selection methodologies has reached to its extreme variety, as itspreads from the simplest model of a checklist to the highest degree mathematical model.Leading researchers in the field have come to conclusion that project selection methods have tomatch the needs of a specific programme or portfolio to serve its purpose. The uniqueness ofIDPs intensified the necessity of choosing projects by understanding the financial and strategicbenefit they can deliver matching their resource requirement. In absence of straight direction inthe research and real life case observations, the practice in project selection in IDPs has not stillbeen an established procedure.To explore this need the authors of this report examined the theoretical framework of projectselection and their compliance with IDPs unique characteristics. Project selection methodsshowed that due to organisations‘ varied need of delivering financial or strategic objectives, theselection models significantly vary. The use of different financial or strategic criteria withdifferent emphasis on them is highlighted in project selection articles. Further analysis wasfocused on project selection stages and possible challenges evolving in the selection process.The researchers tried to explore project selection methods used in IDPs in Bangladesh byanalyzing four different cases. The examination of the project selection process showed that itmainly follows the multi-stage assessment procedure, with project evaluation conducted by theassessment panel, comprised from the functional experts and in some cases stakeholders‘representatives. Further, from the findings it was evident that the primary theoretical suggestionsfor IDPs project selection methods being strategy driven rather than being commercial in natureis true. In all four cases, the researchers have seen the selectors using scoring and ranking modelthat are specifically designed with higher emphasis on the strategic factors, and that try to deliverdevelopment objective rather than contributing to commercial success. In addition, thechallenges in IDP project selection practice are also discussed. Challenges like deliveringdevelopment needs while trying to make the project sustainable in the long run, managing thepowerful influence of different stakeholders in selecting projects, avoiding country politics,among others are making the project selection more difficult. The main contribution of thisresearch has been establishing a primary selection framework from case evidence withsuggestions on appropriate model, set of criteria which can be used and a set of challenges to beaware of. The study is presented as a basis for further research in this field.
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Bhongsatiern, Jomhadhyasnidh. "The development of the Corporate School Programme in Thailand." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-the-corporate-school-programme-in-thailand(62f8013a-f203-4cf2-9c95-5266e099cee1).html.
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This research investigates the Corporate Schools' programme in Thailand. It aims to examine its implementation and progress from inception, evaluate its current status, and propose ways to enhance its future effectiveness. The programme was initiated through collaboration between the Government and the private sector in the belief that business can play an important role in developing public sector ability to improve educational accessibility and learning quality. The programme is expected to provide young people - particularly school-leavers - with opportunities for education and training. It is also intended to equip them with the knowledge and skills to match labour market requirements. A qualitative approach was employed throughout - governing research design, data collection and data analysis. Three participating companies: CP All Public Company Limited, S&P Syndicate Public Company Limited and the V-ChEPC programme, were selected as case studies. Data were collected through documentary research, semi-structured interviews and observation. The findings, which are based on thematic analysis, show two of the three case study companies were satisfied with the programme's outcomes. These two cases have been focused on their needs and they were aware of the importance of basic skills which young people required. This tends to confirm that the recruitment process has been conducted with due attention. This process, which is aimed at recruiting prospective candidates who hold basic knowledge and skills, could be further developed into one where technical and transferable skills best fit companies' needs. This thesis identifies the current challenges and suggests potential opportunities for three cases. Its outcome should provide a systematic insight to help increase understanding of the Corporate Schools' programme in Thailand with a view to assessing whether or not it has sufficient impact to merit its continuation.
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Walls, Christopher James. "The development of a talent identification programme for bobsledding." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496209.
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Fok, Wai-man Veronica, and 霍慧敏. "Development and validation of a preschool programme evaluation scale." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959349.
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Au, Chi-yan, and 區智恩. "Development of a new education programme for wetland parks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31255401.
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Sogwagwa, Manelisi. "Evaluation of the youth development programme at Swartland Municipality." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5174.
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Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Swartland Municipality is situated in the West Coast of the Western Cape Province as one of the thirty municipalities in the province. Swartland Municipality, like other municipalities, is faced with socio-economic challenges such as crime, unemployment and low levels of education. although the unemployment rate is not so high when compared with some of the municipalities in the province, Swartland amongst other challenges is faced with the problem of access to tertiary education. As a result the agricultural sector dominates as the main economic activity. As part of the effort to address some of its socio-economic challenges, Swartland Municipality’s Youth Development programme was established in partnership with Umsobomvu Youth Fund and named Youth Advisory Centre (YAC). It was established mainly to uplift the living conditions of youth in Swartland by assisting them with career guidance advice, CV writing, and to start own businesses. To achieve this two officials were employed, one as Career Guidance Advisor, and the other one as an Outreach Officer. These two officials had the same duties but the Outreach Officer was appointed mainly to bring services to Swartland areas which are far from where the Youth Advisory Centre is located. However, to ensure that the programme achieves its goals, programme evaluation has to be carried out. Programme evaluation assists in determining the programme’s shortcomings and the areas that need improvement. In this study programme evaluation has been carried out to determine if what is planned gets implemented, and the extent to which programme plans are achieved. In doing so, the researcher used the YAC’s plans, reports, Swartland Municipality annual reports and held semistructured interviews with two senior officials of Swartland Municipality who are involved in the YAC and with the two appointed YAC officials mentioned above. These data collection instruments provided the researcher with the information on what the YAC planned and what it achieved from July 2006 to April 2009. The researcher analysed this data and found that not all YAC plans and reports were available and some contradictions existed in targets between YAC plans, the Memorandum of Agreement (MOA) between Swartland Municipality and Umsobomvu, and Swartland Municipality’s Annual reports. Despite these findings, it was found that the YAC plans correspond with the YAC results reported; therefore the YAC has been implementing its plans. Although the YAC did not meet all of its targets, the difference between the planned outputs and achieve outputs was not big. On the basis of these findings, the researcher recommended that there should be an integrated planning process to set up YAC’s performance standards and the YAC has to improve its performance in most of its key outputs, especially in supporting the youth in business development and opportunities.
