You searched for subject:( Education management development). Showing records 1 – 30 of 423 total matches.
Stellenbosch University (256)
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1. Breedt, Elizabeth. Werwing en seleksie van personeel in onafhanklike skole.
► Why a study on the recruitment and selection of teachers? It is not an easy job to recruit and select the best possible teacher for… (more)
▼ Why a study on the recruitment and selection of teachers? It is not an easy job to recruit and select the best possible teacher for a specific school, and normally there is not enough time to follow the best and correct process. Teaching has to continue uninterrupted, and every day without a teacher in class means lost time and schoolwork ‒ something that is extremely difficult to catch up. A UNESCO report (2010) indicates that the permanent loss of teachers increases annually, and that it is becoming more difficult to replace teachers. From 2004 to 2005, the teacher turnover in the USA was 13.5% in independent schools and 8.4% in departmental schools. Although no information is available on the staff turnover in independent schools in South Africa, one can expect that the trend will possibly be similar to that in the USA. A possible explanation for these statistics is that the recruitment and selection process fails. This study thus investigated the recruitment and appointment process at independent schools to determine to what extent principals use the greater freedom they have with regard to the appointment of teachers in order to recruit the best possible staff members. The study was based on an exploratory qualitative research design according to which in-depth interviews were conducted with the principals of independent schools. From the interviews, it appeared that the principals appoint persons who are known to someone who is already employed by the school. Principals are hesitant to appoint persons from outside the school and do not easily take a risk with a person who is not known to staff members. Nevertheless, these principals value education of a high quality for their pupils, and they try to replace staff as quickly as possible. Therefore they don’t spend time on long procedures when recruiting, selecting and appointing staff. Principals of independent schools use the freedom they have to some extent in the recruitment and selection of teachers. Each school’s unique culture is preserved as far as possible, and it was clear that the principals were extremely proud of the uniqueness of their schools and that they tried to preserve it as far as possible. Advisors/Committee Members: Nieuwenhuis, F.J. (advisor).
Subjects/Keywords: Education Management and Policy Studies; UCTD
Breedt, E. (2016). Werwing en seleksie van personeel in onafhanklike skole . (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/51378
Breedt, Elizabeth. “Werwing en seleksie van personeel in onafhanklike skole.” 2016. Masters Thesis, University of Pretoria. Accessed March 19, 2019. http://hdl.handle.net/2263/51378.
Breedt, Elizabeth. “Werwing en seleksie van personeel in onafhanklike skole.” 2016. Web. 19 Mar 2019.
Breedt E. Werwing en seleksie van personeel in onafhanklike skole. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2263/51378.
Breedt E. Werwing en seleksie van personeel in onafhanklike skole. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/51378
2. Niit, Henry Edgar. Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering.
► In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan… (more)
▼ In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan word ten opsigte van die onderwysbedeling in Suid-Afrika. Daar word aangedui dat politiek en onderwys vanaf die vroegste tye 'n vervlegting toon. Onderwys en politiek is mede-afhanklik van mekaar en het ook sekere verwagtings van mekaar. Onderwys en politiek is menslike skeppinge en as sodanig moet dit mekaar beYnvloed. In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis beleef. Sekere bevolkingsgroepe was nie tevrede met die onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die onderwys doelbewus gemanipuleer bet tot voordeel van homself. Die gevolg hiervan was dat die onderwys in Suid-Afrika ernstig verpolitiseerd geraak bet en sodoende die onderwys nadelig beYnvloed bet. Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse regering te laat slaag, is dit noodsaaklik dat daar 'n gesonde wisselwerking tussen die politiek en onderwys moet wees. Alle groepe behoort inspraak in die onderwysbelange te he en waar moontlik moet die kultuur van die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van 'n verenigde Suid-Afrika en dat die kinders onderrig moet word om tot hulle volle potensiaal te ontwikkel en tot voordeel van die staat. Die staat moet ook toesien dat onderwys ongehinderd aan al sy burgers verskaf word sonder dat party politieke belange op die voorgrond tree.; In this study the relationship that exists between education and politics is highlighted from a historical-pedagogical point of view, so that conclusions can be made regarding a future educational system for South Africa. It has been shown that politics and education are closely linked. Education and politics are dependant on one another and have certain expectations of one another. Education and politics are created by man and as such must influence each other. Education in South Africa has for some time been in a crisis. Some population groups were not satisfied with the education they received, while another group manipulated education to its own advantage. The consequence of this was that education in South Africa became politicised. This has had a negative effect on education. For the Redevelopment Program to succeed it is necessary that there is a balance between politics and education in South Africa. Each population group must have a say in its own affairs and, where possible, each group's culture must be respected. It is, however, necessary to realize that all the population groups are part of a united South Africa and that all the children must be educated to the best of their abilities and to the advantage of the state. The state, however, must ensure that education can take place without hindrance to all its people and that no political party may use education to its own benefit. Advisors/Committee Members: Van Heerden, S.M. (Stephanus Marthinus), 1940- (advisor).
Subjects/Keywords: Politics; Education; Crisis in education; Resistance in education; Development in South Africa education; Black education; White education
Niit, H. E. (1996). Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/15650
Niit, Henry Edgar. “Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering.” 1996. Doctoral Dissertation, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/15650.
Niit, Henry Edgar. “Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering.” 1996. Web. 19 Mar 2019.
Niit HE. Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering. [Internet] [Doctoral dissertation]. University of South Africa; 1996. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/15650.
Niit HE. Verpolitisering van die onderwys : 'n histories-opvoedkundige ondersoek en evaluering. [Doctoral Dissertation]. University of South Africa; 1996. Available from: http://hdl.handle.net/10500/15650
3. Filander, Andre Leon. Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika.
Filander, Andre Leon. “Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika.” 1997. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/55411.
Filander, Andre Leon. “Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika.” 1997. Web. 19 Mar 2019.
Filander AL. Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika. [Internet] [Thesis]. Stellenbosch University; 1997. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/55411.
4. Wiid, Petrus Gideon. Geloofsvorming in die huisgesin : 'n ondersoek onder lidmate van die Apostoliese Geloof Sending van Suid-Afrika.
