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Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
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Thesis (PhD (Education)--University of Stellenbosch, 2006.287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
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Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.
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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
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Grant, Rose. "A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.
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Sutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.
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The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.
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Jooste, Susina M. "A curriculum framework for continuing professional development in culinary studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.
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Sutherland, G. "A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1368.
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Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes offered at a higher education institution, using a case study design. The South African government is attempting to redress the social inequalities which prevailed in the education sector during the apartheid era. One of their efforts has involved the widening of access to diverse groups in society in order to increase participation within the higher education sector. However, many students attempting their higher education studies are academically under prepared. This is mainly due to insufficient life skills, communication skills, numeric skills and literacy skills. The lack of these skills has inspired various international and national higher education institutions to develop academic programmes aimed at bridging the gap that exists between secondary schooling and higher education. Introduction programmes for prospective engineering students have to ensure high-quality curriculum development procedures in order to secure these students’ academic success throughout their engineering studies. This, in turn, leads to quality graduates and addresses the huge shortage experienced by the industry. An overview of the contextual and conceptual views on curriculum development is given against the backdrop of the current higher education legislation in South Africa. The overview regarding curriculum development links the introduction programme curriculum to generic learning outcomes specifically set at the National Qualification Framework Level 4. It suggests the application of continuous assessments, in line with outcomes-based education criteria, together with quality assurance in order to fit the Higher Education Quality Committee and the Engineering Council of South Africa’s accreditation criteria applicable to higher education institutions. During the design and methodological stages, it was established, by means of a theoretical investigation, that the first phase of this study determines whether students that successfully completed the introduction programme perform academically better than students entering the diploma programmes directly. The theoretical investigation also established that the second phase of this study determines if the diploma students dropped out of the programme for reasons other than academic performance. A triangulation approach was used to increase the validity of the empirical part of the study and to enhance the rigorous use of both quantitative and qualitative data. The study results shed light on the need for introduction programmes. In addition, it proposed a curriculum framework for improved engineering introduction programmes at the Vaal University of Technology.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel. Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die implementering van oorbruggingskursusse in die ingenieurswese indringend ondersoek het. Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe waarin onder meer hoër onderwys prominente vennoot is wat aan diverse samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om die gaping tussen die skool en hoër onderwys te oorbrug. Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer tot die vraag na ingenieurswese-studente vir die nywerheidswêreld. Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit het ook tot gevolg dat alle programme volgens amptelike Departement van Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die vi Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die vereistes van die Ingenieursraad van Suid-Afrika. Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes gestaak het wat moontlik nie met akademiese sukses verband hou nie. Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van Tegnologie.
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Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.
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Mettler, Edwina Michelle. "Science teachers' experience of the transition process from general education and training to further education and training : a multiple case study." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86568.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives.
AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.
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Essa, Ilhaam. "Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5158.
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Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.
AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.
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Burns-Ncamashe, Zimasa Nomsawezulu Ancilla. "An investigation of the factors that influence Grahamstown East grade 12 learners to aspire to higher education : a case study." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003533.
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This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data was gathered using questionnaires and focus group interviews for grade 12 learners. Individual interviews were conducted with the parents of the grade 12 research participants, educators and the school management team. Observation and documentary evidence from school documents were also used for data collection. The data were analysed using systematic patterning, were interpreted, and given meaning linking it to the literature surveyed. The main findings indicate that a number of enabling factors that influence grade 12 learners to pursue higher education co-exist with limiting factors. Recommendations arising from the main findings are presented and the limitations of the research are identified. Areas for possible further research in strengthening learner support so as to increase the numbers of learners who qualify for higher education and to enable the learners from disadvantaged communities to realise their aspirations, are suggested.
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Roets, Rina Annette. "A critical analysis of school computer studies syllabuses in South Africa with reference to university computer science curricula." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003352.
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This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
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Kota, Lutho Siyabulela. "Local food choices and nutrition : a case study of amarewu in the FET consumer studies curriculum." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003549.
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This case study examines the introduction of Indigenous Knowledge (IK) in the Consumer Studies curriculum of Further Education and Training (FET). The research is centred on the use of enquiry methodologies involving learners observing parent demonstrations of the making of ‘amarewu’ and other activities centred on the propositional knowledge dealing with fermentation in the Consumer Studies curriculum. The research involved a review of curriculum documents, participant observation of a demonstration of local food practices related to ‘amarewu’ and learner research activities and interviews to review the developing learning interactions. The learning activities were focused on the learners’ researching the cultural and nutritional value of ‘amarewu’ and included an audit of food consumed in the community. What transpired from this study was that working with IK in the curriculum is possible. The inclusion of IK is not only possible but desirable and has exciting possibilities for relevance in contemporary education. The active involvement in parent demonstration engaged the learners in IK in their mother tongue, therefore indigenous knowledge has relevance. The curriculum concepts also enhanced the engagement by giving rise to more relevant knowledge and a respect for cultural matters. Intergenerational capital and subject concepts also enabled learners to engage with local nutritional problems and to come up with practical solutions. This study demonstrates how IK intergenerational capital in combination in combination with curriculum concepts (subject knowledge capital) can enhance relevance and the learners’ real engagement with local health and nutritional problems. Not only did the learners have culturally valued knowledge, but also knowledge that has a practical grasp of the problem and that they could use to engage relevant issues. These two views of knowledge join in learning and can be used to address health issues. I therefore recommend connection of cultural knowledge and conceptual knowledge to strengthen the revitalisation of cultural heritage, thus equalising it to the modern patterns of life and enhancing meaningful curriculum orientation.
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Govender, Vasuthavan Gopaul. "The need for a multicultural approach to mathematics curriculum design for the senior secondary school phase: a case study conducted at the Woolhope Secondary School, Port Elizabeth." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003559.
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Multicultural countries such as England have recognised the need to multiculturalise their mathematics curricula to cater for the needs of all ethnic/cultural groups, to encourage racial harmony and have pupils of a specific culture learn about, and accord respect to, another culture (Duncan, 1986;Dyson, 1986; Gilbert, 1984). However, in South Africa, a multicultural country with its large Black majority, such an approach has not been given the necessary attention. Laridon (1990) has criticised the way in which curriculum development in mathematics is conducted in South Africa. He describes it as a "top-down" approach and based on input from non-representative samples of teachers and not taking into account the needs of all cultural groups in South Africa. He criticises the manner in which topics are added to or removed from the syllabus and calls this "syllabus tinkering". With a number of, mostly English medium, schools opening their doors to all races, it is possible that certain cultural groups are at a disadvantage when compared with others if modifications to the syllabus, to accommodate their needs, are not made. This study is a small scale case-study, conducted at Woolhope Secondary, a predominantly Indian school, but with a significant number of Black pupils (approximately 25%). The study focusses on the need for a multicultural approach to mathematics curriculum design. The views of the senior mathematics pupils and mathematics teachers are considered in this regard, and together with the relevant literature, broad guidelines for a multicultural mathematics curriculum design in South Africa are suggested.
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Le, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.
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Thesis (PhD) -- Stellenbosch University, 2001.Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
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Laubscher, Teresa. "Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2723.
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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.
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Tundzi, Kenneth Simphiwe Vuyisa. "An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003524.
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With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
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Louw, A. J. N. "Staking van studie aan landbou-opleidingsinstellings in die Wes-Kaap : waarskynlike oorsake en strategiee vir students-ondersteuning." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1309.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2005.Student dropout at higher education institutions in South Africa is an aspect that is receiving increasing attention from the various role-players who have an interest in this aspect due to the negative influence it has on students, higher education institutions, and the economy of the country. Higher education institutions that offer agriculture as a course of study also have to deal with this problem. Approximately one quarter of the students who are admitted at most agricultural training institutions are forced to discontinue their studies or do so voluntarily. Most of these cessations of study occur during or near the end of the first year of study. The cessation of studies is not the only negative aspect. The low pass rate of students at higher education institutions in South Africa is also alarming. The main object of this study was to ascertain why students discontinued their studies and why they took longer than the minimum time allowed to complete their studies. In order to substantiate this theory, an attempt was made to obtain both an international and a national perspective of the student dropout rate in general, as well as to determine what factors were responsible or contributed to successful completion of their studies by students. A background perspective of agricultural education in South Africa was included. The literature reviews are supplemented by a qualitative investigation of students who discontinued their studies specifically at agricultural higher education institutions. A case study approach was employed, in which an in-depth interview strategy was utilised to obtain descriptive and illustrative data. The study demonstrated that dropout rates can be attributed mainly to academic and/or social factors. These factors prevented adequate integration, which is essential to successful studies, from occurring. Various academic factors may be the reason for inadequate academic integration, of which the most important were unclear objectives, a lack of motivation, wrong academic expectations, a misconception of hard work, as well as a lack of the necessary explanatory knowledge in the agricultural study field. New students’ academic adjustment appeared to be the most problematic factor. It appeared that new students were insufficiently prepared to make the adjustment, and in fact, less prepared for this step than was generally the case in the past. Ineffective social integration was the result of too little student participation in social activities or the absence of adequate opportunities for social activities at agricultural training institutions. Unbalanced and unhealthy social activities were often the major factors that contributed to student dropout. Furthermore, the study demonstrated that non-academic factors such as inadequate accommodation or financial problems were not significant causative factors for student dropout, but rather non-academic factors such as unbalanced or unhealthy social activities and poor time management. After the probable causes for student dropout had been established, a theoretical framework was created that could offer possible explanation for the student dropout rates at agricultural training institutions. The framework was created to establish student dropout from a longitudinal perspective, and not only to explain the phenomenon as a result of what had occurred during the time that the student was at the institution. The framework was therefore designed to explain student dropout against the background of the student, together with various factors that were related to students or the institution and which were responsible for inadequate integration. From this framework it was possible to develop individual models for specific agricultural training institutions or for one specific institution in respect of the dropout phenomenon.