AFRIKAANSE OPSOMMING: Swartland Munisipaliteit is aan die Weskus van die Wes-Kaap Provinsie as een van die dertig munisipaliteite in die provinsie. Soos ander munisipaliteite, staar Swartland Munisipaliteit sosio-ekonomiese uitdagings soos misdaad, werkloosheid en lae vlakke van opvoeding in die gesig. Swartland staar, onder andere, die uitdaging van toegang tot tersiêre opvoeding in die gesig, alhoewel die werkloosheidsyfer nie so hoog is as dit met dié van ander munisipaliteite in die provinsie vergelyk word nie. Gebrek aan toegang tot tersiêre opvoeding veroorsaak dat die landbousektor oorheers as die hoof ekonomiese aktiwiteit wat die meeste van die mense in die Swartland gebied in diens neem. Swartland munisipaliteit se Jeugontwikkelingsprogram is in samewerking met die Umsobomvu Jeugfonds as deel van die inisiatief om van die sosio-ekonomiese uitdagings aan te spreek gestig en die Jeug Raadgewende Sentrum (JRS) het tot stand gekom. Dit is hoofsaaklike gestig om die lewensomstandighede van die jeug in Swartland te verbeter deur hulle by te staan met loopbaanvoorligting, die skryf van CV’s en om hul eie besighede op die been te bring. Twee beamptes is aangestel om hierdie doelwit te bereik, een as Loopbaan Voorligting Raadgewer en die ander as Uitreikbeampte. Hierdie twee beamptes het dieselfde pligte, maar die uitreikbeampte is hoofsaaklik aangestel om dienste wat ver vanaf die Jeug Raadgewende Sentrum geleë is, nader aan die Swartland areas te bring. ’n Evaluasie moet uitgevoer word om te verseker dat die program sy doelwitte bereik. Programevaluering het ten doel om die program se tekortkominge en die areas vir verbetering te bepaal. Programevaluasie is in hierdie studie uitgevoer om te bepaal of dit wat beplan is, geïmplementeer word, en in watter mate die program planne verwesenlik word. Die navorser het gebruik gemaak van JRS planne, verslae en Swartland Munisipaliteit se jaarverslae. Semi-gestruktureede onderhoude is met twee senior beamptes van die Swartland Munisipaliteit wat by die JRS betrokke is, en die bogenoemde aangestelde JRS beamptes gevoer. Hierdie data insameling instrumente het aan die navorser die inligting gegee oor wat die JRS beplan en wat dit vanaf July 2006 Tot April 2009 vermag het. Die navorser het hierdie data ontleed en gevind dat nie alle JRS planne en verslae beskikbaar was nie. Daar was ook teenstrydighede in doelwitte tussen JRS planne, die Oorenkoms Memorandum tussen Swartland Munisipaliteit en Umsobomvu en Swartland Munisipaliteit se Jaarverslae. Ten spyte van hierdie bevindings is daar bevind dat die JRS planne met die JRS resultate soos gerapporteer in die verslae ooreenstem, dus het die JRS hul planne geïmplementeer. Die JRS het egter nie al die doelwitte bereik nie, maar die verskil tussne die beplande en werklike uitsette was nie groot nie. In die lig van hierdie bevindings stel die navorser voor dat daar geïntegreerde beplanning moet wees om die JRS se prestasie standaarde op te trek, en die JRS moet hul prestasie in die meeste van die sleutel uitsette verbeter, veral in die ondersteuning van die jeug in besigheidsontwikkeling en geleenthede.
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Fok, Wai-man Veronica. "Development and validation of a preschool programme evaluation scale." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18815467.
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Congress, African National. "A basic guide to the Reconstruction and Development Programme." African National Congress, 1994. http://hdl.handle.net/10962/75927.
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The RDP is a plan to address the many social and economic problems facing our country — problems such as...violence, lack of housing, lack of jobs, inadequate education and health care, lack of democracy, a failing economy. The RDP recognises that all of these problems are connected. For example, we cannot successfully build the economy while millions do not have homes or jobs. And we cannot provide homes and jobs without rebuilding the economy. We need policies and strategies to address all of the problems together. The RDP aims to do this. The RDP is a programme to mobilise all our people and all our resources to finally get rid of apartheid and build a democratic, non racial and non sexist future. The RDP was drawn up by the ANC-led alliance in consultation with other key mass organisations and assisted by a wide range of nongovernmental organisations (NGOs) and research organisations. This inclusive approach to developing and implementing policy — involving as many organisations as possible — is unique in South Africa’s political history. The ANC — because it is a liberation movement and based on the traditions of the Freedom Charter — is the only political organisation which can bring together such a wide range of social movements, community-based organisations and numerous other sectors and formations. This widespread and broad-based support throughout South Africa will allow the ANC within a Government of National Unity successfully to implement the RDP.
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Bristow, CG. "A Management Development Programme for the Life Assurance Industry." Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/2089.
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Thesis (Mtech(Management Practice))--Cape Technikon, 1996.People who run businesses regard Management Development as an important future practice (Kimmerling, 1993). Managers are created. They are systematically developed through formal and informal methods (Thamhain, 1992). Management Development Programmes represent a means by which this development can occur. There are thousands of managers in the Life Assurance Industry, the development of which can be accepted as given in the future. Even though Life Assurers differ from one another, there are still certain generic Management Development practices and elements common throughout the industry. It would therefore appear to be viable to develop a single Management Development Programme by which Life Assurers can develop their managers.
Centre for Science Development (HSRC, South Africa)
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Maposa, James Fungai. "An outcome evaluation of Mamelani Projects' Youth Development Programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10673.