► Geloof word tradisioneel beskou as voortspruitend uit godsdienstigheid. In hierdie prakties­ teologiese navorsing word daar egter gefokus op geloof as 'n universele verskynsel. Godsdienstigheid spruit… (more)
▼ Geloof word tradisioneel beskou as voortspruitend uit godsdienstigheid. In hierdie prakties­ teologiese navorsing word daar egter gefokus op geloof as 'n universele verskynsel. Godsdienstigheid spruit ook voort uit geloof, wat impliseer dat geloof nie net "ontvang" word tydens die sogenaamde "bekering" tot 'n bepaalde godsdiens nie, maar dat "bekering" een aspek van 'n dinamiese geloofsvormingsproses is. Geloofsvorming word in hierdie studie in verband gebring met vier dimensies van mens­ wees, naamlik kognitiwiteit, sosialisering, affektiwiteit en moraliteit. By wyse van 'n kwalitatief-georienteerde, empiriese ondersoek onder AGS-gesinne, is rigtingwysers gevind wat die vier dimensies se invloed op geloofsvonning aandui. Dit blyk dat geloofsvonning nie primer belnvloed word deur die kognitiewe dimensie nie maar eerder deur die kwaliteit van die sosialisering en van die affektiwiteit in die huisgesin. Alhoewel die gehalte van die moraliteit ook 'n rot speel in geloofsvorming, word moratiteit ook grootliks gebaseer op die kwaliteit van die sosialisering en affektiwiteit.; Faith is traditionally considered to be an extention of religion. In this practical-theological research, faith is rather seen as a universal phenomenon through which life is given meaning. Religion thus arises from faith. This implies that faith is not "received" at a so-called "conversion" to a specific religion but rather is one aspect of a dynamic developmental process of faith. Faith development is seen in conjunction with cognitivity, socialisation, affectivity and morality. A qualitative-orientated research among AFM-families has given an indication of the influence of these four dimensions on the faith development of children in the family. It seems that faith development is not as much influenced by cognitivity as by the quality of the socialisation and the affectivity in the family. Even though the quality of morality plays a role in faith development, it seems that the former is also based, to a great extent, on the quality of socialisation and affectivity. Advisors/Committee Members: Van Wyk, Agathades Gerhardes (advisor).
Subjects/Keywords: Faith; Development; Family; Children; Religious education; Socialisation; Cognitive development; Affectivity; Morality
Wiid, P. G. (1997). Geloofsvorming in die huisgesin : 'n ondersoek onder lidmate van die Apostoliese Geloof Sending van Suid-Afrika . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/16477
Wiid, Petrus Gideon. “Geloofsvorming in die huisgesin : 'n ondersoek onder lidmate van die Apostoliese Geloof Sending van Suid-Afrika.” 1997. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/16477.
Wiid, Petrus Gideon. “Geloofsvorming in die huisgesin : 'n ondersoek onder lidmate van die Apostoliese Geloof Sending van Suid-Afrika.” 1997. Web. 19 Mar 2019.
Wiid PG. Geloofsvorming in die huisgesin : 'n ondersoek onder lidmate van die Apostoliese Geloof Sending van Suid-Afrika. [Internet] [Masters thesis]. University of South Africa; 1997. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/16477.
Wiid PG. Geloofsvorming in die huisgesin : 'n ondersoek onder lidmate van die Apostoliese Geloof Sending van Suid-Afrika. [Masters Thesis]. University of South Africa; 1997. Available from: http://hdl.handle.net/10500/16477
5. Kasselman, Johanna Jacoba. Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders.
► It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has… (more)
▼ It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. Advisors/Committee Members: Wiechers, E (advisor), Naudé, Jackie, 1952- (advisor).
Subjects/Keywords: Adolescence; Affective development; Career choice; Career maturity; Career entrant; Cognition; Cognitive development; Conative development; Early adulthood; Empowerment; Normative development; Personality; Psychology of education; Psycho-social development
Kasselman, J. J. (1995). Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17057
Kasselman, Johanna Jacoba. “Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders.” 1995. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/17057.
Kasselman, Johanna Jacoba. “Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders.” 1995. Web. 19 Mar 2019.
Kasselman JJ. Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders. [Internet] [Masters thesis]. University of South Africa; 1995. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/17057.
Kasselman JJ. Bydrae van 'n program in denkvaardighede tot die wording van beroepstoetreders. [Masters Thesis]. University of South Africa; 1995. Available from: http://hdl.handle.net/10500/17057
6. Louw, Ronelda Sharon. Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys.
On t.p.: Magister in Opvoedkundige Sielkunde (MEdPsych).
ENGLISH ABSTRACT: Research shows that approximately 40% of pre-school children in South Africa grow up in poverty and… (more)
ENGLISH ABSTRACT: Research shows that approximately 40% of pre-school children in South Africa grow up in poverty and that a lack of effective support for these children results in their learning potential being underdeveloped at pre-school level. It includes physical development as well as language readiness. A compulsory Grade R year was introduced through the Department of National Education. Support programmes should be a priority for preschoolers as well as Grade 1 learners. Such a support programme is the language and listening programme. The aim of this program is to eliminate the gap between language comprehension and language usage. This study was undertaken to evaluate the existing language and listening programme. A sample was taken of Grade R learners from the Western Cape. A checklist was used to evaluate the experimental and thereafter the control group. The language and listening programme was presented over a period of approximately four months and both groups were re-evaluated. Results have showed that the language and listening programme have made a positive difference to the learners in the experimental group. This difference was with the following variables: Discrimination, Sentences memory 12, Analysis, Clap, Take away, Initial sounds, Synthesis, Forms, Circle, Position, First expressive, Does not fit and Naming. The conclusion was made that there is a significant difference in the level of learners who did the programme as opposed to those who did not do the programme.
AFRIKAANSE OPSOMMING: Navorsing toon dat ongeveer 40% van voorskoolse kinders in Suid-Afrika in groot armoede grootword en dat die gebrek aan effektiewe ondersteuning van hierdie kinders daartoe bydra dat hulle leerpotensiaal onvoldoende ontwikkel. Dit sluit fisieke ontwikkeling sowel as taalgereedheid in. 'n Verpligte Graad R-jaar is daarom deur die Departement van Nasionale Onderwys ingestel, en is die versoek gerig dat in hierdie voorskoolse sowel as Graad I-jaar prioriteit aan ondersteuningsprogramme verleen moet word. So 'n ondersteuningsprogram is die taal- en luisterprogram. Die doel van hierdie program is om die gaping tussen taalbegrip en taalgebruik te laat verdwyn. Hierdie studie is onderneem om die bestaande taal- en luisterprogram te evalueer. 'n Steekproefvanuit Graad R-Ieerders uit die Wes-Kaap is geneem. 'n Stiplys is gebruik om eers die eksperimentele en daarna die kontrolegroepe te evalueer. Daarna is die taal- en luisterprogram oor 'n tydperk van ongeveer vier maande aangebied en beide groepe is her-evalueer. Resultate het aangetoon dat die taal- en luisterprogram wel In positiewe verskil by die eksperimentele groep ten opsigte van die volgende veranderlikes teweeg gebring het: sinsgeheue 12, analise, klap, wegneem, beginklanke, sintese, vorms, sirkel, posisie, eerste ekspressief, pas nie en benoem. Daar is tot die gevolgtrekking gekom, dat daar 'n beduidende verskil in die vlak van leerders is wat die program…
Advisors/Committee Members: Engelbrecht, P, Stellenbosch University. Faculty of Education. Dept. of Educational Psychology..
Subjects/Keywords: Child development; Dissertations – Education; Language acquisition – Age factors – Evaluation
Louw, R. S. (2004). Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/49918
Louw, Ronelda Sharon. “Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys.” 2004. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/49918.