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Johnson, Steven Robert. "Investigating an environmental education curriculum to a developing society's needs: a case study of the programme offered at the Pilanesberg National Park, Bophuthatswana." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003467.
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The Environmental Education programme offered at the Gold Fields Environmental Education Centre (GFEE Centre) in the Pilanesberg National Park, Bophuthatswana, was initiated in response to requests from schools in Bophuthatswana to visit game reserves as 'syllabus related school activities'. Evaluative research into the GFEE Centre programme by an external researcher indicated that the learning experiences largely concentrated on cognitive development, and neglected to influence affective and psychomotor development. After a number of adaptations to the programme, which emphasised a more child-centred approach it was realised that little was known about the background and learning needs of the predominantly BaTswana school children. It was felt by the researcher that the learning activities provided at the GFEE Centre could also possibly be biased by a Western, scientific orientation which possibly lacked relevance to the cultural backgrounds of the pupils. The researcher used an action research approach in a number of workshops with a purposive sample of BaTswana primary school teachers, to gather data. The teachers were encouraged to critically reflect on the background and learning-needs of BaTswana children, with specific regard to environmental issues and worldviews. The information provided by the teachers' reflective deliberations and a seperate research project with school children, indicated that primary school children in Bophuthatswana tend to follow accepted human development patterns in their perceptions of the environment. The influence of either a predominantly rural or urban upbringing during a child's early formative years was considered by the teachers to be significant in determining worldviews, and culture was considered to have an influence on children's learning processes. Their beliefs and experiences were used by them in generating suggestions to correct the GFEE Centre programme. The teachers' also highlighted the fact that there were a number of socio-cultural and institutional issues which influenced the effectiveness of the GFEE Centre programme.
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Agbedahin, Adesuwa Vanessa. "Identifying expansive learning opportunities to foster a more sustainable food economy: a case study of Rhodes University dining halls." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003442.
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This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
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Vember, Hilda Frances. "An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80382.
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Thesis (PhD)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are facing is the scourge of the HIV/AIDS pandemic throughout Africa, with the most seriously affected areas being in Sub-Saharan Africa. Despite a National Strategic Plan (NSP) for HIV/AIDS, government authorities have been unable to stem the tide of daily HIV infections amongst all people. Education seems to be one of the most powerful weapons to fight this pandemic; hence it is expected of HEIs to respond to this problem in a meaningful manner in order to stem the tide of the HIV/AIDS pandemic on all university campuses. HEAIDS took the initiative to bring all role players in HEIs together to devise plans for how to deal with the pandemic at HEIs. Despite the fact that 22 out of the 23 higher education institutions surveyed by HEAIDS in 2008 were engaged in peer education training programmes, none of them monitored or evaluated these programmes. The aim of this study is to evaluate and establish the influence of a peer education programme amongst students at a selected HEI in the Western Cape. An evaluation research design was employed, using a mixed methods approach to collect data. A Logic Model was developed which assisted me with the evaluation design. I used Bandura's social cognitive theory (SCT) to assist me with the analysis and interpretation of the data. The study attempted to understand the key issues involved in the peer education programme, challenges faced by staff in the implementation of these programmes, how peer educators experienced the training programmes, as well as the experiences of other students who interacted with the peer educators. The quantitative data revealed that more work needs to be done with regard to behaviour change amongst peer educators. However, in this study, the qualitative data showed that peer educators need to develop more skills to empower themselves to facilitate workshops and to enhance their communication skills.
AFRIKAANSE OPSOMMING: Suid-Afrika is tans in sy agtiende jaar van demokrasie. Die probleem wat nog hierdie bedeling in die gesig staar, bly nog steeds die MIV en VIGS pandemie, waarvan die grootste problem in Sub-Sahara Afrika, is. Ten spyte van 'n omvattende nasionale plan teen MIV en VIGS kan die owerhede nog nie hierdie aaklige pandemie stuit nie, en word mense nog op 'n daaglikse basis daardeur geaffekteer. Opvoeding bly nog die grootste wapen waarmee hierdie pandemie beveg kan word, daarom word dit van die opvoedkundige instansies, veral universiteite, verwag om die voortou te neem met die bevegting van hierdie pandemie. "HEAIDS" het die inisiatief geneem om alle rolspelers by hoër opvoedkundige instansies bymekaar te bring om sodoende planne te beraam, hoe om te werk te gaan om die pandemie te bekamp. Ten spyte van die feit dat 22 uit 23 hoër opvoedkundige instansies deel was van die opnames wat in 2008 op hul kampusse, onder sekere portuurgroepe gedoen was, was geen analiese of evaluering gedoen nie. Die doel van hierdie navorsings projek is om portuurgroep opleidings programme te evalueer by n universiteit in die Wes-Kaap en om vas te stel wat die invloed van hierdie programme onder sekere portuurgroepe by hierdie hoër opvoedkundige instansie, het. Daar was van 'n evaluerings navorsing metode gebruik gemaak met gemengde maniere om die data in te vorder. 'n Logiese model was ontwikkel wat my gehelp het met die evaluerings ontwerp. Die Teoretiese raamwerk wat gebruik was om die data te intepreteer was Bandura se Sosiale Kognitiewe Teorie. Die studie het gepoog om die belangrike aspekte wat betrokke is by portuurgroep opleidings programme uit te beeld en om vas te stel watter uitdagings die personeel ondervind het met die implimentering van die opleidings programme. Ek wou ook vasstel hoe die portuurgroepe en die ander studente op kampus, hierdie programme ondervind het. Kwantitatiewe data het bewys dat meer gedoen moet word met betrekking tot die gedragsveranderinge van portuurgroepe. Kwalitatiewe data het bewys dat daar meer opleiding nodig is vir die portuurgroepe ten opsigte van vaardigheidsontwikkeling. Daar moet gefokus word op die ontwikkeling van kommunikasie metodes en die fasilitering van werkswinkels.
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Olvitt, Lausanne Laura. "The adaptive development and use of learning support materials in response to the 1st principle of the revised national curriculum statement : the case of Hadeda Island." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007719.
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This case study describes the development and trial use of the Hadeda Island Big Book. Developed within a transforming South African curriculum framework, the study recognises that current educational practices are shaped and steered by historical, cultural, political and economic realities. This perspective guides the research design, which considers each of the three participating schools as contextually unique. The Hadeda Island Big Book was developed in response to the 1st Principle of the Revised National Curriculum Statement (RNCS). This calls for all curriculum activities to develop learners' understandings of the relationship between social justice, a healthy environment, human rights and inclusivity. The study probes ways in which learning support materials might respond in line with the vision of the RNCS 1st Principle. Associated challenges, tensions and opportunities are discussed in relation to schools' interactions with the Hadeda Island Big Book. The diverse and creative responses to the book lead this study to foreground generative approaches to curriculum work. Emphasis is thus redirected from hierarchical, stipulative views of curriculum to more dynamic, responsive views of curriculum as a guiding framework. This is regarded as a valuable orientation to the development of future learning support materials. The study comments on the challenge of supporting teachers to develop curriculum activities that reflect a view of 'environment' as socially shaped and multi-dimensional. Tendencies to focus on either the 'ecological' or the 'social' dimensions of environmental issues rather than on the interacting socio-ecological dimensions are recognised as limiting the material's potential to strengthen environmental learning in schools. The study recommends that greater attention be paid to the environmentally-oriented Learning Outcomes and Assessment Standards of all Learning Areas in the RNCS. In so doing, socio-ecological learning processes may be strengthened through curriculum work.
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Nduna, Nomalungelo Rosement. "The use of environmental learning support materials to mediate learning in outcomes-based education: a case study in an Eastern Cape school." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003698.
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Educational transformation and curriculum reform within the new South African Outcomes Based Education (OBE) system has introduced new roles for teachers, and a focus on environmental learning within each learning area. In an OBE system, teachers are required to mediate learning, develop learning programmes, and use a range of different learning support materials. This study aimed to explore how one teacher in an Eastern Cape school used environmental learning support materials to mediate learning within an OBE curriculum framework. Over the past ten years a number of environmental educators and researchers have been participating in curriculum policy development and curriculum implementation research. This has led to the incorporation of an environmental focus within different learning areas in Curriculum 2005. The focus on environment in the curriculum was strengthened by the introduction of the National Environmental Education Project in the General Education and Training (NEEP-GET) band in 2001. I am employed as a provincial co-coordinator within this project (for the Eastern Cape province), and one of my tasks is to work with service providers (who provide learning support materials) and teachers (who use these materials) to ensure improved environmental learning within the OBE curriculum. A qualitative and empirical case study was conducted in which I observed one teacher in a multi-grade class (with grade 6 and 7 learners) using learning support materials to achieve learning outcomes in three different lessons. The study employed a range of data collection methods such as questionnaires, interviews, field notes, video recording, and document analysis, photographs and journal entries. I compiled a contextual profile of the school and classroom and undertook two 'layers' of data analysis to report the findings of the study. This research indicates that theories of learning and associated teaching methods influence learning interactions, and the use of learning support material in the class. The study also highlighted emerging issues in the use of environmental learning support materials, which relate to planning; access to materials; over-use of materials; and the relationship between learning support materials and teaching methods.
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Raghavan, Prasannakumary. "Social constructivist mathematics education in a Ciskeian secondary school classroom." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.
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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.
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Urenje, Shepherd. "The relationship between the development and use of teaching and learning support materials: the case of "A year of special days" booklet." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003607.
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This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.
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Mdyogolo, Winkie. "Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/512.
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The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.Govan Mbeki Research and Development Centre
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Jenkins, Msawenkosi Wiseman. "Curriculum recontextualising using gardens for the health promotion in the life orientation learning area of the senior phase." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003368.