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Includes bibliographical references (leaves 84-87).Youths living in foster care homes within South Africa are required by law to leave these places of care when they reach the age of majority (18). To assist the successful integration of these youths into society, services that include mentorship, daily life skills training, housing support, job training, healthcare, counselling services and educational scholarships can be provided to these youths prior to their aging out of care. All these services fall under the field of youth development, whose main function is to empower youths by fostering self-direction and skills development through encouraging personal responsibility in the health and physical, personal and social, cognitive and creative, vocational and civic arenas (Hudson, 1997). To assist male foster care youths living at the Homestead Children's Home in Khayelitsha, Mamelani Projects established a youth development programme named Project Lungisela in 2005. The established programme aims to prepare male youths living at the foster care home aged between 16 and 17 to become independent, responsible and contributing members of society after they graduate out of care (Mamelani Projects Annual Report, 2009). The focus of this outcome evaluation was to determine whether the programme had contributed to the successful integration of these at-risk youths into society. The first phase of the outcome evaluation involved the description of the intervention's activities and the intended outcomes for the youths after programme participation. The programme's medium-term outcomes consisted of the youths gaining work experience through internships and finding suitable accommodation prior to their aging out of care. Long term outcomes consisted of the youths gaining full time employment and living healthy, independent lives after transitioning out of care.
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Kelderman, Michael. "A formative evaluation of a vocational skills development programme." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25074.
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A formative evaluation of a workplace skills programme was undertaken to examine the programme theory, implementation fidelity and the expected outcomes. The programme targets disadvantaged youth selected from rural communities and provides them with vocational development knowledge and skills to enhance their prospects for employment. The programme theory was depicted as a Logic Model from information extracted during semi-structured interviews, programme documentation and the programme websites. Data for the implementation and outcomes evaluations was derived from existing programme records. The Logic model was assessed as being reasonably plausible at inculcating the desired individual behavioural change whilst the implementation and outcomes evaluation identified deficiencies in the monitoring records that precluded any evaluatory judgement. Recommendations related to developing a robust monitoring system and a proposal for the application of the Theory of Planned Behaviour questionnaire (Ajzen, 2005) to trace the antecedents to behavioural intent were raised.
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Mendoza, Cynthia. "An evaluation of a youth-development-through-sport programme." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25076.
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This evaluation was based on a youth-development-through-sport programme in Africa. In the present study the Success Case Method was used to demonstrate initial changes experienced by participants in the training and to inform the Youth Empowerment through Sport (YES) programme about quick and effective modifications that could be made to it. Several evaluation questions enquired what courses participants were using to achieve results at their projects, what barriers prevented participants from using the skills from training and what the quality of the training programme was like. Questions were also asked as to whether there were aspects of the programme that could be improved. Results revealed that the YES programme improved personal development and sessions at the participant's project through good leadership. There was also evidence that longer term outcomes were achieved, including increased employability. At the same time, there is a lot of valuable information in the report that highlights where the programme could focus its effort to maximize the potential of future impact that could be achieved.
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Coetzee, Paul. "An evaluation of the Cape Town Drug Counselling Centre's treatment programme." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7675.
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Bibliography: leaves 137-144.The goal of the study is to evaluate the treatment programme of the Cape Town Drug Counselling Centre. Overall the evaluation reflects a positive picture of the services offered by the Centre. The study commenced in January 2000. Respondent acquisition commenced on the 1st April 2000 and was completed 31st December 2000. All clients that were assessed during this period formed the study population. The sample was selected from the population using convenience sampling. Three follow-up interview schedules were conducted at six weeks, three months and six months post assessment. This study was explorative in nature and has shown the treatment programme offered by the CTDCC to be effective in terms of abstinence. Respondents favoured longer attendance in the treatment programme. The treatment option combination of individual therapy, motivational groups, and aromatherapy treatment sessions produced the highest rate of respondents who were abstinent at six months post assessment. The relationship between treatment and its effect on drug related criminal activity was briefly investigated. Also investigated were additional measures of treatment efficacy; and the relationship between treatment and shifts in the respondents employment status over the period of the study. Conclusions and recommendations affecting the treatment programme were made. The goal of the study, that is, to evaluate the treatment programme, was achieved satisfactorily.
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Kitching, Marilize Mabel. "Developing an age-appropriate dental care programme for preschool children / Marilize M. Kitching." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1078.
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Children's oral health is an important but often overlooked component of overall health. Tooth decay therefore remains a common phenomenon among children. It is however entirely preventable through early and sustained intervention. The aim of this research was to develop an age-appropriate programme to enhance children's knowledge and awareness of proper dental care. Action research was applied in this research, which was characterized by various cyclical research phases, including planning, reflecting and implementing. The initial phase of the research included a thorough literature investigation and a baseline assessment, consisting of a questionnaire which assessed preschool children's basic knowledge and awareness of proper dental care. Purposive sampling was used to select 52 Afrikaans-speaking children, between the ages of five and seven years, of different preschools. This age group was chosen because children in this developmental phase are at an age where their activity, curiosity and ability to construct a better system for understanding the world, are key to the process of development. The data obtained indicated a moderate level of knowledge and awareness among the participating children. The initial literature study and the baseline data informed the development of an age-appropriate dental care programme, according to Piaget's theory of cognitive development. The different developmental tasks of the identified age group were considered to be very important in the development of an age-appropriate programme and to teach children the basic aspects of proper dental care by using information and activities that are stimulating, creative and challenging. The programme focuses on basic aspects of proper dental care, including the healthy tooth, loss of primary teeth, the importance of primary teeth and development of permanent teeth, the process of tooth decay, diet, different ways of caring for teeth, and visiting the dentist. Parent involvement was also emphasized in the presentation of the programme. Specialist practitioners in the fields of developmental psychology and dentistry were asked to evaluate the newly developed programme. They were asked to focus on four specific areas, namely, general feedback on the questionnaire that was used for the initial baseline assessment, the overall appearance and presentation of the dental care programme, the relevance and appropriateness of the programme and its activities for the specific age group, and suggestions for further adjustments and improvements. Programme evaluation is an important part of the developmental process and contributes to the eventual appropriate and relevance of the intervention. The specialists' evaluation indicated that the programme appears to be a well-designed intervention that could contribute to enhancing preschool children's knowledge and awareness of proper dental care. Suggestions were made to adjust the programme in
certain areas to make it more appealing to children and to enhance its appropriateness and relevance. For example it was suggested that the language used in the programme be more consistent. More structure should be added to the programme manual to assist facilitators in presenting it. These suggestions were considered to be valuable in improving the efficacy of the age-appropriate programme and the adjustments were made.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.
