Kriteria vir 'n skoolverbeteringsmodel
- Authors: Odendaal, R. M.
- Date: 2014-03-25
- Subjects: School management and organization - Planning , Educational change - South Africa , Educational innovations - South Africa , Education and state - South Africa - History - 20th century
- Type: Thesis
- Identifier: uj:4463 , http://hdl.handle.net/10210/9804
- Description: M.Ed. (Education Philosophy) , The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
- Full Text:
- Authors: Odendaal, R. M.
- Date: 2014-03-25
- Subjects: School management and organization - Planning , Educational change - South Africa , Educational innovations - South Africa , Education and state - South Africa - History - 20th century
- Type: Thesis
- Identifier: uj:4463 , http://hdl.handle.net/10210/9804
- Description: M.Ed. (Education Philosophy) , The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
- Full Text:
Transforming the organisation through technology-enhanced learning
- Authors: Van den Berg, Shane Edward
- Date: 2012-08-22
- Subjects: South African Police Service , Civil service reform - South Africa , Police administration - Research - South Africa , Police-community relations - South Africa , Organizational behaviour - Research - South Africa , Organizational change - South Africa , Corporate culture - South Africa , Educational innovations - South Africa
- Type: Thesis
- Identifier: uj:3051 , http://hdl.handle.net/10210/6473
- Description: M.A. , This study aims to determine the role of technology-enhanced learning within the South African Police Service as a medium to bring about effective communication, training and education, and subsequently transformation and realignment of corporate culture. Accordingly, it explores the influence of technology in the modern organisation as well indications of how organisations can conform to the information age. The relation of technology to the South African Police Service is consequently examined with due consideration of the communication and training methods in use. The functioning and compilation of technology-enhanced learning present an understanding of how it relates to the study. Furthermore, based on the evidence of persisting cultures and behaviours, and a perception of ineffectiveness and insufficient training of police personnel, the study determines how such a medium would facilitate transformation in the South African Police Service. The transformation process concentrates mainly on the technical, political and cultural systems of transformation in organisations. The process of awakening, present and future states in the South African Police Service and the setting and attainment of a vision through re-architecturing are discussed. The study argues that related technology-enhanced learning abilities, such as boundarylessness, feedback, participation and networking are essential aspects for transformation. The study also provides the basis for determining the use of technology-enhanced learning as an effective medium in promoting a learning organisation in terms of learning cycles. Related barriers to organisation learning included the aspect of attitudes. The relevance of collectivity as a building block to organisation learning is emphasised. In order to support the effective implementation of such a medium an exposition is given of the management of technology-enhanced learning, including aspects such as innovative-decision processes, implementation, risk assessment and theoretical and technical applications. Mass media theories are studied as part of the teacher/communicator applications for the effective and efficient utilisation of such a medium by both the sender and receiver. Among the concepts covered in the study are needs gratification and the formulation of the content of messages. No communications medium can continue to exist in an organisation without the viewer, client or personnel having a need for it. This led the researcher to undertake a quantitative study of the internal environment of the organisation regarding the use of the current television network POL TV, which serves as a measuring instrument to the adoption and application of technologyenhanced learning, and the levels of training. The conclusion to the study is that the amalgamation and transition processes of the South African Police Service has not yet managed to transform the inherent behaviours of groups of individuals in the organisation. In addition, there is a dire need for the development of personnel skills. The study finds technology-enhanced learning to be a dynamic communications, training and education technology that would facilitate the resolution of many uncertainties amongst personnel and redefine attitudes, beliefs and behaviour. Most importantly, the study concludes that, by means of its interactive, integrated, collective, connective, and boundaryless capability, technology-enhanced learning would bring all structures and people of the organisation together in the collective attainment of organisational vision, mission, goals and objectives. Ultimately, it is argued, the resulting impact of technology-enhanced learning would facilitate the transformation of the South African Police Service and its inherent corporate culture, and enhance service delivery to the community through democratic policing.