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With a view to understanding how curriculum is interpreted at classroom practice level, the study examined three stories of how the environmental discourse of the National Curriculum Statements (R-9) was recontextualised using school gardens in the Life Orientation Learning Area for the Senior Phase. To understand how the curriculum is recontextualised, I used Bernstein's theory of recontexutalisation where he explained how official pedagogic discourse (OPD) (in this case the environmental discourse is first delocated once it is transferred from the field of production (FOP) and relocated in the recontextualising field (where teacher educators and departmental officials mediate the discourse) and in the field of reproduction (FOR) which is the classroom and school. Bernstein explained that as the discourse is delocated and relocated it undergoes transformation. This transformation is influenced by practitioners' prior-knowledge, experience, culture and beliefs and other factors. To understand how transformation of the environmental discourse takes place, Bernstein's conceptual constructs of selective appropriation and ideological transformation were applied to an interpretation of three lesson processes, to explain how the discourse was changed. Each lesson was reviewed in terms of the selective appropriations and ideological transformations which took place. All three of the lessons observed took place in one school, and as such the study is designed as an interpretive case study where I have tried to make meaning from a rich, thick description of a specific case context. The school is located in Bizana, one of the villages in the O.R. Tambo District Municipality in the Eastern Cape Province,, and is currently in the process of implementing South Africa’s new National Curriculum Statement (NCS) like all other schools in South Africa. In conducting the research I observed lessons, interviewed the learners and teachers, and a community member and the manager of the SANBI greening project, and I also analysed documents which included the NCS for Life Orientation, and teachers planning documents and learners work produced in the lessons. I started the study by conducting a document analysis of the NCS, through which I identified dimensions of the Official Pedagogic Discourse. This was used as a framework to review the lessons to understand how the OPD was being recontextualised. The study concludes by discussing the key findings of the study in the form of a set of analytical statements. Some of the findings indicate that teachers have not been given adequate training for understanding and implementing the NCS which affects the recontextualisation process. The study shows that there is a dire need for professional development if the OPD is to be interpreted adequately by teachers so that its implementation at the meso and micro- levels becomes clear and effective.
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De, Waal Hester Jacoba. "Youths’ predispositions to learning : case studies within a place of safety (Western Cape, South Africa)." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5409.
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Thesis (MPhil (Centre for Higher Education))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half v years. I collected data from their official files and by conducting in-depth individual interviews. I video-recorded the six personal interviews and used the footage to assist me in the process of data analysis. The thesis presents the life stories of the six respondents as a foundation for a discussion on how we as educators define and practice adult education in the context of marginalised youth.
AFRIKAANSE OPSOMMING: Die leerprosesse van jeugdiges in gemeenskappe waar akute leerstoornisse en gebreke ten opsigte van formele onderrig heers, behoort nagevors en ondersoek te word. Hierdie studie het gepoog om ondersoek in te stel na die ontvanklikheid of predisposisie van ses jeugdiges teenoor leer terwyl hulle verhoorafwagtend is en in plek van veiligheid aangehou word. Die studie het op grondige ondersoek na die ontvanklikheid of predisposisies vir leer by jeugdiges teen die agtergrond van die plek van veiligheid (Wes-Kaap, Suid-Afrika) gefokus. Ek werk reeds langer as vier jaar by die plek van veiligheid as skoolhoof. Seuns en jeugdiges van 10 tot 16 jaar oud wat die wet oortree het en sorg nodig het, gaan daar tuis nadat die hof hulle daar geplaas het vir die duur van hulle hofsake. In sommige ernstige sake, soos moord en verkragting, kan dit selfs twee jaar neem vir die sake om afgehandel te word. Hulle kom gewoonlik van gemeenskappe waar hulle tuis en by die skool blootgestel was aan geweld, dwelmmisbruik en misdaad. Die ses respondente in my studie het self dwelms misbruik of was blootgestel aan dwelmmisbruik. Alle leerders by die plek van veiligheid het die wet oortree en is verhoorafwagtend. Hulle het die skool op voortydige ouderdom verlaat of het nooit voorheen skoolgegaan nie. Terwyl hulle by die plek van veiligheid bly, ondergaan hulle verskillende terapeutiese programme. Hulle woon ook skool by. Die leerplan is aangepas na aanleiding van die individuele behoeftes van die leerders. Terwyl ek met hierdie seuns en jeugdiges by die skool gewerk het, het ek besorg geraak oor die beperkte verwagtinge wat hulle klaarblyklik gehad het. Ek het gewonder waarom die meeste van hulle min of geen ambisie toon en klaarblyklik min of geen gretigheid het om te leer nie, veral as in ag geneem word dat hulle vlakke van geletterdheid benede die gemiddelde vlakke van hul ouderdomgroepe is en dat die meeste van hulle die skool voortydig verlaat het of selfs nooit skool bygewoon het nie. Algemene beriggewing en amptelike dokumente dui aan dat jeugdiges in Suid- Afrika – en veral in die Wes-Kaap – toenemend aan dwelmmisbruik, geweld en misdaad blootgestel word. Dit kan invloed hê op die groeiende aantal skoolverlaters. Beter begrip van verhoorafwagtende jeugdiges se ontvanklikheid of predisposisies vir leer kan lei tot beter begrip van die graad van ontmagtiging wat in hierdie gemeenskappe ervaar word. Hierdie navorsingstudie het op kwalitatiewe gevallestudies gefokus waartydens ek gepoog het om jeugdiges se ontvanklikheid of predisposisies vir leer te ondersoek en te verstaan. Vertolkende of interpretatiewe benadering is gevolg om insigte te bekom ten opsigte van die lewensverhale van vii die ses respondente en die wyse waarop hulle hul persoonlike werklikhede interpreteer en verstaan. Hierdie gemarginaliseerde groep mense het die geleentheid gekry om hul persoonlike lewensverhale met betrekking tot hul beleefde leerervaringe te verbaliseer. Ek het hierdie studie oor tydperk van ongeveer twee-en-‘n-halwe jaar uitgevoer, met in agneming van dataversameling en –verwerking. Ek het data versamel deur middel van inligting in amptelike dokumente, asook deur die voer van persoonlike onderhoude. Die indringende onderhoude wat ek met ses respondente gevoer het, is op video vasgelê. Ek het hierdie data gebruik in die proses van dataverwerking. Die tesis bied blik op die lewensverhale van die ses respondente. Dit kan dien as grondslag vir diskoers oor hoe die beoefening van volwasse onderrig en leer teen die agtergrond van gemarginaliseerde jeugdiges gedefinieer en toegepas word.
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Chetty, P. K. "Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016087.
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In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
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Du, Toit Pieter. "A case study : exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1633/.
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Togo, Muchaiteyi. "A systems approach to mainstreaming environment and sustainability in universities : the case of Rhodes University, South Africa." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1708/.
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Kulati, Tembile. "Research utilisation in policymaking : a case study of the Centre for the Study of Higher Education at the University of the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50437.