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Ghelfan-Eliyahu, Rotem. "The experience of a dance-movement rehabilitation programme for cardiac patients in Israel : action research in programme development." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417178.
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Fiadeiro, Henrique Manuel Ribeiro. "Erasmus experience : the impact on employability and development of skills." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14804.
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Mestrado em Gestão de Recursos HumanosO programa Erasmus é um programa de mobilidade entre estudantes de diferentes países que tem aumentado a cada ano. Este programa proporciona aos estudantes intercâmbios em países diferentes que lhes proporcionam uma experiencia diferente tanto ao nível pessoal como profissional. Esta dissertação tem como objetivo analisar algumas das vantagens deste programa, nomeadamente ao nível da aprendizagem e enriquecimento de competências e o impacto que o programa pode ter ao nível da empregabilidade relativamente aos estudantes que o experienciaram. Para a elaboração desta dissertação, foi usado como amostra um grupo de 118 estudantes que tiveram uma experiencia Erasmus em países diversos. Este grupo foi submetido a um questionário que procura analisar as perceções que os mesmos têm ao nível do seu desenvolvimento de determinadas competências e ao nível das perspetivas de empregabilidade antes e apos o intercâmbio. Os Resultados permitem-nos concluir que uma experiência Erasmus provoca nos estudantes um impacto positivo relativamente à perceção no desenvolvimento de competências e perspetiva de empregabilidade no seu futuro, sendo estes os tópicos desenvolvidos em detalhe nesta dissertação.
The Erasmus Programme is a mobility programme between students from different countries that is increasing year by year. This Programme gives the students exchange experiences abroad which allows them to have a different personal and professional experience. This dissertation has the goal of analysing some of the advantages of these exchanges, especially regarding the improvement of competences and the impact on their future employability. Regarding the literature review and the facts already discovered, we used a sample of 118 students who already did Erasmus. This group of students filled a questionnaire which had as its main goal, to analyse the perceptions they have regarding the development of competences and perspectives of employability before and after their exchange. The results allow us to conclude that an Erasmus experience has a positive impact on the students, regarding the perception they have about the development of competences and perspectives of employability in their future, and these are the topics analysed during this dissertation.
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Wong, Chung Shiu-wah Wendy. "The development of the methadone treatment programme in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975641.
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Kwak, Lydia Nadine. "Development, implementation and evaluation of a weight gain prevention programme." Maastricht : Maastricht : Universiteit Maastricht ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=9454.
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Nanakorn, Pattarawan. "The offset programme as a development tool in the UAE." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500655.
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This thesis seeks to analyse the role of 'offsets' in the UAE economy, particularly as an FDI mechanism, and to evaluate the extent to which the offset programme has delivered a developmental impact in terms of diversification, technology transfer, and job creation for nationals. Offsets are a common countertrade practice in defence procurement. The UAE has employed 'indirect offsets' as a strategy for broad-based economic development since 1992. As its offset requirement takes the form of joint venture investment with local partners, offsets resemble an FDI vehicle.
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Wong, Chung Shiu-wah Wendy, and 黃鍾兆華. "The development of the methadone treatment programme in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975641.
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Mapira, Jemitias. "Zimbabwes environmental education programme and its implications for sustainable development." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95968.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the term EE is quite old, dating back to 1948 in Paris (Palmer, 1998), during the last three decades, it has regained global currency due to numerous environmental challenges that are confronting our planet Earth, including: climate change, land degradation, desertification, and de-forestation, pollution and ozone depletion. The Rio Earth Summit of 1992 generated a new zeal in the provision of EE throughout the world. Since then, many countries have adopted it as a remedial strategy to address these environmental challenges. In Zimbabwe, EE dates back to 1954 during the colonial era when it was provided in the form of conservation education among farmers and in schools and colleges (Chikunda, 2007). The Natural Resources Board (NRB), a department in the Ministry of Lands and Agriculture (which was established in 1941) played a key role in both research and the dissemination of EE (Whitlow, 1988). However, throughout the colonial era and up to the end of the millennium, the country did not have a written EE policy document. Consequently, various government departments and organisations, which provided EE, did so individually. However, this fragmented approach proved to be ineffective and had to be abandoned through the promulgation of the Environmental Management Act (Chapter 20:27) of 2002. This development led to the establishment of an environmental management agency (EMA), which harmonised the provision of EE at local and national levels. This study based on information that was collected between 2011 and 2014, examines Zimbabwe‟s EE programme and its implications for sustainable development. It employed a mixed methods research design which enabled the researcher to employ both qualitative and quantitative approaches in data collection, interpretation and analysis. Derived from the pragmatic school of thought, this research design allows researchers to triangulate with different methods without provoking epistemological conflicts from other schools of thought. The study shows that nearly 84% of the EE in the country is provided by the formal education sector (which includes schools, colleges and universities) while the remaining 16% is derived from non-formal and informal education sources such as: EMA, some government ministries and departments, and several non-governmental organisations (NGOs). However, the bulk of the EE provided in Zimbabwe is biophysical in nature and is geared at transmitting facts about rather than for the environment (Fien, 1993; Chikunda, 2007 and Mapira, 2012a). Consequently, it does not instil a sense of environmental stewardship among ordinary citizens as reflected by increasing cases of environmental crimes including: land degradation, veldt fire outbreaks, deforestation, and the poaching of elephants, rhinos, and other wildlife resources. Furthermore, most people lack a deep knowledge of basic concepts such as EE, SD and ESD, indicating the weakness of the country‟s EE efforts. The study makes several recommendations for the improvement of the country‟s EE programme, including: more funding of EMA and its partners so that they can execute their mandate more efficiently, and revising school and college curricula with a view to infusing EE in courses and syllabi. Other recommendations are that EE should be made compulsory in all formal educational institutions while the state should take environmental issues more seriously than it has done in the past. For example, top government officials should refrain from the poaching of endangered wildlife resources like elephants and rhinos if their country‟s EE policies have to be taken seriously at the grass roots level. Stiffer penalties should be meted out to those found guilty by courts of law while ordinary citizens need more educational campaigns if they have to develop environmental sensitivity and a sense of stewardship, which are necessary ingredients for the success of any country‟s EE programme. Furthermore, alternatives of making a living should be created for villagers and peasants so that they do not have to damage their environment in order to survive. Finally, this study argues that if all the above challenges are fully addressed, Zimbabwe‟s EE programme can achieve its goals in the long run.