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- Authors: Van den Berg, Shane Edward
- Date: 2012-08-22
- Subjects: South African Police Service , Civil service reform - South Africa , Police administration - Research - South Africa , Police-community relations - South Africa , Organizational behaviour - Research - South Africa , Organizational change - South Africa , Corporate culture - South Africa , Educational innovations - South Africa
- Type: Thesis
- Identifier: uj:3051 , http://hdl.handle.net/10210/6473
- Description: M.A. , This study aims to determine the role of technology-enhanced learning within the South African Police Service as a medium to bring about effective communication, training and education, and subsequently transformation and realignment of corporate culture. Accordingly, it explores the influence of technology in the modern organisation as well indications of how organisations can conform to the information age. The relation of technology to the South African Police Service is consequently examined with due consideration of the communication and training methods in use. The functioning and compilation of technology-enhanced learning present an understanding of how it relates to the study. Furthermore, based on the evidence of persisting cultures and behaviours, and a perception of ineffectiveness and insufficient training of police personnel, the study determines how such a medium would facilitate transformation in the South African Police Service. The transformation process concentrates mainly on the technical, political and cultural systems of transformation in organisations. The process of awakening, present and future states in the South African Police Service and the setting and attainment of a vision through re-architecturing are discussed. The study argues that related technology-enhanced learning abilities, such as boundarylessness, feedback, participation and networking are essential aspects for transformation. The study also provides the basis for determining the use of technology-enhanced learning as an effective medium in promoting a learning organisation in terms of learning cycles. Related barriers to organisation learning included the aspect of attitudes. The relevance of collectivity as a building block to organisation learning is emphasised. In order to support the effective implementation of such a medium an exposition is given of the management of technology-enhanced learning, including aspects such as innovative-decision processes, implementation, risk assessment and theoretical and technical applications. Mass media theories are studied as part of the teacher/communicator applications for the effective and efficient utilisation of such a medium by both the sender and receiver. Among the concepts covered in the study are needs gratification and the formulation of the content of messages. No communications medium can continue to exist in an organisation without the viewer, client or personnel having a need for it. This led the researcher to undertake a quantitative study of the internal environment of the organisation regarding the use of the current television network POL TV, which serves as a measuring instrument to the adoption and application of technologyenhanced learning, and the levels of training. The conclusion to the study is that the amalgamation and transition processes of the South African Police Service has not yet managed to transform the inherent behaviours of groups of individuals in the organisation. In addition, there is a dire need for the development of personnel skills. The study finds technology-enhanced learning to be a dynamic communications, training and education technology that would facilitate the resolution of many uncertainties amongst personnel and redefine attitudes, beliefs and behaviour. Most importantly, the study concludes that, by means of its interactive, integrated, collective, connective, and boundaryless capability, technology-enhanced learning would bring all structures and people of the organisation together in the collective attainment of organisational vision, mission, goals and objectives. Ultimately, it is argued, the resulting impact of technology-enhanced learning would facilitate the transformation of the South African Police Service and its inherent corporate culture, and enhance service delivery to the community through democratic policing.
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Critical pedagogy as an aspect of reflective teaching : implication for the management of teacher competence
- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-28
- Subjects: Critical pedagogy , Education - South Africa - Aims and objectives , Teachers - Rating of - South Africa , Educational innovations - South Africa , Politics and education
- Type: Mini-Dissertation
- Identifier: uj:3375 , http://hdl.handle.net/10210/6774
- Description: M.Ed. , The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods.
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- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-28
- Subjects: Critical pedagogy , Education - South Africa - Aims and objectives , Teachers - Rating of - South Africa , Educational innovations - South Africa , Politics and education
- Type: Mini-Dissertation
- Identifier: uj:3375 , http://hdl.handle.net/10210/6774
- Description: M.Ed. , The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods.
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An investigation of the primary education upgrading programme (PEUP) from a technology education perspective
- Authors: Gumbo, Mishack Thiza
- Date: 2012-09-11
- Subjects: Educational innovations - South Africa , Education, Primary - Activity programs , Technology - Study and teaching (Primary) , Technology - Study and teaching (Primary) - South Africa - Curricula
- Type: Mini-Dissertation
- Identifier: uj:9969 , http://hdl.handle.net/10210/7364
- Description: M.Ed. , Technology Education has recently been introduced as a relatively new learning area in the South African General Education and Training urriculum. This initiative has significant implications with regard to curriculum development, financial costs, and the provision of human and physical resources. However, existing programmes and resources, which relate to Technology Education need to be identified and justified to accommodate the implementation of this learning area so as to alleviate costs and demands. Thus, this study purports to investigate the extent to which the existent Primary Education Upgrading Programme (PEUP) could accommodate the implementation of Technology Education. The theoretical framework which was developed by means of a literature study and other relevant research methods revealed similarities between Technology Education and the PEUP which led to the development of a research questionnaire to obtain teachers' perceptions with regard to these similarities. The research sample comprised a total number of 240 teachers from the junior and senior phases of 24 urban and rural primary schools in the Mabopane District of the North West Province. Perceptions of these teachers regarding the realisation of similarities between operation of the PEUP were analysed, using first and second order factor analytical procedures, Student t-test, ANOVA and the Scheffe test. The findings of the investigation revealed that groups of teachers compiled according to their biographical variables have the following perceptions with regard to the realisation of similarities between Technology Education and the PEUP in the current daily operation of the PEUP: Concerning the methodology dimension, teachers, to a large extent use a constructivist teaching approach in achieving relevant aims and objectives. Thus, the PEUP could to a large extent accommodate Technology Education in this regard. Concerning the content dimension, teachers, to a lesser extent experience that they familiarise their learners with and guide them through the technological process. Thus, to a lesser extent, the PEUP could accommodate Technology Education in this regard. Concerning the contextual relevancy dimension, teachers, to a large extent experience that they facilitate contextual relevant learning opportunities. Thus, to a large extent, the PEUP could accommodate Technology Education in this regard. The study concludes by making certain recommendations for further research and suggesting practical guidelines regarding the implementation of Technology Education in the PEUP.