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Thesis (MPhil)--Stellenbosch University, 2005.ENGLISH ABSTRACT: The aim of this thesis is to explore the relationship between research and policymaking in South African higher education, using the Education Policy Unit at the University of the Western Cape (UWC-EPU) -recently renamed the Centre for the Study of Higher Education - as a case study. The study begins by examining the various models that explain the nature of policymaking in Western democracies, as well as the main theoretical frameworks - namely the "two communities" theory and the enlightenment model of knowledge utilisation - that explain the relationship between the production of knowledge and its utilisation in policymaking. It is argued that, although most of these models were developed to analyse the policymaking process within the context of mature democracies, they nonetheless raise important issues for developing countries like South Africa. The study proceeds to provide an overview of the process of policy development in South Africa. It is suggested that a better way of understanding the evolution of higher education policy development in South Africa is to see it as having gone through four phases, each of which marks a significant turning point within higher education itself, as well as in the broader political context. The process of the policy development, and in particular the role of (higher education) research within it, is shown as one that was largely driven by political and ideological imperatives. The study then shifts to a discussion of the CSHE, commencing with an overview of its organisational history, and highlighting the main objectives of its research programme and the changes that occurred with regard to its research orientation. These are examined in relation to external factors - for example the shift from the development of policy frameworks to the focus on implementation - and in terms of the dynamics that were internal to the University of the Western Cape. This discussion also highlights the challenges that were faced by the EPUs and other progressive academics in the early phases of the policy development process, namely that of engaging in a 'reconstructive' agenda on the one hand, while undertaking intellectual/scientific work on the other hand. In the case of the CSHE, there was also the added challenge of contributing to the development of the nascent field of higher education studies. One of the key issues that emerge in the analysis of the interviews, which form the core source of data collection for this study, is the multifarious understanding of the way in which the research undertaken by the CSHE was to be utilised. The three notions of 'use' that are highlighted - which are also embedded in the objectives of the CSHE as set out in its constitution - are the following: • Utilisation as generation of ideas, and particularly as a contribution to the debates on social reconstruction • Utilisation as input into the policymaking process • Utilisation as contribution to scholarship The study shows that there is a mixed assessment of the extent to which the CSHE was able to address these competing - and sometimes contradictory - challenges. In the main, its efforts were hamstrung by a confluence of factors, ranging from its inability to recruit or attract experienced researchers, to the orientation of its research towards critique, something which was a feature of the scholarship emanating from the progressive academic community at the time.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om die verhouding tussen navorsing en beleidsvorming binne die konteks van die Suid- Afrikaanse hoër onderwysomgewing te ondersoek. Met die oog hierop word die Education Policy Unit aan die Universiteit van Wes-Kaapland (UWC-EPU), onlangs herdoop tot die Centre for the Study of Higher Education (CHSE), deur middel van 'n gevallestudie beskryf. Die studie begin met 'n ondersoek na die verskillende modelle wat poog om die aard van beleidsvorming binne Westerse demokrasieë te verduidelik. Verder word die hoof teoretiese raamwerke, tewete die "two communities" teorie asook die "enlightenment model", wat die verhouding tussen die skep van kennis en die aanwending daarvan binne 'n beleidskonteks wil verduidelik, ook ondersoek. Hoewel die meeste modelle van hierdie aard ontwikkel is om die proses van beleidsvorming binne volwasse demokrasieë te analiseer, word aangevoer dat hulle desnieteenstaande belangrike kwessies na vore bring vir ontwikkelende lande soos Suid-Afrika. Die studie gaan verder deur 'n oorsig te gee oor die proses van beleidsontwikkeling in Suid- Afrika. Daar word gesuggereer dat 'n meer verantwoorde wyse om die evolusie van hoër onderwysbeleid in Suid-Afrika te verstaan, sou wees om erkenning te gee aan 'n vier-fase-benadering, waarvan elk 'n betekenisvolle rigtingverandering aangedui het, sowel as die invloed van die breër politieke konteks. Die proses van beleidsontwikkeling, en meer spesifiek die rol van (hoër onderwys) navorsing daarbinne, word aangetoon as synde hoofsaaklik gemotifeer deur politieke en ideologiese imperatiewe. Hierna verskuif die fokus van die studie na 'n bespreking van die CSHE deur te begin met 'n oorsig oor die geskiedenis van die sentrum. Die hoof doelwitte van die sentrum se navorsingsprogram asook die veranderinge wat onlangs plaasgevind ten opsigte van navorsingsoriëntasie, word bespreek. Hierdie aspekte word ondersoek aan die hand van eksterne faktore - byvoorbeeld die verskuiwing wat plaasgevind het vanaf die klem op ontwikkelingsraamwerke na 'n fokus op implimentering - en in terme van die dinamika wat eie is en was aan die Universiteit van Wes Kaapland. Die gesprek poog verder om lig te werp op die tipiese uitdagings waarmee Education Policy Units en navorsers in hierdie veld mee te doen gehad het in die beginjare van die beleidsontwikkelingsproses, naamlik om vanuit 'n rekonstruktiewe agenda te opereer en terselftertyd betrokke te wees met navorsing op 'n akademiese en wetenskaplike vlak. In die geval van die CSHE, het die verdere uitdaging om deurlopend bydraes tot die veld van hoër onderwysstudies te lewer, hoë eise aan die eenheid gestel. 'n Sleutelaspek wat na vore gekom het tydens die analise van die onderhoude (laasgenoemde vorm die sentrale bron van vir die data-versameling van die studie) is dat uiteenlopende interpretasies bestaan van hoe die navorsing soos deur die CSHE onderneem, benut behoort te word. Die drie perspektiewe op benutting ("use") wat uitgelig word, en wat In sentrale deel van die doelwitte van die CSHE uitmaak soos in die grondwet van die sentrum vervat, is die volgende: • Benutting as die skep van idees, en in die besonder as 'n bydrae tot debatte oor sosiale rekonstruksie • Benutting as inset tot die proses van beleidmaking • Benutting as bydrae tot navorsing Die studie toon aan dat die maniere waarop die CSHE in staat was om hierdie kompeterende, en soms teensprekende, uitdagings te hanteer, op uiteenlopende wyses geëvalueer was. In hoofsaak is die pogings van die sentrum aan bande gelê deur 'n sameloop van verskillende faktore wat gestrek het vanaf die probleem om ervare navorsers te lok en aan te stel tot met die probleem om sy navorsing aan te pas en te heroriënteer gegrond op kritiese stemme, dikwels die gevolg van die progressiewe akademiese gemeenskap van die tyd.
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Damons, Lynne. "Marching to a different beat : conversations about diversity with minority women students at a historically white university." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50621.
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Thesis (MEd)--Stellenbosch University, 2006.ENGLISH ABSTRACT: Transformation of South Africa's historically white universities IS evidenced by a diversification of their student and staff populations. The transition from exclusion to inclusion of minority cultures in these university campuses has not been without its challenges for those students. This study provides a record of the experiences of five coloured women who are undergraduate students at Stellenbosch University (SU), a predominantly white institution. The approach used is feminist, grounded participatory action research. Despite institutional policy initiatives, the Coloured undergraduate students in the study did not experience the university environment as inclusive. What emerged was that the women had an acute awareness of othernesses and their own minority status. Factors such as the small number of minority students and the absence of symbols or icons that reflect and acknowledge the presence of diverse cultures exacerbate their feeling of being in the minority or 'tolerated otherness'. The women experienced SU as a university where established practices and traditions continue despite the changing demographics of the student population. This type of organisational culture in which covert and overt resistance to transformation is the norm acts as a constraint on the political will to move from policy to practice and entrenches the marginalisation of minority groups. The study found that integration is left largely to personal initiative. Personal variables such as resilience, strategies for coping with stress and the resolution of identity issues, appear to playa key role in academic success. However, academic success is not always accompanied by successful social integration. Social isolation was found to have a negative impact on personal and academic confidence. Although the women in the study have had relatively negative experiences of transformation, their willingness to engage in reflexive praxis and dialogue could serve as a challenge to SU to engage in a process which acknowledges the concerns, resistance and experience of all role-players.
AFRIKAANSE OPSOMMING: Die transformasie van histories-blanke Suid-Afrikaanse universiteite word gekenmerk aan die diversifisering van hulle studente en personeel. Hierdie proses vind plaas deur die geleidelike wegbeweeg van die algehele uitsluiting van die minderheidsgroepe op die betrokke kampusse tot hulle volledige insluiting by aIle bedrywighede. Die proses is nie sonder uitdagings vir die betrokke studente nie. In hierdie studie word die ervaringe beskryf van vyf bruin vroulike voorgraadse studente aan die SteIlenbsoch Universiteit (US), 'n oorwegend-blanke tersiere instelling. Vir hierdie studie is 'n feministiese benadering wat gebaseer is op deelnemende aksienavorsing gebruik. Ten spyte van institusionele beleidsinisiatiewe om genoemde transformasie te bespoeding, het die voorgraadse bruin studente wat aan hierdie studie deelgeneem het, nie die universiteitsomgewing as inklusief ervaar nie. Dit het eerder duidelik geword dat die dames baie bewus was van hulle andersheid en hulle minderheidstatus. Faktore soos die klein aantal minderheidstudente en die afwesigheid van simbole of ikone wat die teenwoordigheid van diverse kulture reflekteer en erken, het hulle ervaring as behorende tot 'n minderheidsgroep versterk. Die dames het die US ervaar as 'n universiteit waar ingewortelde praktyke en tradisies voortgesit word ten spyte van die veranderende demografie van die studentebevolking. Hierdie soort organisatoriese kultuur waar bedekte en openlike teenstand tot transformasie die norm is, plaas 'n demper op die politieke gewilligheid om van beleid na praktyk te beweeg en verdiep die marginalisering van minderheidsgroepe. Die bevindings van die studie is dat integrasie grootliks oorgelaat word aan persoonlike inisiatiewe. Persoonlikeheidseienskappe soos gedetermineerde optrede, die benutting van strategiee om stres te hanteer en identiteitskrisisse op te los, speel blykbaar 'n sleutelrol in akademiese sukses. Akademiese sukses loop egter nie altyd hand aan hand met sosiale integrasie nie. Daar is bevind dat sosiale isolasie 'n negatiewe impak op persoonlike en akademiese vertroue het. Alhoewel die ervarings van die dames wat aan die studie deelgeneem het relatief negatiewe was ten opsigte van transformasie, was hulle tog gewillig om deel te neem aan die reflektiewe praksis en dialoog. Hierdie feit dien as 'n uitdaging aan die Stellenbosch Universiteit om betrokke te raak by 'n proses waarin die bekommemisse, weerstande en ervaringe van aIle rolspelers hanteer word.
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Van, Belkum Corrien. "A process of quality improvement for outcomes-based critical care nursing education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52125.
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Dissertation (PhD) -- University of Stellenbosch, 2001.ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education has become the "new buzz word" in South Africa, and a paradigm shift from content-based to outcomes-based education has become essential. Institutions are concerned with efficient and effective approaches to critical care nursing delivery. The institution (nursing department) proves its worth by anticipating patient care needs and planning its learning program cognizant of the need to correlate activities with the institution's (nursing department) mission and outcomes. Planning that meets the learning needs of the critical care nursing learners not only provides the ability to meet job expectations, but also experiences for professional growth and satisfaction. In an age of nursing shortage, a well planned, integrated and outcomes orientated critical care learning program is essential. The outcome of the research was identified as a process of quality improvement for outcomes-based critical care nursing education, which included validated standards to facilitate quality critical care nursing education. This was researched by utilising an adapted Laing and Nish Model for Quality Assurance (1981) as the research strategy. Seven (7) steps were identified, namely: Step one included the identification and clarification of values; step two determined criteria, established standards for outcome, structure and process; step three ratified criteria and validated standards; step four identified and analysed factors influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected actions and in step seven, assessment (testing) was done. In steps two and three of the quality improvement process the Muller's (1996) Three Phase Model for Standard Development was implemented. Seven (7) standards were identified and formulated, namely: Standard one - Quality improvement; Standard two - Standard formulation; Standard three - Philosophy; Standard four - Legislative framework; Standard five - Curriculum development (learning program development); Standard six - Outcomes-based education; and Standard seven - Critical care nursing education. During the process of validation of the standards, standards five and six were combined and became Standard five - Outcomes-based learning program development. In step three the Delphi technique as part of the second phase of Muller's model (1996), was utilised to gain expert opinions / validation of standards. Operationalisation and assessment of the validated standards as part of a process of quality improvement for outcomes-based critical care education were done in a higher education institution. The results of this pilot study that was done supported the central theoretical assumption, namely that outcomes-based critical care nursing facilitates quality critical care nursing. The uniqueness of the research lies in the fact that in outcomes-based critical care nursing education there is no formal process of quality improvement for outcomes-based critical care nursing education. In this research, standards were developed and presented as part of a process of quality improvement for outcomes-based critical care nursing education. These standards should guide the developer of an outcomes-based critical care nursing education program during the development of the learning program (meso curriculum) and could be utilised to judge the quality of the current learning programs' quality. Five of the six standards are generic and could be utilised with minor adjustments in any higher education learning program.
AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg verpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na uitkoms-gebaseerde onderrig genoodsaak. Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg leerprogram se aktiwiteite in ooreenstemming met die instelling (departement verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde van die instelling (departement verpleging). 8eplanning wat aan die leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul werksverwagtinge nie, maar het ook professionele groei en genoegdoening tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde van die dag is. Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, ge"identifiseer. 'n Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing) gedoen. Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering; Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling); Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek tydens die tweede fase van Muller (1996) se model gebruik om deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en assessering van die gevalideerde standaarde as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling gedoen. Die resultate van hierdie toetsstudie het die sentrale teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging gehalte kritiekesorg-verpleging fasiliteer, ondersteun. Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde kritiekesorg-verpleegonderrig, geen formele proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie. In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram (mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram begelei, en kan gebruik word om die gehalte van huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik word.
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Bester, Marianne. "Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86447.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.
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Jacobsz, Johannes (Jannie). "Stakeholders' perceptions of an institutional quality audit : a case study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20036.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This thesis briefly explores the quality phenomenon in higher education and more specifically in the university context. In addition, the experiences of stakeholders who participated in the first institutional quality audit at a merged university are explored and analysed. It is also argued that the world-wide quality phenomenon at universities, although sometimes politically driven and at times undertaken with hidden agendas, may eventually add value to a university‟ cycle of never-ending quality improvement and enhancement. University stakeholders who are either directly or indirectly involved in realising the university‟s vision and mission can provide invaluable feedback about their experience of a quality audit. Feedback by all stakeholders about a quality audit will assist the university to plan and prepare for the next cycle of quality audits. The research findings of this study indicated that a variety of differences exist in the perceptions of stakeholders that participated in the preparation and execution of the institutional quality audit. In some cases the differences may hold some limited risk for the university therefore some recommendations are also made in support of future audits. These and other recommendations emenating from the research findings will hopefully also contribute towards improved engagement between the stakeholders and members of the audit panel.
AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek kortliks die verskynsel van gehalte in hoër onderwys, en meer spesifiek in die universiteitskonteks. Voorts word die ervarings van belanghebbendes wat deelgeneem het aan die eerste institusionele kwaliteitsoudit aan ʼn saamgesmelte universiteit, ondersoek en ontleed. Daar word ook aangevoer dat die wêreldwye verskynsel van kwaliteit aan universiteite uiteindelik waarde kan toevoeg tot ʼn universiteit se siklus van ewigdurende kwaliteitsversekering en –verbetering, selfs al is hierdie verskynsel soms polities gedrewe en al gaan dit by tye gepaard met verskuilde agendas. Belanghebbendes van die universiteit wat direk of indirek betrokke is by die realisering van die universiteit se visie en missie kan uiters waardevolle terugvoer bied oor hulle ervaring van ʼn kwaliteitsoudit. Terugvoer deur alle belanghebbendes oor ʼn kwaliteitsoudit sal die universiteit help om vir die volgende siklus kwaliteitsoudits te beplan en voor te berei. Die navorsingsbevindings van hierdie studie dui daarop dat ʼn verskeidenheid verskille wel bestaan in die persepsies van belanghebbendes wat deelgeneem het aan die voorbereiding en uitvoering van die institusionele kwaliteitsoudit. In sommige gevalle hou die verskille wel ʼn beperkte risiko vir die universiteit in en daarom word aanbevelings gemaak ter ondersteuning van toekomstige kwaliteitsoudits. Hierdie, sowel as ander aanbevelings sal hopelik ook bydra tot verbeterde interaksie tussen die belanghebbendes en lede van die ouditpaneel.
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Taylor, Simon Michael. "A case for geography in South African senior primary schools: an analysis and evaluation of current geographical thinking and practice." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003309.
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Geography faces several challenges in a changing South Africa. These include the challenge to initiate a primary curriculum that helps to provide a foundation for sustainable living in a society that faces serious problems of unemployment, violence, irreparable damage to the environment and the lack of housing, water and basic services for the majority of the population. This thesis attempts to provide a case for geography in the primary school by examining the value of the subject for pupils' development and by reviewing the strengths and weaknesses of an integrated approach in view of the possible introduction of an integrated primary curriculum in South Africa. The second aspect of the study is concerned with a survey of teachers in the Natal Education Department to evaluate the perceived value of geography as a subject and support for geography as a discrete subject. The main thrust of geography in the primary school is to develop concepts, skills, values and attitudes that allow pupils to be more understanding and caring about the local and global environment, about people, communities, species and the natural environment on which we all depend. The results of the survey reveal that teachers support geography as a discrete subject with an intra-curriculum approach. The introduction of an integrated core curriculum in South Africa would prove problematic as teachers are not in favour of an integrated approach across the curriculum. The lack of teacher support in Kenya for an integrated curriculum was one of the main reasons for its failure. Hopefully South Africa will learn from other countries experiences with introducing an integrated curriculum. Teachers value the role of geography in the education of the child and suggest the introduction of environmental and development themes to make the subject more relevant to children's lives. The syllabus analysis revealed that a unified pnmary curriculum is required which is influenced by the needs of society in South Africa. Recommendations are made regarding ideas for a future primary curriculum.
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Dube, Bevelyn. "Challenges for journalism education and training in a transforming society : a case study of three selected institutions in post-1994 South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85851.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study investigated the challenges for journalism education and training (JE&T) in a post-1994 transforming South Africa. Prior to 1994, South Africa had three distinct university systems with different ideological orientations, namely historically Afrikaans-language universities, historically English-language universities, and historically “black” universities. The consequence of these orientations in the university system caused a paradigmatic schism in the field of JE&T. The advent of democracy in 1994 necessitated the questioning of this division in higher education. One could assume that there was need to transform the JE&T curricula so that it could address the challenges of a society in transformation. This study, therefore, aimed to establish whether JE&T curricula in three selected tertiary institutions in post-1994 South Africa have transformed in line with the transformation process in the country. The post-colonial theory, developmental journalism model and Ubuntu philosophy were deemed the most appropriate theoretical points of departure from which to analyse the curricula. A collective case study was used as a research design. To collect data, a mixedmethod approach, which utilised both qualitative and quantitative approaches, was used. Qualitative data were collected through use of programme documents from the selected journalism tertiary institutions and a semi-structured questionnaire, which was distributed to programme coordinators. Quantitative data were obtained through the structured questionnaire which was completed by students in the selected programmes. The qualitative data obtained were analysed using qualitative content analysis, while quantitative data were analysed using the statistical package SPSS version 18. The data were then analysed and discussed in terms of the selected theories. The analysis revealed that the three programmes are highly dependent on Western epistemologies. The programmes have a close relationship with the media industry, a relationship which at times can be a double-edged sword. The findings also show that the programme coordinators of these programmes are not averse to the transformation of curricula provided the process takes into cognisance Western epistemologies. The results also showed that in terms of gender and race, transformation has either been insignificant or non-existent. Lastly, all three programmes do not teach their students to report in indigenous languages. The final conclusion of the study is that JE&T in the selected programmes are not yet addressing the challenges of a transforming post-1994 South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie het die uitdagings aan joernalistieke opvoeding en opleiding (JO&O) in ’n post-1994, transformerende Suid-Afrika ondersoek. Voor 1994 het Suid-Afrika drie verskillende universiteitstelsels met verskillende ideologiese oriëntasies gehad, naamlik historiese Afrikaanse universiteite, historiese Engelse universiteite en historiese “swart” universiteite. Die gevolg van hierdie oriëntasies in die universiteitstelsel het ’n paradigmatiese skisma in die veld van JO&O veroorsaak. Die koms van demokrasie in 1994 het die bevraagtekening van hierdie skeiding in hoër onderwys genoodsaak. Die aanname kon gemaak word dat daar ’n behoefte was om JO&O kurrikula te transformeer sodat dit aan die uitdagings van ’n samelewing in oorgang kon beantwoord. Hierdie studie het dus beoog om vas te stel of JO&O kurrikula in drie geselekteerde tersiêre inrigtings in ’n post-1994 SuidAfrika saam met die landgetransformeer het. Die postkoloniale teorie, ontwikkelingsjoernalistiek-teorie en Ubuntu-filosofie is geoordeel om die mees toepaslike teoretiese vertrekpunte te wees om die kurrikula mee te evalueer. ’n Kollektiewe gevallestudie is as navorsingsontwerp gebruik. As dataversamelingsmetodologie is ’n gemengde metodesbenadering gevolg, waarin kwalitatiewe en kwantitatiewe metodologieë gebruik is. Kwalitatiewe data is deur’n analise van die programdokumente van die geselekteerde tersiêre instellings versamel, asook deur ’n semi-gestruktureerde vraelys aan die programkoördineerders. Kwantitatiewe data is verkry danksy ’n gestruktureerde vraelys wat deur studente in die onderskeie programme voltooi is. Die kwalitatiewe data is geanaliseer deur kwalitatiewe inhoudsanalise, terwyl die kwantitatiewe data geanaliseer is deur die statistiese pakket SPSS weergawe18. Die data is daarna aan die geselekteerde teorieëgetoets en daarvolgens geëvalueer. Die analise het getoon dat die drie programme sterk steun op Westerse epistemologieë. Die drie programme het stewige verhoudings met die mediabedryf, ’n verhouding wat soms ’n tweesnydende swaard kan wees. Die bevindinge toon ook dat die koördineerders van die programme nie onwillig oor die transformasie van kurrikula is nie, met dien verstande die proses neem Westerse epistemologieë in aanmerking. Die resultate het ook aangetoon dat transformasie onbeduidend of nie-bestaande was in terme van geslag en ras. Die drie programme bied ook geen onderrig in inheemse Afrika-tale aan nie. Die finale slotsom van die studie was dat JO&O in die geselekteerde programme nog nie die uitdagings van ’n transformerende post-1994 Suid-Afrika aanspreek nie.