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Holtzkamp, Joanita. "The development and assessment of a family resilience-enhancement programme." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5272.
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Thesis (DPhil (Psychology))--University of Stelenbosch, 2010.ENGLISH ABSTRACT: A probe into resilience research has revealed that psychologists have taken on the role of “keepers of the crypt”, where our attained knowledge has been “entombed” by virtue of our reluctance to allow it to bear practical fruition. Consequently, the impetus of the research is a response to the aforementioned gap and is explicated in four phases: Phase 1: A detailed literature review consisting of the review and integration of appropriate preceding resilience research, thereby serving as a possible reference guide for future studies; Phase 2: Provision of a succinct, comprehensive framework for programme development within the field of psychology; Phase 3: Family hardiness was selected as the resilience quality to be attended to via the development of a universal, multidimensional resilience-enhancement programme; Phase 4: An assessment of whether the resilience-enhancement programme is successful in developing the selected resilience quality in families. Following the salutogenic approach, the main theoretical foundation of the investigation resides in the Resiliency Model of Stress, Adjustment and Adaptation (McCubbin & Thompson, 1991). The significant contribution of the research is its provision of a framework for programme development within the field of psychology. Self-report questionnaires and open-ended questions were completed by mothers as representatives of their families. Therefore, the research amalgamated both qualitative and quantitative measures in its quasi-experimental, pretest-posttest natural control-group research design. A total of fifty families living in the Western Cape, South Africa participated in the research. The statistical trends observed in the study hinted at the enhancement potential of family hardiness. It became evident that gender, level of education, income and occupation, emotional intelligence and the time frame of interventions affected the enhancement potential of family hardiness. Age may also play a role, but the conflicting research results render conclusions about the correlation between age and hardiness questionable. Comparative studies would clarify this aspect. Future studies attempting to develop these findings further, need to consider the influence of factors such as gender, level of education, income and occupation, emotional intelligence and the time frame of interventions. Family hardiness is but one of the identified resilience qualities. An exploration of the enhancement potential of other identified resilience qualities will provide a plethora of interventions for service providers to choose from, enabling them to meet families and communities at their point of need.
AFRIKAANSE OPSOMMING: Nadere ondersoek van veerkragtigheidsnavorsing het aangedui dat sielkundiges die rol van “bewaarders” aangeneem het, waar ons versamelde kennis verberg word as gevolg van ons onwilligheid om dit prakties toe te pas. Gevolglik is hierdie navorsing gedoen in respons op bogenoemde gaping in die navorsing, en word dit in vier fases gelewer: Fase 1: ’n literatuuroorsig wat die voorafgaande veerkragtigheidsnavorsing integreer en hersien ten einde as verwysingsgids te dien vir toekomstige studies; Fase 2: Die voorsiening van ‘n omvattende raamwerk vir programontwikkeling binne die veld van die sielkunde; Fase 3: Gesinsgehardheid is gekies as die veerkragtigheidsfaktor om deur middel van ’n universele, multidimensionele program verryk te word; Fase 4: ‘n Bepaling om te ontdek of die veerkragtigheidsverrykingsprogram suksesvol is om die geselekteerde veerkragtigheidsfaktor in families te verryk. Die studie is gedoen vanuit die salutogeniese benadering. McCubbin en Thompson (1991) se “Resiliency Model of Family Stress, Adjustment and Adaptation” is as teoretiese basis benut. Die navorsing se betekenisvolle bydrae lê in die voorsiening van ‘n raamwerk vir programontwikkeling binne die veld van sielkunde. Selfbeskrywingsvraelyste en oop vrae is deur moeders as verteenwoordigers van hulle gesinne voltooi. Die navorsing het dus van beide kwalitatiewe en kwantitatiewe metings gebruik gemaak in die kwasi-eksperimentele voortoets-natoets, natuurlike kontrolegroep navorsingsontwerp. ’n Totaal van vyftig families wat in die Wes-Kaap van Suid Afrika woonagtig is, het aan die navorsing deelgeneem. Die statistiese neigings wat in die navorsing waargeneem is, sinspeel op die verrykingspotensiaal van gesinsgehardheid. Dit het aan die lig gekom dat geslag, opvoedkundige vlak, inkomste en beroep, emosionele intelligensie en die tydsduur van intervensies die verrykingspotensiaal van gesinsgehardheid beïnvloed. Ouderdom kan ook ‘n invloed hê, maar die teenstrydige navorsingsresultate in dié verband maak gevolgtrekkings oor die korrelasie tussen ouderdom en gesinsgehardheid twyfelagtig. Vergelykende studies sal die bogenoemde kan uitklaar. Toekomstige studies wat poog om die bevindinge van hierdie navorsing verder te ontwikkel, moet die invloed van faktore soos geslag, opvoedkundige vlak, inkomste en beroep, emosionele intelligensie en die tydsduur van intervensies in ag neem. Gesinsgehardheid is maar een geïdentifiseerde veerkragtigheidsfaktor. Verdere ondersoeke na die verrykingspotensiaal van ander veerkragtigheidsfaktore sal ‘n oorvloed van intervensies aan diensleweraars beskikbaar stel, ten einde in die behoeftes van families en gemeenskappe te voorsien.
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Chiroma, Jane Adhiambo. "An evaluation of a professional development programme in environmental education." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17918.