Louw, Ronelda Sharon. “Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys.” 2004. Web. 19 Mar 2019.
Louw RS. Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/49918.
Louw RS. Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys. [Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/49918
7. Vorster, Hein. Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool.
► ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs… (more)
▼ ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly,… Advisors/Committee Members: Ackermann, C. J., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology..
Subjects/Keywords: Child development; Child psychology; Socialization; Dissertations – Education
Vorster, H. (2001). Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52219
Vorster, Hein. “Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool.” 2001. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/52219.
Vorster, Hein. “Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool.” 2001. Web. 19 Mar 2019.
Vorster H. Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/52219.
Vorster H. Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52219
8. Geldenhuys, Diederik Joachim. Selfaktualisering as voorspeller van bestuursukses.
► Hierdie navorsing handel oor selfaktualisering as voorspeller van bestuursukses. In die literatuuroorsig is bestuursukses as afhanklike veranderlike en selfaktualisering as onafhanklike veranderlike binne die humanistiese… (more)
▼ Hierdie navorsing handel oor selfaktualisering as voorspeller van bestuursukses. In die literatuuroorsig is bestuursukses as afhanklike veranderlike en selfaktualisering as onafhanklike veranderlike binne die humanistiese paradigma gekonseptualiseer en geoperasionaliseer. Die persoonlikheidskenmerke verwant aan die veranderlikes is bepaal en geintegreer. Die empiriese ondersoek is binne die funksionalistiese paradigma aangebied. Die gekose meetinstrumente, naamlik die Bestuursvaardigheidsinventaris vir die meet van bestuursukses en die Persoonlike Orientasie-inventaris vir die meet van selfaktualisering is op 'n ewekansige steekproef van 51 middelvlakbestuurders afgeneem. Die betroubaarheid van die Bestuursvaardigheids- inventaris is met behulp van die "Cronbach Alpha Coeffisient"- metode bepaal. Om te bepaal of selfaktualisering 'n voorspeller van bestuursukses is, is stapsgewyse regressieontledings gedoen. Die resultate dui daarop dat die ondersteuningsratio (innerlike orientasie) bestuursukses beduidend voorspel, sowel as 12 van die 18 kenmerke eie aan bestuursukses onderskeidelik. Advisors/Committee Members: Cilliers, Frans (advisor).
Subjects/Keywords: Bestuursukses; Bestuursdimensies; Bestuursaktiwiteite; Bestuursvaardighede; Selfaktualisering; Persoonlikheidsgroei en -ontwikkeling; Persoonlikheidskenmerke; Bestuursontwikkeling; Management success; Management dimensions; Management activities; Management skills; Self-actualization; Personal growth and -development; Personal characteristics; Management development
Geldenhuys, D. J. (1995). Selfaktualisering as voorspeller van bestuursukses . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/16833
Geldenhuys, Diederik Joachim. “Selfaktualisering as voorspeller van bestuursukses.” 1995. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/16833.
Geldenhuys, Diederik Joachim. “Selfaktualisering as voorspeller van bestuursukses.” 1995. Web. 19 Mar 2019.
Geldenhuys DJ. Selfaktualisering as voorspeller van bestuursukses. [Internet] [Masters thesis]. University of South Africa; 1995. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/16833.
Geldenhuys DJ. Selfaktualisering as voorspeller van bestuursukses. [Masters Thesis]. University of South Africa; 1995. Available from: http://hdl.handle.net/10500/16833
9. Spies, Jacobus Johannes. Die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde.
Spies, Jacobus Johannes. “Die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/71933.
Spies, Jacobus Johannes. “Die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde.” 2012. Web. 19 Mar 2019.
Spies JJ. Die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/71933.
10. Hendricks, Marjorie Angelene. Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase.
AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering.… (more)
AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder.
ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school…
Advisors/Committee Members: Beets, P.A.D., America, C., University of Stellenbosch. Faculty of Education. Department of Curriculum Studies..
Subjects/Keywords: Education; Dissertations – Education; Economics – Study and teaching (Higher) – Evaluation; Management – Study and teaching(Higher) – Evaluation; Curriculum evaluation; Students – Ability testing; Student-centered learning; Curriculum studies
Hendricks, M. A. (2010). Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/5415
Hendricks, Marjorie Angelene. “Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase.” 2010. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/5415.
Hendricks, Marjorie Angelene. “Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase.” 2010. Web. 19 Mar 2019.
Hendricks MA. Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase. [Internet] [Thesis]. Stellenbosch University; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/5415.
Hendricks MA. Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase. [Thesis]. Stellenbosch University; 2010. Available from: http://hdl.handle.net/10019.1/5415
11. Arnolds, David. Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur.
Arnolds, David. “Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur.” 2013. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/79941.
Arnolds, David. “Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur.” 2013. Web. 19 Mar 2019.
Arnolds D. Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/79941.
12. Wyngaard, Audrey Theodora. Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika.
Degree: D.Ed., Education Policy Studies, 1999, Stellenbosch University
ENGLISH SUMMARY: A study was concluded to determine the extent to which distance education, co-operative education and community colleges can be combined in an interactive… (more)
ENGLISH SUMMARY: A study was concluded to determine the extent to which distance education, co-operative education and community colleges can be combined in an interactive model in order to help solve current educational problems in South Africa. The current state of educational provision in South Africa is analysed to identify certain problem areas in the system. Important educational reports which appeared over the years and greatly influenced the developments in this field, are examined. These include the De Lange report, the Educational Renewal Strategy and the National Education Policy Investigation Report (NEPI). Discussions of different teaching modes such as distance education, co-operative education and the concept of community colleges appear in separate chapters. Special attention is given to new trends in each teaching mode and to their application in the interactive model. A comparative study of the philosophy of distance education is conducted. A discussion of co-operative education especially focuses on the pragmatic undertones in the philosophy of this teaching mode. At both distance education and co-operative education, national trends receive special attention. The discussion of community colleges is focused on the different community concepts which provide for the needs of specific communities. In chapter 6 the interactive model is developed. This model consists of distance education, cooperative education and the concept of community colleges. Two possibilities are identified. Diagrams illustrate the way in which the model works. The criteria which the interactive model should comply with, are examined. The main focus fell on educational, welfare, social, economical and democratic criteria. A profile of learners who will probably benefit from the interactive model, is compiled. Focus points included their socio-economical circumstances as well as the way in which the implementation of this model will provide for their needs. In the last chapter the interactive model is evaluated in terms of the formulated criteria. A prototype is developed to illustrate the implementation of the model while there is determined whether the policy documents indeed allow enough space for this implementation. It concludes by noting that there is currently a general awareness of a need for effective ways to improve the accessibility of educational provision. One solution is to design models like this interactive one in order to provide for students' needs.