University of Venda
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Ngulube, Beatrice. "The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions." Thesis, 2016. http://hdl.handle.net/10500/22820.
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This study explores neoliberalism and its influence on the undergraduate Economics curricula at selected South African Higher Education Institutions (HEIs). Neoliberalism is a theory embracing political economic practices that propose that human well-being can be advanced by liberating individuals, entrepreneurial freedom and skills within an institutional framework, characterised by strong private property rights, free markets and free trade. However, little is known about the influence of neoliberalism on undergraduate Economics programmes. Researchers either criticise neoliberalism or they reserve some components of neoliberalism and concentrate on those per se. Research has revealed that, students exposed to neoliberalism have a desire for life-long learning and are in need of the following skills: analytical, social, entrepreneurial, accountability and employability skills. To survive in this forever-changing environment graduates need to be equipped with flexible skills so that they will be employable and remain employed. Neoliberalism is still accepted as the only possible economic and social order that is available to us. This is in agreement with the opinions of seasoned rulers such as Margaret Thatcher who maintains there is no alternative to neoliberalism. In support neoliberalists argue that global capitalism is promoted, because welfare states are costly, overburdened, inefficient, and incapable of eliminating poverty and are overly oriented to cash entitlements rather than empowering citizens.The importance of curriculum research and the development of the neoliberal theory motivated the researcher to undertake this study. A qualitative multiple case study design was utilised, because it is useful when not much is known about the phenomenon and when in-depth study is needed. Triangulation of data collection tools was employed in this study for validity and reliability of data. The researcher made use of document analysis and structured interviews. The data collected reveal that neoliberalism is attached to politics and that it is a higher stage of capitalism. However, there is a strong sentiment that neoliberalism has good development policies, but these policies should not be implemented as if they are one-size-fits-all. The study findings also reveal that inequality should not be blamed on neoliberalism, as the shift now should be towards how to deal with inequality and also the effects of technology, as technology is replacing human labour at an alarming rate. Pertinent aspects like cultural, environmental and religious issues should be included in the tertiary curricula.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Robinson, Zurika. "Curriculum review in economics : re-thinking pedagogy." Diss., 2019. http://hdl.handle.net/10500/25998.
Full textAbstract:
The purpose of this article (see Annexure A)1 is to review curriculum within the Department of Economics (Unisa). The article is intended for submission to the International Review of Economics Education (IREE) with the guidelines contained in Annexure F. Unisa is the largest open and distance, e-learning institution in Africa and as such requires reliable and applicable curriculum to cater in the needs of the continent and the rest of the world. The curriculum review also entails an evaluation of undergraduate and post graduate programmes offered by the Department of Economics. It is a mixed methods study, in that qualitative interviews inform and confirm the results of a quantitative survey done amongst alumni, students, faculty and industry on the degree offering within the Department. The world of work and workplace as such will change as part of the fourth industrial revolution. Improving the graduateness and employability of students has become crucial in line with Unisa’s motto of “Define tomorrow”. The main findings show that creative and critical writing and numerical skills in line with pluralism in Economics and pedagogy are key and at the forefront of any change that needs to occur. Further, re-thinking pedagogy will require a coordinated effort within the Department of Economics with revising all Micro- and Macroeconomics modules at the different levels of the BCom (Economics). This will also entail an overall strategy for assessment on the different levels to improve writing skills of the students. Implementing Calculus and Linear Algebra at first year level and Statistics up to third year level should bring the department in line with local and international universities. This has become clear within the Department and includes the two-stream qualification route, with revised Economics and new Applied Economics route. This curriculum review can inform other similar exercises, which makes South Africa the emerging market of future generations.Die doel van hierdie artikel is om die kurrikula in die Departement Ekonomie (Unisa) te hersien. Unisa is die grootste oop- en afstandsleerinstelling in Afrika en verlang as sodanig betroubare en toepaslike kurrikula om aan die kontinent en die res van die wêreld se behoeftes te voorsien. Die kurrikulumhersiening behels ook 'n evaluering van voorgraadse en nagraadse programme wat die Departement Ekonomie aanbied. Die studie het gemengde metodes gebruik. Kwalitatiewe onderhoude het die resultate van 'n kwantitatiewe opname onder alumni, studente, fakulteitslede en die industrie oor dit wat die departement aanbied, belig en bevestig. Die wêreld van werk en die werkplek sal verander as deel van die Vierde Industriële Rewolusie. Dit het noodsaaklik geword om studente se graadwaardigheid en indiensneembaarheid te verbeter, ooreenkomstig met Unisa se slagspreuk van "Definieer die toekoms". Die hoofbevindinge wys dat kreatiewe en kritiese skryf- en numeriese vaardighede ooreenkomstig pluralisme in Ekonomie, noodsaaklik en aan die voorpunt van enige veranderinge is wat moet plaasvind. Verder, om pedagogie weer te bedink sal 'n gesamentlike poging binne die Departement Ekonomie behels om alle mikro- en makro-ekonomiese modules op die verskillende vlakke van die BCom (Ekonomie) te hersien. Dit sal ook 'n algehele strategie vir die assessering op die verskillende vlakke behels om studente se skryfvaardighede te bevorder. Deur Calculus en Lineêre Algebra op eerstejaarsvlak aan te bied en Statistiek tot op derdejaarsvlak, sal die departement in lyn met plaaslike en internasionale universiteite bring. Dit sluit die tweestroomkwalifikasies in met hersiende Ekonomie en nuwe Toegepaste Ekonomie roete. Hierdie artikel belig ander kurrikulumhersienings van verskeie vakgebiede plaaslik en internasionaal, wat Suid-Afrika die ontluikende mark vir toekomstige generasies maak.
Sepheo sa sengolwa sena ke le lekola-botjha dikharikhulamo tsa Lefapha la Dithuto tsa Moruo (Unisa). Unisa ke setsi se seholo ka ho fetisisa tsa thuto ya elektroniki se butsweng hape e le sa thuto ka ngollano, mme ka mokgwa oo, se hloka ho ba le kharikhulamo e tshepehang hape e amehang hore e kgotsofatse ditlhoko tsa kontinente le lefatshe ka bophara. Tekolo-botjha ya kharikhulamo e boetse e ne e kenyeletsa mananeo a pele ho grata le a kamora grata a fanwang ke Lefapha la Dithuto tsa Moruo. E ne e le boithuto ba mekgwa e fapaneng moo teng dinthavu tsa mokgwa wa boleng di tsebisetseng le ho netefatsa diphetho tsa boithuto ba mokgwa wa mongata hara ba neng ba kena sekolo moo, baithuti, lekala le indasteri mabapi le digrata tse fanwang kahare ho lefapha. Lefatshe la mosebetsi le sebaka sa mosebetsi di tla fetoha jwalo ka karolo ya Phetoho e Kgolo ya Bone ya Indasteri. Ho ntlafatsa boemo ba ho fumana grata le bokgoni ba ho fumana mosebetsi ha batjha ho se ho le bohlokwahadi ho latela lepetjo la Unisa la “Hlalosa bokamoso”. Diphetho tsa sehlooho di bontsha hore bongodi ba boiqapedi le boinahano le ditsebo tsa dipalo ho latela puso-pedi ho thuto ya tsa Moruo di bohlokwa mme di eme kapele ho phetoho efe kapa efe e hlokang ho etsahala. Ho feta moo, ho nahanisisa mokgwa wa thuto ho tla kenyelletsa maikutlo a hlophisitsweng kahare ho Lefapha la Thuto ya tsa Moruo ho ntjhafatsa dithuto tsohle tsa micro- le macro-economics maemong a fapaneng a BCom (Economics). Sena se boetse se tla kenyelletsa moralo o akaretsang wa tekanyo maemong a fapaneng ho ntlafatsa ditsebo tsa bongodi tsa baithuti. Ho tsebisa dithuto tsa Calculus le Linear Algebra boemong ba selemo sa pele sa dithuto le ho tsebisa thuto ya Statistics ho fihla ho boemo ba boraro ho ka tlisa lefapha maemong a tshwanang le a diyunivesithi tsa lehae le tsa matjhaba. Sena se kenyelletsa mangolo a karolo tse pedi le Dithuto tsa Moruo (le Applied Economics). Sengolwa sena se rerile ho tsebisa ditekolo tse ding tsa kharikhulamo ka mekgahlelo e fapaneng kahare ho naha le matjhabeng, e leng ho etsa Afrika Borwa e be setsi se hlahellang ka mahetla sa mebaraka bakeng sa maloko a nako e tlang.
Educational Studies
M. Ed. (Open and Distance Learning)
41
Mafaralala, Thomas Matome. "A model for the integration of work integrated learning in the technical and vocational education and training colleges in South Africa." Thesis, 2020. http://hdl.handle.net/10500/26573.