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Thesis (MEd )--Stellenbosch University, 2011.ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has enabled professional development of teachers; the degree to which the processes of this specific Professional Development Programme (PDP) has enabled implementation and the nature and the amount of take- up of the PDP processes. The data for this research were generated through semi structured interviews, focus group discussions and observations of teachers‘ projects. Thematic analysis was used as a method of data analysis. Constructivist, formative evaluation informed the epistemology and ontological perspectives that guided data analysis and interpretation and discussions that were made in this research. Data indicate that professional development programmes involving various stakeholders need to be well controlled and co-ordinated. Communication and motivation need to be integrated into the PD programme by the leadership. The Professional Development Programme was done in isolation and lacked a deep epistemological and ontological grounding, showing minimal research in the process therefore, the communication and motivation need to be integrated into the PD programme by the leadership. Department of Education officials indicated that they were not involved in the planning stage and fulfilled more of a management and co-ordination role. They were not able to monitor the process because they were not informed or assisted to develop a monitoring tool and besides their workload prohibited them from doing so. Teachers reflected various dimensions of take-up from the programme but they were not able to realize the action project (except in two schools). Teachers expressed difficulties in implementing the programme because of full schedules and curriculum commitments in school programmes. This research has presented the sentiments of the respondents (participants) in this PDP and has come to the conclusion that this Professional Development Programme has potential and improving aspects of it (see chapter 6) will go a long way towards improving the sustainability of this programme, and improving the quality of teachers that are trained in this kind of programme and even beyond. The PDP has enabled professional development in many ways (See chapter 4 on take-up). However, monitoring and implementation came out clear as those aspects of professional development in the programme that require much attention if the programme is to improve and become more sustainable.
AFRIKAANSE OPSOMMING: Hierdie tesis behels 'n verklarende, formatiewe evaluering van 'n Professionele ontwikkelingsprogram in Omgewingsonderwys. Die hoofdoel van die studie was om die mate waarin die program onderwysers in staat gestel het om professioneel te ontwikkel, te evalueer insluitende die mate waarin die prosesse van die spesifieke Professionele Ontwikkelings Program(POP), implementering in staat gestel het, asook die aard en hoeveelheid opnames van die POP-prosesse. Die data van die navorsing is verkry deur semi gestruktureerde onderhoude, fokusgroep besprekings en waarnemings van onderwysers se projekte. Tematiese analise is as metode van die data analise gebruik. Konstruktivistiese-, formatiewe evaluering het die Epistemologiese en Ontologiese perspektiewe bekend gestel wat data analise en interpretasies en besprekings wat tydens die navorsing gemaak is, gelei het. Data dui daarop dat Professionele ontwikkelingsprogramme wat verskeie belanghebbendes insluit, goed beheer en gekoördineer moet wees. Kommunikasie en motivering moet ingesluit word in die POP-program deur die leiers. Die Professionele ontwikkelingsprogram is in isolasie uitgevoer en het 'n aansienlike gebrek aan Epistemologiese en Ontologiese begronding gewys wat minimale navorsing in die proses getoon het. Kurrikulum Adviseurs het aangedui dat hulle nie betrokke was vanaf die beplanningstadium nie en dat hulle ‘n bestuur en koördineringsrol vertolk het. Hulle was nie in staat gewees om die proses te monitor nie, aangesien hulle nie ingelig of gehelp is in die ontwikkeling van 'n moniteringsinstrument nie, wyl hul werklading hulle ook verhoed het om dit te doen. Onderwysers het verskeie dimensies van opnames vanuit die program getoon maar kon nie die aksie projek laat realiseer nie (behalwe in twee skole). Onderwysers het probleme in die implementering van die program getoon weens vol programme en kurrikulum verpligtinge binne die skool programme. Hierdie navorsing het deur om die sentimente van die respondente (deelnemers) in die POP te vertoon, tot die gevolgtrekking gekom dat hierdie professionele ontwikkelingsprogram die vermoë het en met die verbetering van sekere aspekte daarvan (sien hoofstuk 6), ver sal gaan in die verbetering van volhoubaarheid van die program, en deur die verbetering van die huidige onderwysers se kwaliteit wat opgelei is in hierdie program. Die POP het in baie opsigte professionele ontwikkeling tot gevolg gehad (sien hoofstuk 4 oor opnames). Nietemin het monitering en implementering duidelik na vore gekom as professionele ontwikkelings aspekte,wat indien nie genoegsame aandag verkry, die program geweldig kan laat misluk.
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Mann, G. S. "Trainer assumptions and behaviour in a programme of team development." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375075.
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Kaggwa, Martin. "Modelling South Africa's incentives under the Motor Industry Development Programme." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04072009-203959/.
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Okur-Guner, Zeynep. "Benefits of a befriending programme for institutionalised children's socioemotional development." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020736/.
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This research investigated the implementation and the impacts of a befriending scheme on the socio-emotional, and behavioural development of children who were living in residential care in Turkey. The befriending project included three-hour weekly visits from volunteer University students for a period of eight months and provided institutionalised children with a one-to-one relationship with befriending volunteers. The research examined the project for two consecutive academic years; 2008-09 and 2009-10. The research included two studies, namely the Implementation and the Impact studies. The Implementation study examined whether or not the programme was well conducted. The results showed that the project was well-implemented in the 2008-09 academic year. Due to administrative challenges children received fewer visits in the following year and the Study concluded that the programme was less wellimplemented that year. This allowed the Study to examine whether programme 'dosage' (the amount of programe delivered) had an important influence on its outcomes. The Impact study compared the befriended children (N=36) with children who resided in another institution (N=32) where no volunteer project took place. Also, an agematched group of children (N=35) who lived with their birth parents was included in the study. Each group of participants was assessed prior to the project and at the end of the project (or the equivalent period for the other groups). A month after the project ended, follow-up assessments were employed with the befriended group. The findings indicated that the project did not produce any negative consequences for the befriended children, and there was substantial and suggestive evidence that the programme was beneficial for the befriended children's socio-emotional and behavioural development. Whether the programme was fully delivered as planned was found to moderate its outcomes. The implications of the findings for the project and for our understanding of the development of children from orphanages are discussed.
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Zvavanjanja, Taurai Getrude. "A success case method evaluation of a management development programme." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11316.
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Includes abstract.Includes bibliographical references (leaves 68-71).