AFRIKAANSE OPSOMMING: 'n Ondersoek is geloods om vas te stel in hoe 'n mate afstandsonderrig, kooperatiewe onderrig en gemeenskapskolleges in 'n gesamentlike interaktiewe model gekombineer kan word om die heersende onderwysprobleme in Suid-Afrika te oorbrug. 'n Analise word gemaak van die huidige stand van onderwysvoorsiening in Suid-Afrika. Op hierdie wyse word sekere leemtes in die onderwysstelsel geldentifiseer. Belangrike onderwysverslaesoos die De Lange verslag, die Onderwysvemuwingstrategie en die National Education Policy…
Advisors/Committee Members: Du Plessis, W. S., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies..
Subjects/Keywords: Education – South Africa; Distance education – South Africa; Community colleges – South Africa; Education – Management – South Africa; Dissertations – Education
Wyngaard, A. T. (1999). Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika . (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/51272
Wyngaard, Audrey Theodora. “Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika.” 1999. Doctoral Dissertation, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/51272.
Wyngaard, Audrey Theodora. “Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika.” 1999. Web. 19 Mar 2019.
Wyngaard AT. Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika. [Internet] [Doctoral dissertation]. Stellenbosch University; 1999. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/51272.
Wyngaard AT. Filosofies-opvoedkundige perspektiewe op 'n interaktiewe funksionele model vir onderwysvoorsiening in Suid-Afrika. [Doctoral Dissertation]. Stellenbosch University; 1999. Available from: http://hdl.handle.net/10019.1/51272
13. Kotzé, Derica Alba. Volwasse onderwys deur die landlike stigting in die ontwikkeling van landelike gemeenskappe.
Kotzé, Derica Alba. “Volwasse onderwys deur die landlike stigting in die ontwikkeling van landelike gemeenskappe.” 1994. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/17125.
Kotzé, Derica Alba. “Volwasse onderwys deur die landlike stigting in die ontwikkeling van landelike gemeenskappe.” 1994. Web. 19 Mar 2019.
Kotzé DA. Volwasse onderwys deur die landlike stigting in die ontwikkeling van landelike gemeenskappe. [Internet] [Masters thesis]. University of South Africa; 1994. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/17125.
14. Hermanis, Piet J. Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole.
Degree: Education Policy Studies, 2005, Stellenbosch University
Thesis (MEd (Education Policy Studies)) – University of Stellenbosch, 2005.
This investigation form part of an international about the facilitative role of school management regarding the… (more)
This investigation form part of an international about the facilitative role of school management regarding the emergence of immigrant children at schools The purpose of this study is to determine how selected school communities respond to their role with regards to the management and facilitation of immigrant learners in schools. In order to accomplish this, both quantitative and qualitative research methods were used. Descriptive survey techniques were applied on the basis of their flexibility. Questionaires, informal discourse, formal interviews and the case study were utilised to establish the opinions, attitudes, preferences and perceptions of communities regarding the immigration of learners. This was done against the backdrop of an extensive and comprehensive literature review. Throughout the study an attempt was made to remain as faithful as possible to the facts through empirical research, and to minimise prejudice, stereotyping and preferences through using rational thinking. Internal testing was used to ensure validity and reliability. According to the current research, the responses regarding migration by learners are very diverse. The responses are realised within the following contexts: accessibility or inaccessibility of schools, culture, politics, ideology, ethnicity, religion, language and even racial classification. Although geographical location is not a significant factor, social stratification patterns as well as the status play a role in this regard. The researcher concludes that the targeted school communities still lack the expertise, experience and ability to handle, facilitate and settle issues relating to multi-cultural diversity. Research findings show that this state of affairs is largely due to a lack of undestanding of transformation in the school context as well as regarding the implementation and execution of this transformation.
Advisors/Committee Members: Berkhout, S. J., University of Stellenbosch. Faculty of Education. Dept. of Education Policy Studies..
Subjects/Keywords: Education; Multicultural education; Children of immigrants – Education – South Africa; Educational equalization; School management and organization – South Africa.; Communication and education – South Africa; Education Policy Studies
Hermanis, P. J. (2005). Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2554
Hermanis, Piet J. “Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole.” 2005. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/2554.
Hermanis, Piet J. “Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole.” 2005. Web. 19 Mar 2019.
Hermanis PJ. Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole. [Internet] [Thesis]. Stellenbosch University; 2005. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/2554.
Hermanis PJ. Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole. [Thesis]. Stellenbosch University; 2005. Available from: http://hdl.handle.net/10019.1/2554
15. Watson, Ruby. Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?.
Watson, Ruby. “Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?.” 2011. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/17965.
Watson, Ruby. “Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?.” 2011. Web. 19 Mar 2019.
Watson R. Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/17965.
16. Heese, Margarete. Die belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappe.
Heese, Margarete. “Die belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappe.” 2003. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/53368.
Heese, Margarete. “Die belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappe.” 2003. Web. 19 Mar 2019.
Heese M. Die belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappe. [Internet] [Thesis]. Stellenbosch University; 2003. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/53368.
17. Julius, Collen Andrew. 'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum.
…school teachers that have any education or training in the economic and management field. More… …meer as aparte leerareas in die AOO-baan aangebied word nie. Economic and Management Science…
Julius, Collen Andrew. “'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum.” 2012. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/71778.
Julius, Collen Andrew. “'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum.” 2012. Web. 19 Mar 2019.
Julius CA. 'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/71778.
18. Van Zyl, Erna. Effek van dagsorg op die wording van die kind.
► The child's becoming is influenced by the education situation as a whole. The mother-child relationship plays a crucial role to the child's becoming, hence the… (more)
▼ The child's becoming is influenced by the education situation as a whole. The mother-child relationship plays a crucial role to the child's becoming, hence the initial bonding between mother and child is considered all-important. All further becoming is based on the motherchild relationship. Another factor that influences becoming is the family situation, with specific reference to the father. Because the family functions in the context of a particular society, the shift of emphasis in the modem family and social factors cannot be discounted in the discription of becoming. Becoming takes place in conjunction with learning, development and maturation. These processes are differentiable but inseparable. The different domains of becoming and development, namely the affective, cognitive, normative, physical and social, form the overall context within which the child is investigated. An adequate educational environment leads tot the child's adequate becoming. At the centre of any adequate educational environment is the educator acting as mediator between child and learning content. Both the primary and the secondary educational situation should comply with the requisites for adequacy. An empirical investigation was undertaken in accordance with ideographic research methods. The status of overall becoming and development in children who had been subjected to different types of daycare was determined in relation to the education situation as a whole, which is why both the primary and the secondary educational situation were drawn into the investigation. This research has produced the finding that daycare does not necessarily harm the child's becoming. The overall educational situation must be considered at all times. Daycare has a recognisable influence on the child's becoming, but the mother-child relationship is the most decisive factor for the child's becoming.; Kinderlike wording word deur die opvoedingsituasie as totaliteit belnvloed. Die moederkindverhouding speel die allerbelangrikste rol by kinderlike wording. Daarom word die aanvanklike binding tussen moeder en kind baie hoog aangeskryf. Alie verdere wording word geskoei op die moeder-kindverhouding. Die gesinsituasie, met spesifieke verwysing na die vader, is verdere faktore wat wording belnvloed. Omdat die gesin binne 'n bepaalde samelewing funksioneer, kan die klemverskuiwing van die moderne gesin en die samelewingsfaktore nie buite rekening gelaat word by die beskrywing van wording nie. Wording vind sy neerslag in samewerking met leer, ontwikkeling en ryping. Hierdie begrippe is onderskeibaar, maar kan nooit geskei word nie. Die verskillende domeine van wording en ontwikkeling, naamlik die affektiewe, kognitiewe, normatiewe, fisieke en sosiale domeine, vorm die totaliteit waarbinne die kind beskou word. 'n Toereik:ende opvoedingsmilieu gee aanleiding tot toereikende wording by die kind. Midde 'n toereikende opvoedingsmilieu staan die opvoeder as bemiddelaar tussen die kind en die inhoud. Die primere sowel as die sekondere… Advisors/Committee Members: De Witt, M. W. (Maria Wilhelmina), 1946- (advisor).