Full textAbstract:
Abstract in English, Afrikaans and ZuluThe majority of the learners completing Grade 12 in South Africa (SA) further their studies in the Technical and Vocational Education and Training Colleges (TVETCs). This is because, among other things, colleges seem to be more affordable and accessible in most communities in all the provinces (SA). However, many of these students appear to be struggling to complete their studies owing to failure to complete the Work Integrated Learning (WIL) module, which is a prerequisite for graduating and becoming employable. The researcher was interested to know how the WIL module affects the completion of students’ studies. The researcher approached the investigation as an idealist (constructivist) using a case study design. Data was collected through the semi-structured and focus groups interviews. It was found that, among other things, the WIL module was seldom completed owing to its reliance on the availability of jobs. In addition, the lack of jobs for college students was a result of the curriculum mismatch with employers’ actual needs, in Business Studies in particular. Correspondingly, the Fourth Industrial Revolution threatens job losses, which are likely to affect those with qualifications in Business Studies, hence its selection for this investigation. To address this, the researcher proposed a model which requires the colleges, businesses, government and the communities to collaborate in the creation of projects that cater for the needs of the different communities. Such projects could also help to update the curriculum to be more responsive. In this way, more opportunities for WIL could be created for students. In addition, the researcher proposed three phases for the integration of WIL, and colleges could decide on each depending on their programme specifications. The researcher concludes that no matter how good the models, without collaboration WIL could remain a constraint and qualifications could become meaningless owing to the lack of jobs. Subsequently, the researcher suggests that more research be conducted in line with the development or growth of the business sector. The findings of this study were limited to four selected colleges in the four provinces of SA, yet are applicable and useful to all higher education in the world.
Die meerderheid van die leerders wat graad 12 in Suid-Afrika (SA) voltooi, studeer in die Tegniese en Beroepsonderwys- en Opleidingskolleges (TVETC's). Dit is omdat onder meer kolleges meer bekostigbaar en toeganklik is in die meeste gemeenskappe in al die provinsies (SA). Die meeste van hierdie studente sukkel egter om hul studies te voltooi vanweë die gebrek aan die Work Integrated Learning (WIL) -module, wat 'n voorvereiste is vir die graduering en indiensneming. Die navorser was geïnteresseerd om te weet hoe die WIL-module studente beïnvloed om hul studies te voltooi. Die navorser het die ondersoek benader as 'n idealis (konstruktivis) met behulp van 'n gevallestudie-ontwerp. Data is versamel deur middel van die semi-gestruktureerde en fokusgroeponderhoude. Daar is gevind dat die WIL-module onder andere skaars voltooi is as gevolg van die afhanklikheid van die beskikbaarheid van poste. Daarbenewens was die gebrek aan werk vir universiteitstudente die gevolg van die kurrikulumverskuiwing wat strydig was met die behoeftes van die werkgewers, veral sakestudies. Daarmee saam dreig die Vierde Industriële Revolusie oor werkverliese, wat waarskynlik persone met kwalifikasies uit die sakestudies sal beïnvloed, en daarom gekies vir hierdie ondersoek. Om dit aan te spreek, het die navorser 'n model voorgestel wat vereis dat kolleges, ondernemings, die regering en die gemeenskappe moet saamwerk, en 'n paar projekte skep om in die behoeftes van die verskillende gemeenskappe te voorsien. Sulke projekte kan ook help om die kurrikulum op te dateer vir meer respons. Op hierdie manier kan meer geleenthede vir WIL vir studente geskep word. Daarbenewens het die navorser die drie fases vir die integrasie van WIL voorgestel, en kolleges kan self besluit, afhangende van hul programspesifikasies. Die navorser kom tot die gevolgtrekking dat WIL, ongeag hoe goed die modelle sonder samewerking is, 'n beperking kan bly, en dat kwalifikasies betekenisloos sou raak van wee die gebrek aan werk. Vervolgens stel die navorser voor dat meer navorsing gedoen moet word in ooreenstemming met die ontwikkeling of groei van die sakesektor. Die bevindings van hierdie studie was beperk tot die vier geselekteerde kolleges in die vier provinsies van SA, maar tog toepaslik en nuttig vir alle hoër onderwys in die wêreld.
Iningi labafundi abaphothula iBanga le-12 eSouth Africa (SA) baqhubekisela phambili izifundo zabo emaKholeji wezobuchwepheshe nezokuqeqeshwa (i-TVETCs). Lokhu kungenxa yokuthi, phakathi kokunye, amakolishi abukeka engabizi kakhulu futhi ayatholakala emiphakathini eminingi kuzo zonke izifundazwe (SA). Kodwa-ke, iningi lalaba bafundi libonakala linenkinga yokuphothula izifundo zabo ngenxa yokwehluleka ukuqeda imodyuli ye-Work Integrated Learning (WIL), okuyimfuneko yokuqala yokuthola iziqu nokuqashwa. Umcwaningi wayethanda ukwazi ukuthi imojula ye-WIL ikuthinta kanjani ukuphothulwa kwezifundo zabafundi. Umcwaningi asondele kulolu phenyo njengento efanelekayo (i-constructivist) esebenzisa umklamo wokufunda icala. Idatha yaqoqwa ngokuxoxisana namaqembu ahlelwe ngokwedlule. Kwatholakala ukuthi, phakathi kokunye, imodyuli ye-WIL yayingavunyelwe ukuqedwa ngenxa yokuncika kwayo ekutholakaleni kwemisebenzi. Ngaphezu kwalokho, ukuntuleka kwemisebenzi kwabafundi basekolishi bekungumphumela wokungalingani kahle kwekharikhulamu ngezidingo zangempela zabaqashi, ezifundweni zeBhizinisi. Ngokunjalo, i-Fourth Industrial Revolution isongela ukulahleka kwemisebenzi, okungenzeka ukuthi ithinte labo abaneziqu ku-Business Studies, yingakho ukukhethwa kwayo kulolu phenyo. Ukubhekana nalokhu, umcwaningi uhlongoze imodeli edinga ukuthi amakolishi, amabhizinisi, uhulumeni kanye nemiphakathi basebenzisane ekwenziweni kwamaphrojekthi anakekela izidingo zemiphakathi ehlukahlukene. Amaphrojekthi anjalo futhi angasiza ukuvuselela ikharikhyulamu ukuthi iphenduleke ngokwengeziwe. Ngale ndlela, amathuba amaningi e-WIL angakhelwa abafundi. Ngaphezu kwalokho, umcwaningi uhlongoze izigaba ezintathu zokuhlanganiswa kwe-WIL, futhi amakolishi anganquma ngakunye ngokuya ngemininingwane yohlelo lwabo. Umcwaningi uphetha ngokuthi noma ngabe amamodeli amahle kangakanani, ngaphandle kokubambisana u-WIL angahlala eyisibopho futhi iziqu zingaba yizezi ngenxa yokuntuleka kwemisebenzi. Ngemuva kwalokho, umcwaningi uphakamisa ukuthi kwenziwa ucwaningo olwengeziwe ngokuhambisana nokukhula noma ukukhula komkhakha webhizinisi. Ukutholwa kwalolu cwaningo bekukhawulelwe kumakholiji amane akhethiwe ezifundazweni ezine ze-SA, kodwa asasebenza futhi alusizo kuyo yonke imfundo ephakeme emhlabeni.
Educational Management and Leadership
D. Ed. (Education Management)
42
Dirk, Wayne Peter. "Constructing and transforming the curriculum for higher education : a South African case study." Thesis, 2013. http://hdl.handle.net/10500/11838.
Full textAbstract:
This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu.Sociology
D. Phil. (Sociology)
43
Human, Nadia Emelia. "The role of a responsive curriculum in optimising learning in higher education." Thesis, 2017. http://hdl.handle.net/10500/23263.
Full textAbstract:
Higher education has been challenged to respond to the inequalities of the past. This required an education system that is more responsive to the needs of underprepared students. The question that arises is whether Higher Education Institutions (HEIs) curricula create opportunities for students to adhere to the demands of the world of work and to assist students to take responsibility for their own learning. The purpose of this study is to investigate the role of a responsive curriculum in optimising learning in higher education. An interpretative and descriptive qualitative approach was used in which semi-structured interviews and document analysis served as data collection techniques enabling the researcher to gain more depth in understanding the reality of the responsiveness of curricula used in the Department of Informatics at a Higher Education Institution in Gauteng. The study revealed that there is a dynamic but complex relationship between a responsive curriculum and optimisation of learning. Although the investigated curricula, responds to aspects of the knowledge domain, the findings seemed to indicate that there was not always a clear indication that the curricula fully respond to the needs of the students and industry. The findings further suggest that although content knowledge of the curricula plays a crucial role in the development of students, the needs of industry, society and students should also be met.
Although the study’s results cannot be generalised due to the small sample, the researcher is of the opinion that more can be done to improve the state of the current curricula. Inclusive curriculum development training should be provided to all stakeholders (lecturers, students and industry). This descriptive study concludes with the suggestion of using a responsive curriculum model that would enable curriculum developers to design a responsive curriculum allowing students to experience optimal learning in higher education.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
44
Sindane, Ntando. "The call to decolonise higher education : copyright law through an African lens." Diss., 2020. http://hdl.handle.net/10500/26678.
Full textAbstract:
This dissertation reflects critically on the calls for the decolonisation of South Africa’s higher education sector by studying the historical development of legal pedagogy in South African law faculties. It focuses in particular on the intellectual property law curriculum broadly, and more specifically on the copyright law module. Africa’s colonisation by Western powers ravaged it in various ways. This is starkly illustrated in the areas of knowledge production and research. Against this background the dissertation teases out the prevailing extent, depth, and reach of colonialism in the copyright law curriculum with the aim of identifying possible ways to give practical effect to the calls for the curriculum to be decolonised.
To achieve this, the dissertation examines leading South African intellectual property law textbooks through an African lens in an express attempt to assert the pluriversal, epistemicological traditions of the global South. In each chapter and with each theme the dissertation proposes how an envisaged decolonised copyright curriculum could look.