This dissertation presents an outcome evaluation of a training programme provided to middle managers working in higher education institutions at four universities in the Western Cape. The Success Case Method was used to evaluate the training programme. An electronic questionnaire was sent to seventy five participants that attended the 2006 training to determine whether they could be classified as either a success (i.e. successfully applied the acquired knowledge and skills from the training programme) or a non-success case (i.e. did not successfully apply the knowledge and skills acquired from the training).
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Maholwana, Unathi. "Support for small enterprises in the construction sector : Coega development corporation contractor development programme." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97336.
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Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: South Africa’s construction industry plays a key role in the development of the economy, not least through creating jobs and wealth. However, currently the distribution of economic benefits being enjoyed by construction companies is highly skewed, with a very small number of large firms being awarded a big stake of public-sector tender awards. It is against this background that government departments and institutions, including the Coega Development Corporation, have developed and implemented SMME-development programmes. They recognise the development of emerging contractors as an engine to alleviate unemployment and poverty in our country, especially among the youth. It can also be seen as a tool to spread the wealth of the construction industry more widely. These efforts resulted in a sharp influx of emerging contractors on the entry-level grades of the Construction Industry Development Board’s database. The study analyses the current situation of SMMEs in the construction industry and the challenges hindering their growth and development. Although the study focuses on the Coega Development Corporation’s SMME-Development Programme as implemented by the CDC’s Small Business Unit, the lessons from the sample survey and programme analysis are meant to have broader relevance. This relates in particular to the need to encourage and help dynamic and well-managed SMMEs to advance faster on the road towards highergrade contracts. It also stresses the need to get closer co-operation between the different players in efforts to support small-construction entrepreneurs.
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Motsilili, Phoka. "The implications of the IMF programme in Zambia: lessons for South Africa in the Reconstruction and Development Programme (RDP)." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003021.
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This study attempts to present a comparative analysis of the implication of the IMF in Zambia and South Africa in its Reconstruction and Development Programme (RDP). In examining the IMF programme, the study focuses on the Fund's understanding of such economies and its prescriptions for development. It is argued that IMF's familiar orthodoxy will have disastrous consequences for South Africa's poor, disadvantaged and rural communities. Finally, the IMF's market-oriented policy prescriptions are likely to erode democracy and have devastating effects to people-centred development programmes such as the RDP.
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Hiltunen, M. (Marja). "Business ecosystems and startup development." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705101758.
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This study aims at finding out how ecosystems affect the development of startups. This is a current topic because startups are a prominent phenomenon, the development and growth of which studies have not been able to fully describe or explain so far. Furthermore, it has been noted that more research should be aimed at providing insights and guidelines for startup managers on how to grow their company, especially in the international markets.
We are looking at the business ecosystem because it is a good way of describing the complex business environment of the startups today. By looking at the ecosystem that the startup is a part of, we can find out how the characteristics and interactions, as well as other actors and their actions can affect the development of a startup. Therefore, we need close observations on the ecosystem.
The study approaches the startup development from a case study point of view and utilizes qualitative interview data as its primary source for analysis. The interviews are recorded and transcribed and the transcription coded. Within case analysis is utilized to get a more comprehensive and reliable understanding of the phenomenon.
This study supports the view that ecosystems are important for startups and can offer them opportunities for development. It is noted that startups should take the ecosystem realities into consideration when strategizing and planning the activities and actions of the company. The specific ecosystem structures and ways of interaction and participation are important indicators on how a startup should participate in the ecosystem, what kind of information is available, what areas are to pursue and with what kind of strategies. It is also noted that different ecosystem actors, also other than for-profit companies, can be important for company development in the ecosystem. All, in all, the study offers support to the notion that business ecosystems are important these days, and that startups can benefit from knowing, participating in, and adjusting to these ecosystems.
The results of this study can be used by startup managers to gain insights for planning and strategizing. The results can be used as guidance on what the managers should take into consideration when entering new international markets, but also point out the ways in which the ecosystem can affect the company development. The results can be generalized to some extent, even though this is a case study into a certain ecosystem and a certain startup as a part of that ecosystem.
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Nascimbeni, Fabio. "Networking for development: a network analysis of a development programme between Europe and Latin America." Doctoral thesis, Universitat Oberta de Catalunya, 2012. http://hdl.handle.net/10803/126405.
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La investigació té com a objectiu demostrar que alguns aspectes crítics de la cooperació per al desenvolupament poden ser abordats a través de l'enfortiment de les xarxes dins de les polítiques i programes de desenvolupament, i que les activitats de networking, si estan apropiadament planificades, aplicades i monitoritzades, poden contribuir a l'èxit a llarg termini d'aquestes accions. Afirmem que cal avançar cap a un nou paradigma de desenvolupament, i advoquem per un major ús de mètodes i eines capaces de representar les pràctiques de desenvolupament en termes no només d'"actors", sinó també de "xarxes d'actors". Des del punt de vista teòric, la principal aportació és l'enfocament de Networking for Development, una nova forma de considerar les xarxes dins de la cooperació al desenvolupament, definint-les com agregacions multiactor entre donants, receptors i intermediaris, que han de tenir un paper clau en les activitats de desenvolupament. Per validar l'enfocament proposat, s'han analitzat les xarxes de @LIS, un programa finançat per la Comissió Europea en el període 2002 - 2006 centrat en la cooperació Europa-Amèrica Llatina en l'àrea de la societat de la informació. Mitjançant l'ús de Social Network Analysis (SNA), juntament amb una observació etnogràfica, hem explorat les activitats de col·laboració que van tenir lloc entre els actors d'aquest programa, visualitzant com es va desenvolupar la xarxa i centrant-nos en explicar l'impacte del networking sobre diferents aspectes de la cooperació al desenvolupament.La investigación tiene como objetivo demostrar que algunos aspectos críticos de la cooperación para el desarrollo pueden ser abordados a través del fortalecimiento de las redes dentro de las políticas y programas de desarrollo, y que las actividades de networking, si apropiadamente planificadas, aplicadas y monitoreadas, pueden contribuir al éxito a largo plazo de dichas acciones. Afirmamos que es necesario avanzar hacia un nuevo paradigma de desarrollo, y abogamos por un mayor uso de métodos y herramientas capaces de representar las prácticas de desarrollo en términos no sólo de “actores”, sino también de “redes de actores”. Desde el punto de vista teórico, la principal aportación es el enfoque de Networking for Development, una nueva forma de considerar las redes dentro de la cooperación al desarrollo, definiéndolas como agregaciones múltiactor entre donantes, receptores y intermediarios, que deben tener un papel clave en las actividades de desarrollo. Para validar el enfoque propuesto, se han analizado las redes de @LIS, un programa financiado por la Comisión Europea en el periodo 2002- 2006 centrado en la cooperación Europa-América Latina en el área de la sociedad de la información. Mediante el uso de Social Network Analysis (SNA), acercado a una observación etnográfica, hemos explorado las actividades de colaboración que tuvieron lugar entre los actores de este programa, visualizando cómo se desarrolló la red y centrándonos en explicar el impacto del networking sobre diferentes aspectos de la cooperación al desarrollo.