Subjects/Keywords: Becoming; Daycare; Primary education situation; Mother-child relationship; Bonding; Working mothers; Family relationships; Development; Secondary education situation
Van Zyl, E. (1994). Effek van dagsorg op die wording van die kind . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/17789
Van Zyl, Erna. “Effek van dagsorg op die wording van die kind.” 1994. Doctoral Dissertation, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/17789.
Van Zyl, Erna. “Effek van dagsorg op die wording van die kind.” 1994. Web. 19 Mar 2019.
Van Zyl E. Effek van dagsorg op die wording van die kind. [Internet] [Doctoral dissertation]. University of South Africa; 1994. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/17789.
Van Zyl E. Effek van dagsorg op die wording van die kind. [Doctoral Dissertation]. University of South Africa; 1994. Available from: http://hdl.handle.net/10500/17789
19. Maré, G. F. (Gerhard Francois), 1964-. Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe.
► Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend… (more)
▼ Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan.; Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy… Advisors/Committee Members: Jacobs, L. J. (Louis Jacobus), 1946- (advisor).
Subjects/Keywords: Entrepreneurship; Intrapreneurship; Entrepreneurial culture; Culture; Small, medium and micro enterprise development; Small business development; Informal sector; Black business/management; Reconstruction and development; Economic advancement; Teacher training policy; Business venturing; Innovation; Entrepreneurial networking
Maré, G. F. (Gerhard Francois), 1. (1996). Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18127
Maré, G. F. (Gerhard Francois), 1964-. “Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe.” 1996. Doctoral Dissertation, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/18127.
Maré, G. F. (Gerhard Francois), 1964-. “Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe.” 1996. Web. 19 Mar 2019.
Maré, G. F. (Gerhard Francois) 1. Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe. [Internet] [Doctoral dissertation]. University of South Africa; 1996. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/18127.
Maré, G. F. (Gerhard Francois) 1. Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe. [Doctoral Dissertation]. University of South Africa; 1996. Available from: http://hdl.handle.net/10500/18127
20. Patrick, Glenn Henry. Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief.
► In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees… (more)
▼ In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak.; In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa.
Subjects/Keywords: Democracy; Democratic freedom; Equality; Liberation education; Literacy education; Individuality; Internalisation of values; Outcomes-based education and learning; Self-development; Acceptance of authority
Patrick, G. H. (1999). Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/15745
Patrick, Glenn Henry. “Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief.” 1999. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/15745.
Patrick, Glenn Henry. “Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief.” 1999. Web. 19 Mar 2019.
Patrick GH. Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief. [Internet] [Masters thesis]. University of South Africa; 1999. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/15745.
Patrick GH. Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektief. [Masters Thesis]. University of South Africa; 1999. Available from: http://hdl.handle.net/10500/15745
21. Dreyer, Johannes Machiel. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika.
► This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be… (more)
▼ This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system.; Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van … Advisors/Committee Members: Booyse, J. J. (Johannes Jacobus), 1952- (advisor).
Subjects/Keywords: Uitkomste-gebaseerde onderrig; Onderwys in Suid-Afrika; Onderwysersopleiding; Leerprogramontwerp; Kurrikulum 2005; Uitkomste; Outcomes-based education; Education in South Africa; Teacher education; Learning programme development; Curriculum 2005; Outcomes
Dreyer, J. M. (2000). Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16685
Dreyer, Johannes Machiel. “Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika.” 2000. Doctoral Dissertation, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/16685.
Dreyer, Johannes Machiel. “Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika.” 2000. Web. 19 Mar 2019.
Dreyer JM. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika. [Internet] [Doctoral dissertation]. University of South Africa; 2000. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/16685.
Dreyer JM. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika. [Doctoral Dissertation]. University of South Africa; 2000. Available from: http://hdl.handle.net/10500/16685
22. Rademeyer, Marlize. Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ŉ kreatiewe perspektief.
► ENGLISH ABSTRACT : It is a well-known reality in modern life that humanity is surrounded by the hard reality of violence, crime, and economic events… (more)
▼ ENGLISH ABSTRACT : It is a well-known reality in modern life that humanity is surrounded by the hard reality of violence, crime, and economic events and demands. These phenomena can mainly be attributed to the high unemployment rate in South Africa. Although there are several reasons for this, one cause can be attributed to the fact that the education system educates learners to think like employees, instead of job creators. Learners are taught to think in one direction, and thus they are deprived of the opportunity to think differently and innovatively. Learners are taught that only one way is acceptable and lapse into thinking that only certain outcomes are possible. This while South Africans live in a fast-changing society, and people are actually expected to take responsibility for their own economic survival. The phenomenon of more people entering the informal sector, for example with street markets or home industries, is increasingly seen as a means for survival. The problem is, however, that although this may be a possible resort for the unemployed, people, and especially early school leavers, do not know how and where to start. This is because what they have learned (theory) does not make sense and corresponds with what is happening in reality (practice). This gap can be attributed to the lack of basic economic and financial literacy as well as the lack of development of creative thinking and skills. The key to solving this problem lies in the promotion of creative thinking and the development of an entrepreneurial capacity at school level. With this research, the main purpose was to try to determine to what extent there is a creative space in the learning area Economic and Management Sciences and how creativity can be supported and stimulated to bring together theory and practice. The researcher, therefore, wanted to investigate whether Economic and Management Sciences teachers regard this learning area as important, whether there are any challenges and to what extent effective teaching takes place in the Economic and Management Sciences classroom. A qualitative study within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as participants in the study. This gave the researcher the opportunity to gain new insights, precisely because each person’s experience in terms of Economic and Management Sciences education is unique. The research results and conclusions show that the value of creativity in Economic and Management Sciences education has not yet been recognised by the teachers, because there is an incorrect attitude regarding Economic and Management Sciences education, as well as limited motivation and self-actualisation. Challenges, such as a lack of formal education and knowledge as well as the lack of sufficient time, relate especially to this study. Learners’ creative potential can be developed through exposure to and support of creative thinking and skills. The importance of… Advisors/Committee Members: America, Carina Georgina, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Economics – Study and teaching – South Africa; Vygotskiĭ, L. S. – (Lev Semenovich), – 1896-1934; Creative teaching – South Africa; Management science - Study and teaching – South Africa; Education – Curricula – South Africa; UCTD
Rademeyer, M. (2018). Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ŉ kreatiewe perspektief . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104938
Rademeyer, Marlize. “Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ŉ kreatiewe perspektief.” 2018. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/104938.