The dissertation grapples with the various theories underpinning the decolonial discourse, laying groundwork for an academically sound basis on which to decolonise the copyright law curriculum. It provides an African critique of the Eurocentric intellectual property law ‘justifications debate’ and posits communal modes of property ownership in Africa to counter Western individualistic notions of property ownership which lend credence to the current justification debate. The dissertation analyses the nature of copyright in a work using the philosophy of Ubuntu as an alternative in teaching this theme within the curriculum. A decolonial analysis of the requirements for copyright is offered, and it is argued that the current sta-ndards and threshold used for the subsistence of copyright is colonial and furthers the onslaught on the Black Body, both in its practical application and in how it is taught. The dissertation concludes by studying copyright exceptions, critically urging the academy to apply a differentiated model of exceptions to different jurisdictions in light of their colonial history (and present).Lomtlolo utjheja ihlangothi lokufuna bona kutjhugululwe iimfundo zemkhakheni wezefundo ephakamileko yangeSewula Afrika ngokufunda ngetuthuko yokufunda kanye nokufundisa ngemNyangweni wabajameli. Utjheja khulu umthetho wepahla wezefundo khudlwana kanye nomthetho welungelo lokukhuphela. Ukuthunjwa kweAfrika ngabamhlophe kone ngeendlela ezinengi. Lokhu kutjengiswa kumbi mikhakha ekhiqiza ilwazi kanye nerhubhululako. Ngalesi isendlalelo lomtlolo utjheja ngokudephileko ukobana ukuthunjwa kweAfrika ngabamhlophe kulethe muphi umuthelela ngehlangothini lomthetho welungelo lokukhuphela lezefundo ngomqopho wokufumana iindlela nofana iinzathu zokobana kutjhugululwe ifundo yangeemfundweni eziphakamileko. Ukuphumelelisa lokhu, lomtlolo uhlahluba iincwadi zobuhlakaniphi bomthetho wepahla ngokutjheja indlela yokwenza izinto ngeSewula. Isahluko esinye nesinye kanye nommongo omunye nomunye utjheja bona ifundo etjhugululweko ingaba njani. Lomtlolo utjheja amathiyori atlolweko kanye nekukhulunywa ngawo lawo akhe umkhanyo wokutjhugulula zefundo. Utjheja isiphoqo seAfrika ngobuhlakaniphi babamhlophe ngomthetho wepahla ‘ikulumopikiswano yesizathu sokwenza okuthileko’ begodu ibeka ngaphambili indlela yokwabelana ipahlo eAfrika ukulwisana nendlela yabamhlophe yokungabelani ipahlo ekubange ikulumopikiswano yesizathu sokwenza okuthileko. Lomtlolo uhlaziya isisusa sokukhuphela ngokutjheja ikolelo yegama elithi ‘Ubuntu’ njengegama elisetjenziswa lokha nakufundiswa lommongo eemfundweni. Indlela etjhugululweko yokuhlaziya iimfuneko sokukhuphela yindlela yabamhlophe begodu igandelela indlu enzima, ngendlela yokwenza kanye nangendlela efundiswa ngayo. Lomtlolo uphetha ngokufunda isiphambuki sokukhuphela, ngokubawa isikolo ukobana sisebenzise indlela ehlukileko kunaleyo ebegade isetjenziswa ngabamhlophe ekadeni kanye nesikhathini sanje.
Private Law
LL.M. (Intellectual Property Law)
45
Mazvaramhaka, Michael Pasipanodya. "The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12)." Diss., 2018. http://hdl.handle.net/10500/26495.
Full textAbstract:
The goal of this research study was to understand the use of learner-centred
approaches in teaching Accounting to enhance performance of learners at high
schools (Grades 10-12). The teaching of Accounting in high schools is facing
challenges. The Department of Education, through many curriculum implementations
and revisions, have introduced a new approach to teaching as outlined in the
National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS). This policy, as with previous ones, emphasises a change in teaching
pedagogy emphasising learner-centred approaches in contrast to the traditional
teacher-centred approaches which favour rote learning. The Department aims at
developing knowledge but links that with acquiring and developing the skills of
thinking critically and creatively, working as an individual or a member of a team,
organising and managing oneself responsibly and effectively, collecting, analysing,
organising and critically evaluating information, communicating effectively, using
science and technology effective (DBE, 2011:5) in order to be able to adapt to the
requirements of the commercial industries. It was found out that learner-centred
approaches can enhance the performance of learners in Accounting in high schools.
The researcher used a qualitative approach together with an interpretive perspective
to examine the themes. Four high schools, four Accounting teachers and four Heads
of Departments were selected from the Ximhungwe circuit in Bohlabela District in
Bushbuckridge. Data was collected through observations and interviews. Data were
analysed and findings presented. The findings reveal how the Economic and
Management Sciences curriculum has a negative effect on Accounting in the higher
grades of 10-12, by not developing a solid foundation for the subject. It also revealed
that school, parent and learner-based challenges also contribute to a poor
perception of Accounting and high failure rates. The research study revealed that
learner-centred approaches can improve teaching and learning of Accounting.
Recommendations were made in that respect.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
46
Tshivhase, Patrick Vhulahani. "Teachers' perceptions of environmental education integration in Grade 10 subjects in selected Thohoyandou secondary schools." Diss., 2019. http://hdl.handle.net/10500/26392.
Full textAbstract:
The purpose of this study was to explore the extent to which grade 10 Thohoyandou secondary teachers’ integrated Environmental Education (EE) themes in Curriculum Assessment Policy Statements (CAPS) subjects and to suggest teaching approaches that can be used in the integration of EE themes. The theoretical framework was drawn from four key learning theories: place-based learning, social constructivism, outdoor experiential learning and connectivism. A qualitative research approach was employed as the researcher sought in-depth understanding of teachers’ perceptions to- wards the integration of EE themes in their subjects. The study population comprised teachers integrating EE themes in grade 10 subjects. Convenient purposive sampling was used to select five (n=5) schools and ten (n=10) teachers as participants in this single case study. Data were collected through semi-structured interviews using a re- searcher-designed interview guide, document analysis and non-participatory observation. Content analysis was used to analyse data obtained. Results indicated that all teachers in this study were qualified to teach the subject and the grades they were teaching. Qualifications ranged from a secondary teaching diploma to the Masters in Education. However, no teacher had received prior training to integrate EE themes in their subjects. Teachers possessed knowledge and could apply some of the theories foregrounding EE in their subjects. Challenges faced by teachers in integrating EE themes in their subjects were lack of resources, overcrowded classes and poor learner involvement and understanding.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
47
Zulu, Muzonjani Zacharia. "Educators' conceptualisation of implementation of Curriculum and assessment policy statement at grade nine in Kwazulu-Natal, South Africa." Thesis, 2018. http://hdl.handle.net/10500/23780.
Full textAbstract:
This study sought to investigate how teachers in Grade 9 conceptualize and implement the Natural Science Curriculum and Assessment Policy Statement (CAPS) in KwaZulu Natal. In South Africa, there have been major curriculum changes since the dawn of democracy in 1994. These changes have been criticized by various stakeholders in the education sector, including unions, parents and teachers. Since 1994, the curriculum has been revised constantly to address the concerns raised by the society. This study therefore sought to develop an understanding of what influences educators in their endeavors to implement Natural Science CAPS in Grade 9 classrooms. The study further aimed at understanding, from the educators’ perspectives, how policy implementation challenges their traditional ways of teaching and learning.
This study adopted a qualitative research design. Focus groups interviews, observations and documentary analysis were used as method of data collection to answer the research questions. Purposive sampling was used to select 9 teachers from six different schools in three districts in the Province of KwaZulu Natal (KZN), namely Zululand, uThungulu and uMzinyathi to participate in the study.
The findings reveal that the participants are knowledgeable about the CAPS principles and they all use prescribed principles in their planning, albeit in different ways.The study reveals that workshops and in-service training organized by the Department of Basic Education were useful in preparing teachers to implement CAPS even though the period of training was insufficient.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
48
Pillay, Renel. "Teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26979.
Full textAbstract:
Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa.Inclusive Education
M. Ed. (Inclusive Education)
49
Adebanji, Charles Adedayo. "Non-South African French-speaking students’ curriculum experiences in a community of practice at a private tertiary institution." Thesis, 2013. http://hdl.handle.net/10500/11824.
Full textAbstract:
This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses.
Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning.
Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116).
Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Modise, Mpho-Entle Puleng. "Towards an effective and empathetic student support system in an open and distance education and e-learning environment : a case study from a developing country context." Diss., 2016. http://hdl.handle.net/10500/25810.
Full textAbstract:
Faced with the influx of emerging technologies, educators must continuously equip themselves with the necessary skills to effectively impact on today’s learners. Central to successful curriculum reform and student retention is the realisation that educators need to engage in continuous professional development, to meet the learners’ needs. The purpose of this research study is to explore and study how educators’ skills, knowledge and experience in e-learning can contribute to the successful achievement of the institution’s and students’ educational goals and to the design of a quality support system in an ODeL environment in a developing country.
A mixed-method research approach was adopted. The target population was the University of South Africa (Unisa) academic staff members who enrolled for an elearning programme with the University of Maryland University College (UMUC) between the year 2012 and 2014. Convenience non-probability sampling was used and a total of 60 candidates were invited to participate in the study.
Most of the participants pointed to the empathetic support they received from the relevant UMUC staff and also indicated that they are now ready to create an empathetic learning environment for their own students at Unisa. It is the premise of this paper that academics cannot impart and/or transfer what they do not have or know to learners and it gives recommendations on striving towards an effective empathetic students support in distance education and e-learning continuous professional development to effectively impact on today’s learners. The importance of pace, assignment due dates, use of rubrics, turnaround time for feedback, built-in support, and appropriate assessment strategies are also key findings in the report.Educational Studies
M. Ed. (Open and Distance Learning (ODL)