The research aims to demonstrate that some critical aspects of development cooperation can be tackled by strengthening networking within development policies and programmes, and that networking activities, if properly planned, applied and monitored, can contribute to the long-term success of development actions. We claim that a renewed theoretical framework is needed in order to advance towards a networking-intensive paradigm of development cooperation. We also advocate for an increased use of specific networking methods and tools, which are able to represent development practices in terms not only of actors, but also of networks. From a theoretical framework point of view, the main contribution is the concept of networking for development, a new way to consider networking activities within development cooperation. Within this notion, development networks, defined as open multistakeholder aggregations of donors, receivers and intermediaries as well as other relevant actors, should have a primary role within development activities and should do so starting from their own priorities and concerns. In order to validate the networking for development concept by using networking-specific methods and tools, we have analysed the networking history of @LIS, a European Commission funded programme that was run from 2002 to 2006 focusing on Europe-Latin America cooperation in the information society. By using Social Network Analysis (SNA) enriched with field observation, we have explored the networking and collaboration activities that took place among the @LIS stakeholders by visualising how the network developed and by focussing on cases that explain the observed dynamics.
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Armstrong, Ann Cheryl. "Distance education and teacher professional development in the Caribbean : a case study of programme development." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14719/.
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This thesis examines the role of distance education in teacher professional development in the Caribbean. It does so through a case study of the University of Sheffield's collaborations with regional partners to provide courses at Certificate, Diploma and Masters level. The thesis critically reviews the origins and development of this programme in the context of educational policy and practice in Trinidad and Tobago and explores the subsequent 'caribbeanisation' of the programme. The research, which examines the underlying philosophy that has been driving the programme since its inception, is informed by a close reading of Freire and recognition of the importance of understanding and respecting the cultural inheritance and practices of the learners. Though the research is located within the Caribbean, consideration is given to the effects of globalisation on the education systems of small island developing states and how world classifications are constructed in a manner which tie these countries into states of dependency. Particular attention is given in the thesis to the nature of education collaborations within the settings of developing countries and their role in challenging the cultures of silence which envelop the relationship between developed and developing countries. The thesis argues that distance education is primarily about 'education' and less about 'distance' and that the hidden curriculum is as powerful in this context as it is in a traditional face-to-face University environment.
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Dube, Sithembile. "A process evaluation for the HIV/AIDS project for the Mbekweni Area Development Programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10426.
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Includes bibliographical references (leaves 56-59).This dissertation is a process evaluation of Mbekweni Area Development Programme (MADP)'s HIV/AIDS project. The MADP is a programme that is implemented by World Vision South Africa. The aim of the process evaluation was to assess whether the HIV/AIDS project was implemented as intended. HIV/AIDS is a global problem, particularly prominent in South Africa. It has negatively affected families and communities resulting in increased social and economic burdens. The HIV/AIDS project at MADP uses prevention and care programmes to mitigate the impact of HIV/AIDS in targeted areas of Mbekweni. In order to achieve this aim, the project uses the following programme activities: home visitation, home-based care, life skills, material support and awareness campaigns. To conduct the process evaluation, programme records, interviews with three key informants and questionnaires with 35 programme staff were used to assess the programme?s implementation. Findings from the evaluation show that the programme activities are largely being implemented as intended by the organisation. The HIV/AIDS project is being delivered to the intended beneficiaries and all the activities are being implemented as intended by the organisation. However, to improve the effectiveness of the project a structured
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Somervell, Julia. "Participant selection and exclusion in a New Zealand youth development programme." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/7658.
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Decisions about participant selection are inherent to a programme based approach to positive youth development. As well as having a way of selecting potential participants, programmes often utilise some sort of exclusion criteria. This can be a sensitive issue: the wish to support young people in need by being as inclusive as possible must be balanced with an awareness of the limits of a programme's capability to safely contain disruptive or dangerous behaviours. This thesis deals with how the New Zealand positive youth development programme 'Project K' has managed the issue of exclusion. A collaborative approach informed by community psychology and action research methodologies was utilised. Understanding Project K's current practice around exclusion was the focus of the initial phase. This included a quantitative analysis of the rates of exclusion and demographics of excluded students and a qualitative component exploring stakeholder perspectives on exclusion and how decisions about exclusion are actually made. Findings emphasised the importance of having a robust process around exclusion in order to maintain safe practice and prevent unnecessary exclusion. However, unavoidable challenges were also highlighted including constraints related to limited information and time; and more complex issues related to the need for discretion and good judgment in making decisions even when there are clear criteria. The second phase of the research considered possible responses to the issue of exclusion including action aimed at improving decision making around exclusion and options for supporting currently excluded young people. As the needs of excluded young people could not be directly assessed, this phase was guided by expert interviews. Expert perspectives on the needs of excluded youth emphasized the importance of individualized, responsive, and multisystemic interventions. Overall, this research illustrates both the importance and complexity of exclusion, an issue not often the focus of research. In considering the rationale behind the practice, wider implications related to the potential challenges posed by integrating 'at-risk' young people into the positive youth development approach are highlighted.
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Pretorius, Jana. "The development and evaluation of an executive coaching programme / J. Pretorius." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2536.
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