Rademeyer, Marlize. “Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ŉ kreatiewe perspektief.” 2018. Web. 19 Mar 2019.
Rademeyer M. Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ŉ kreatiewe perspektief. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/104938.
Rademeyer M. Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ŉ kreatiewe perspektief. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104938
23. Schutte, Orgelina Fredrika. Identifisering en ontleding van stresfaktore aan 'n tersiêre onderwysinrigting in 'n periode van verandering.
► Verandering vind voortdurend op alle gebiede van mense se lewens plaas. Ten einde met 'n veranderende wereld te kan tred hou en aan die behoeftes… (more)
▼ Verandering vind voortdurend op alle gebiede van mense se lewens plaas. Ten einde met 'n veranderende wereld te kan tred hou en aan die behoeftes van die land en sy mense te voldoen, vind daar ook op onderwysgebied in Suid-Afrika, groot veranderinge plaas. Inrigtings betrokke by onderwysersopleiding het oo k die afgelope paar j aar ingrypende herstrukturering ondergaan. Volgens wetgewing moet aile tersiere onderwysinrigtings by die Hoeronderwys-sektor inskakel, wat inkorporering by 'n universiteit oftechnikon beteken. Hierdie studie fokus daarop om vas te stel hoe die dosente verbonde aan 'n tersiere onderwysinrigting die veranderingsproses beleef. Die navorser maak van die k:walitatiewe navorsingsmetode gebruik deur individuele onderhoude met 'n aantal dosente te voer. Hierdie inligting is met behulp van 'n oudio-bandopnemer opgeneem en verbatim transkripsies is daarvan gemaak. Na die ontleding van die transkripsies is faktore geidentifiseer wat emstige stres by die deelnemers veroorsaak tydens die veranderingsproses. Ten slotte is aanbevelings in hierdie verband gemaak.; Change is a constant in all sphere of people's lives. To keep abreast of the changing world and to meet the needs of its people, vast changes are also being implemented in education in South Mrica. Institutions involved in teacher training have also undergone far-reaching restructuring over the past few years. Legislation requires that tertiary education institutions be incorporated into the Higher education sector, which means incorporation into a university or technikon. This study focuses on establishing how the lecturers employed at a tertiary education institution " experience this process of change. The researcher has used the qualitative research method by conducting individual interviews with a number oflecturers. This information was taped and verbatim transcriptions were made of the interviews. Analysis of these transcriptions made it possible to identify factors that have caused serious stress in participants during the process of change. In the end recommendations were made concerning these factors. Advisors/Committee Members: Steyn, G. M (advisor).
Subjects/Keywords: Tertiary education institution; Stress; Change; Lecturer; Insecurity; Management; Communication; Work motivation; Incorporation; University
Schutte, O. F. (2000). Identifisering en ontleding van stresfaktore aan 'n tersiêre onderwysinrigting in 'n periode van verandering . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17698
Schutte, Orgelina Fredrika. “Identifisering en ontleding van stresfaktore aan 'n tersiêre onderwysinrigting in 'n periode van verandering.” 2000. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/17698.
Schutte, Orgelina Fredrika. “Identifisering en ontleding van stresfaktore aan 'n tersiêre onderwysinrigting in 'n periode van verandering.” 2000. Web. 19 Mar 2019.
Schutte OF. Identifisering en ontleding van stresfaktore aan 'n tersiêre onderwysinrigting in 'n periode van verandering. [Internet] [Masters thesis]. University of South Africa; 2000. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/17698.
Schutte OF. Identifisering en ontleding van stresfaktore aan 'n tersiêre onderwysinrigting in 'n periode van verandering. [Masters Thesis]. University of South Africa; 2000. Available from: http://hdl.handle.net/10500/17698
24. Petersen, Melanie. 'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien DIEN.
Degree: Education Policy Studies, 2007, Stellenbosch University
Thesis (MEd (Education Policy Studies)) – University of Stellenbosch, 2007.
Policy is generally established to provide for specific needs. In South Africa, for example, the South… (more)
Policy is generally established to provide for specific needs. In South Africa, for example, the South African Schools Act of 1996 was introduced, among other reasons, to promote democratic transformation in society, to protect the rights of all learners, parents and educators and to facilitate their acceptance of responsibility for the organisation, control and financing of schools in partnership with the state (RSA, 1996b). The SA Schools Act, in accordance with which school governing bodies are constituted, endeavours to effect greater devolution of power from the state to local communities to offer these communities greater participation in the control and management of their schools. Analysis of national and international literature, however, indicates that democratic government policy does not always deliver the desired results in practice (MacLean, 2003). Policy intention and implementation are frequently far removed from the practical reality within which they should be effecting change. Policy implementation is frequently aimed at promoting democracy and equality but, in reality, results in the maintenance and even the strengthening of existing inequalities between élite and marginalised groups. It is not always in touch with the cultural, political and economic obstacles that women in particular have to overcome to be allowed to participate at the same level as men in decision-making processes and in the exercise of power. This study endeavours to determine the real effect of such decentralisation on women as one of the most marginalised groups. During the study, personal interviews were conducted with two selected women and followed up with a questionnaire, which brought to light another dimension to the concept of empowerment: that of the women each attaching her own meaning to the concept of power, which emanates from their different backgrounds in respect of, for example, culture, education and language. Decentralisation can therefore result in different effects, depending on the meaning attached to the concept in a specific context. Women do not see power simply as the making of decisions on issues such as the formulation of policy; they see the right to power and the meaning that they themselves give to power as empowering. It can therefore be said that decentralisation as a policy involves certain textual intentions (which the policy stipulates as text) but that it also involves a contextual intention, which is influenced by different backgrounds. The very fact that women are accorded a voice in forums such as school governing bodies can in itself be experienced as empowering due to the women's own conceptualisation of it. The differences in the interpretation of and meaning attached to the concept indicate a need for research that delves deeper than simply a focus on the number of women participating in local politics. More research is necessary to investigate the circumstances and policy implications of the…
Subjects/Keywords: Education; School management and organization – South Africa – Citizen participation; Women in education – South Africa; School management and organization – South Africa – Decision making
Petersen, M. (2007). 'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien DIEN . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/3014
Petersen, Melanie. “'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien DIEN.” 2007. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/3014.
Petersen, Melanie. “'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien DIEN.” 2007. Web. 19 Mar 2019.
Petersen M. 'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien DIEN. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/3014.
Petersen M. 'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien DIEN. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/3014
25. Botha, Marius Johan. Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur.
► ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the… (more)
▼ ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the promotion of a culture of learning, at High School level. Teachers, management teams, but also parents have an important role to play in creating a culture of learning. Thus, the parents can make a valuable contribution to the development of a learning culture and ultimately enhance lifelong learning and education. Presently, schools are in the process of developing a culture of learning, unfortunately the majority of schools are still attempting to recover from the negative effects of apartheid. In order to develop such a culture of learning, aspects such as discipline, commitment and self-discipline must be addressed. We have to strive towards educating learners to accept authority and discipline, as well as learners that will be committed and motivated. One has to remember that a culture of learning starts at home. Since culture is a dynamic entity, it has an influence on the culture of organisation and management. Through effective management, we have to create opportunities for every individual to develop his/her full potential. The management team thus plays a significant role in establishing and maintaining a learning culture. A school culture is determined by the value, attitude and behaviour of certain situations that lead to insufficient, unacceptable learning activities. Through projects, initiated by government, we will be able to create more awareness and participation in the development of a culture of learning. The role of parents is placed under the spotlight, because of different needs within a culture of learning. By placing parents under this spotlight, we can focus on the management team and also the governing body. This implies that there has to be a management and strategic plan in place. By having these factors in place, one can create and build a better and healthy relationship between the parents and the school. The approach followed in the study was firstly to contextualise the need for a learning culture against the background of changes in the South African education system in the last few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the relationship between concepts such as organisational culture, school culture, learning culture and teaching culture, as well as the connection between school based management and a learning culture. Two important steps follow: firstly, the study investigated the preconditions for the establishment of a learning culture, including the potential participation of stakeholders - especially with the aid of information obtained through personal inputs from role players in a specific school project of which the writer was part - and secondly, the study looks at conditions necessary, once it is established, to maintain and sustain a healthy learning culture, with… Advisors/Committee Members: Taylor, D. J. L., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies..
Subjects/Keywords: School management teams – Evaluation; School management and organization – Decision making; Educational change; School management and organization – Parent participation; Teacher participation in administration; Dissertations – Education
Botha, M. J. (2003). Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/49760
Botha, Marius Johan. “Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur.” 2003. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/49760.
Botha, Marius Johan. “Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur.” 2003. Web. 19 Mar 2019.
Botha MJ. Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur. [Internet] [Thesis]. Stellenbosch University; 2003. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/49760.
Botha MJ. Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur. [Thesis]. Stellenbosch University; 2003. Available from: http://hdl.handle.net/10019.1/49760
26. Van Wyk, Adriaan Jacobus. Strategie vir die bestuur van finansies in Christelike Afrikaanse privaatskole in Namibië .
Van Wyk, Adriaan Jacobus. “Strategie vir die bestuur van finansies in Christelike Afrikaanse privaatskole in Namibië .” 2003. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/1368.
Van Wyk, Adriaan Jacobus. “Strategie vir die bestuur van finansies in Christelike Afrikaanse privaatskole in Namibië .” 2003. Web. 19 Mar 2019.
Van Wyk AJ. Strategie vir die bestuur van finansies in Christelike Afrikaanse privaatskole in Namibië . [Internet] [Masters thesis]. University of South Africa; 2003. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/1368.
27. Lourens, J. C. (Jan Christoffel). n Geintegreerde beleidsraamwerk vir doeltreffende kusbestuur en volhoubare kusontwikkeling in die Kaap Agulhas distrik.
Degree: 2002, Stellenbosch University
Study project (MS en S) – Stellenbosch University, 2002.
ENGLISH ABSTRACT: The purpose of this study is to determine a framework for integrated and sustainable development… (more)
ENGLISH ABSTRACT: The purpose of this study is to determine a framework for integrated and sustainable development in the Cape Agulhas area. The researcher focussed on the policy context and the opportunities and constraints for development in the study area. The relevant policy documents concerning development activities in the study area, were analysed. These policies contain key concepts for development. This includes concepts such as sustainable development, equity, public participation, Co-operative Governance and integrated coastal management. Development must aim to realise these concepts and the policies prescribe processes and procedures accordingly. Firstly, coastal management and control is necessary because coastal areas are multidimensional and vulnerable to development activities. Secondly, the inequalities in society as a result of Apartheid must be demolished. Legislation must prescribe active measures to promote equality. Lastly, coastal management and control is necessary to promote cooperation between the different participants for development and to enforce it, if necessary. The main participants for the study areas are Co-operative Governance, the private sector and the local community. The Overberg Distriiet Municipality and the Cape Agulhas Municipality are of utmost importance. Municipalities have been identified as the facilitators for development at local level. They must bring together the different participants for development to co-operative and integrate development actions. Legislation prescribes Integrated Development Planning (IDP) to promote co-operation and integration between participants. It is a strategic planning process and integration is the essence of the process. The IDP process for Cape Agulhas Municipality contains a number of mechanisms for public participation. Opportunities and constrains for development in study area also determine which development activities will be possible or not possible. The unique vegetation presents opportunities for tourism but constrains development because it must be conserved as well. The wildflower industry also offers economic opportunities. Marine resources present opportunities for example fishing and abalone farming. Tourism however is the industry with the greatest development potential for the study area. It can serve as catalyst for the development of the region as a whole. The socio-economic reality of communities in the area and the insufficient physical infrastructure are the main constraining factors for development. The case study focuses on the development priorities for Struisbay/L' Agulhas according to the IDP and the Agulhas CoastCare Project. It is an example of the projects in the study area with the aim to realise the development priorities mentioned above.
AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n raamwerk vas te stel vir geïntegreerde en volhoubare ontwikkeling in die Kaap Agulhas gebied. Die navorser het gefokus…
Advisors/Committee Members: Pienaar, W. P., Stellenbosch University. Faculty of Arts and Social Sciences. School of Public Leadership..
Subjects/Keywords: Coastal zone management – Government policy – South Africa; Coastal zone management – South Africa – Citizen participation; Coastal zone management – Law and legislation – South Africa; Coasts – Economic aspects – South Africa – Agulhas; Sustainable development – South Africa – Agulhas
Lourens, J. C. (. C. (2002). n Geintegreerde beleidsraamwerk vir doeltreffende kusbestuur en volhoubare kusontwikkeling in die Kaap Agulhas distrik . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52955
Lourens, J C (Jan Christoffel). “n Geintegreerde beleidsraamwerk vir doeltreffende kusbestuur en volhoubare kusontwikkeling in die Kaap Agulhas distrik.” 2002. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/52955.
Lourens, J C (Jan Christoffel). “n Geintegreerde beleidsraamwerk vir doeltreffende kusbestuur en volhoubare kusontwikkeling in die Kaap Agulhas distrik.” 2002. Web. 19 Mar 2019.
Lourens JC(C. n Geintegreerde beleidsraamwerk vir doeltreffende kusbestuur en volhoubare kusontwikkeling in die Kaap Agulhas distrik. [Internet] [Thesis]. Stellenbosch University; 2002. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/52955.
Lourens JC(C. n Geintegreerde beleidsraamwerk vir doeltreffende kusbestuur en volhoubare kusontwikkeling in die Kaap Agulhas distrik. [Thesis]. Stellenbosch University; 2002. Available from: http://hdl.handle.net/10019.1/52955
28. Du Toit, Francois Stephanus. Olie : hoop of wanhoop vir Angola?.
ENGLISH ABSTRACT: The increasing global demand for and dependency on oil provides tremendous opportunities for oil-producing countries.… (more)
ENGLISH ABSTRACT: The increasing global demand for and dependency on oil provides tremendous opportunities for oil-producing countries. Supported by the unprecedented economic growth in developing countries such as China and India, the global demand for oil is estimated to increase by 50% from the present 83 million barrels a day to 120 million barrels a day by 2025. This increased demand for oil provides the African oil industry with vast possibilities. Countries such as Angola, Cameroon and Nigeria are already experiencing a large increase in direct foreign investment, a higher Gross National Product en more favourable balance of trade. The logical conclusion from the abovementioned advantages of oil-rich countries would seem to imply a sharp rise in the standard of living for the citizens of these countries in the recent past. The purpose of this report is to determine if Angola, as the world’s fastest growing oil-producer in terms of increased production of barrels per day, offers its citizens an economically prosperous future. Points highlighted by the report include the inevitable problems caused by Angola’s colonial history and the recent twenty seven year long civil war. Angola faces internal and external problems caused by • “Dutch Disease” • Fluctuating oil prices • Poor governance • Institutional capacity China now plays an important if somewhat controversial role in Angola’s prosperity by providing finance and aid with less stringent conditions than Angola’s traditional sources. With Chinese aid Angola is now undertaking the rebuilding of its infrastructure which is essential to counteract the negative aspects of the country’s dependency on oil resource exploitation. There is still significant corruption within the oil industry and it seems clear that any attempts by international companies and non-governmental organisations to counteract the problem will have limited success unless the governments and all concerned parties take note of and accept new ethical and socially responsible codes of behaviour. Africa however is entering a new phase of accepting responsibility for its own internal problems. The democratisation of the continent is setting new standards for the fight against corruption. Finally the report indicates that there are lessons to be learned from other countries about using income from natural resources to benefit future generations. Countries such as Botswana (diamonds) and Norway (oil) use investment funds to limit their dependence on the resources and to counteract the effect of fluctuating prices of the commodities. Bearing in mind the above considerations, Angola cannot be expected to achieve success overnight, but the country has all that is required to eventually assume its rightful position on the continent and become another African economic success story.
AFRIKAANSE OPSOMMING: Die wêreld se toenemende vraag na- en afhanklikheid van olie bied tans geweldige…
Advisors/Committee Members: Thomas, W..
Subjects/Keywords: Business management; Petroleum industry and trade – Economic aspects – Angola; Angola – Economic development; Investments, Foreign – Angola
Du Toit, F. S. (2007). Olie : hoop of wanhoop vir Angola? . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/824
Du Toit, Francois Stephanus. “Olie : hoop of wanhoop vir Angola?.” 2007. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/824.
Du Toit, Francois Stephanus. “Olie : hoop of wanhoop vir Angola?.” 2007. Web. 19 Mar 2019.
Du Toit FS. Olie : hoop of wanhoop vir Angola?. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/824.
Du Toit FS. Olie : hoop of wanhoop vir Angola?. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/824
29. Terblanche, Marietha. Die deelnemende leierskapstyl van die departementshoof as komponent van personeelontwikkeling.
Terblanche, Marietha. “Die deelnemende leierskapstyl van die departementshoof as komponent van personeelontwikkeling.” 2012. Thesis, Stellenbosch University. Accessed March 19, 2019. http://hdl.handle.net/10019.1/71811.
Terblanche, Marietha. “Die deelnemende leierskapstyl van die departementshoof as komponent van personeelontwikkeling.” 2012. Web. 19 Mar 2019.
Terblanche M. Die deelnemende leierskapstyl van die departementshoof as komponent van personeelontwikkeling. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10019.1/71811.
30. Bruyns, Hennie, 1959-. Organisasievernuwing : 'n penologiese perspektief.
► Die tradisionele benadering tot bestuur het die Suid-Afrikaanse korrektiewe sisteem sedert sy ontstaan gedomineer. Die vraag wat ontstaan, is of daar enige praktiese, werkbare altematiewe… (more)
▼ Die tradisionele benadering tot bestuur het die Suid-Afrikaanse korrektiewe sisteem sedert sy ontstaan gedomineer. Die vraag wat ontstaan, is of daar enige praktiese, werkbare altematiewe is, veral omdat die huidige strategiese ingesteldheid, argitektuur en menslike hulpbronne onder verdenking is. Hierdie navorsing bevestig die vermoede dat 'n nuwe benadering tot strategie, struktuur, kultuur, bestuursfilosofie, werkspraktyke en mense te voorskyn kom en dat dit alleenlik gemobiliseer kan word deur organisasievernuwing. 'n Penologiese sisteem wat 'n deelnemende bestuursbenadering aanvaar, sal as 'n wereldleier geklassifiseer word.; The traditional approach to management has dominated the South African correctional system since its conception. The question arises whether there are any practical workable alternatives, especially as the present strategic intent, architecture and human resources are under suspicion. This research confirms the supposition that a new approach to strategy, structure, culture, management philosophy, work methods and people is emerging and that this approach can be enabled only by organisational renewal. A penological system that adopts a participative management approach would be classified as a world leader. Advisors/Committee Members: Cilliers, Charl (advisor).
Subjects/Keywords: Transformation; Renewal; Restructuring; Reengineering; Co-operative culture; Architecture; Strategic intent; Resources; Participative management; Self-managed teams; Unit management; Network design; Organisational change; Organisational change; Organisational development; Outsourcing; Privatisation; Values; Employee relations
Bruyns, Hennie, 1. (1999). Organisasievernuwing : 'n penologiese perspektief . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18505
Bruyns, Hennie, 1959-. “Organisasievernuwing : 'n penologiese perspektief.” 1999. Masters Thesis, University of South Africa. Accessed March 19, 2019. http://hdl.handle.net/10500/18505.
Bruyns, Hennie, 1959-. “Organisasievernuwing : 'n penologiese perspektief.” 1999. Web. 19 Mar 2019.
Bruyns, Hennie 1. Organisasievernuwing : 'n penologiese perspektief. [Internet] [Masters thesis]. University of South Africa; 1999. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10500/18505.
Bruyns, Hennie 1. Organisasievernuwing : 'n penologiese perspektief. [Masters Thesis]. University of South Africa; 1999. Available from: http://hdl.handle.net/10500/18505