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- Authors: Gumbo, Mishack Thiza
- Date: 2012-09-11
- Subjects: Educational innovations - South Africa , Education, Primary - Activity programs , Technology - Study and teaching (Primary) , Technology - Study and teaching (Primary) - South Africa - Curricula
- Type: Mini-Dissertation
- Identifier: uj:9969 , http://hdl.handle.net/10210/7364
- Description: M.Ed. , Technology Education has recently been introduced as a relatively new learning area in the South African General Education and Training urriculum. This initiative has significant implications with regard to curriculum development, financial costs, and the provision of human and physical resources. However, existing programmes and resources, which relate to Technology Education need to be identified and justified to accommodate the implementation of this learning area so as to alleviate costs and demands. Thus, this study purports to investigate the extent to which the existent Primary Education Upgrading Programme (PEUP) could accommodate the implementation of Technology Education. The theoretical framework which was developed by means of a literature study and other relevant research methods revealed similarities between Technology Education and the PEUP which led to the development of a research questionnaire to obtain teachers' perceptions with regard to these similarities. The research sample comprised a total number of 240 teachers from the junior and senior phases of 24 urban and rural primary schools in the Mabopane District of the North West Province. Perceptions of these teachers regarding the realisation of similarities between operation of the PEUP were analysed, using first and second order factor analytical procedures, Student t-test, ANOVA and the Scheffe test. The findings of the investigation revealed that groups of teachers compiled according to their biographical variables have the following perceptions with regard to the realisation of similarities between Technology Education and the PEUP in the current daily operation of the PEUP: Concerning the methodology dimension, teachers, to a large extent use a constructivist teaching approach in achieving relevant aims and objectives. Thus, the PEUP could to a large extent accommodate Technology Education in this regard. Concerning the content dimension, teachers, to a lesser extent experience that they familiarise their learners with and guide them through the technological process. Thus, to a lesser extent, the PEUP could accommodate Technology Education in this regard. Concerning the contextual relevancy dimension, teachers, to a large extent experience that they facilitate contextual relevant learning opportunities. Thus, to a large extent, the PEUP could accommodate Technology Education in this regard. The study concludes by making certain recommendations for further research and suggesting practical guidelines regarding the implementation of Technology Education in the PEUP.
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'n Kritiese analise van NICRO se YES-program vir jeugoortreders
- Authors: Maritz, Linda
- Date: 2012-08-23
- Subjects: Juvenile delinquents - Education - South Africa , Problem children , Counseling of juvenile delinquents , Educational innovations - South Africa , School improvement programs - South Africa
- Type: Thesis
- Identifier: uj:3079 , http://hdl.handle.net/10210/6499
- Description: M.Ed. , The aim of this research study is to analyze the Youth Empowerment Scheme critically, within the requirements of reformative justice. The study is motivated by the fact that crime in South Africa is on the increase. Most offenders are between the ages of 16- and 20 years. An effective rehabilitation program for first time youth offenders as part of diversion is critical to prevent further crime by these offenders. The Youth Empowerment Scheme is a program currently run by the National Institute for Crime Intervention and the Reintegration of Offenders in an attempt to prevent a criminal record and further crime. The researcher compared the current retributive justice system with the proposed reformative justice system to identify the implications of these justice systems for the youth offender. The principles of the reformative justice system and the Youth Empowerment Scheme were analyzed to formulate criteria to improve the reformative potential of the program. In the achievement of the above-mentioned study goal, the researcher applied the techniques of qualitative research and specifically used the Youth Empowerment Scheme as a case study according to this paradigm. The data was gathered through a variety of techniques (questionares, literature review, observation, field notes and an interview) which enhanced the viability and reliability of the study through triangulation. The researcher attended the Youth Empowerment Scheme, which gave her the opportunity to explore and describe the program within its natural context. Further data was gained through questionares completed by the youth offenders and an interview with their parents/guardians. From the data certain themes were identified that highlighted aspects of the Youth Empowerment Scheme that should be changed to ensure a more effective rehabilitation program. These themes led to the formulation of guidelines to improve the Youth Empowerment Scheme. The formulated guidelines focus on the following aspects: The facilitators of the program. The social context and potential of the youth offenders. The content of the program. The group size of the program. The duration of the program. Participation of the parents/guardians. Principles of reformative justice. Protection of the youth offender, by law. The limitations of the study and the role of the Educational Psychologist were discussed. The researcher also proposes that this study presents a lot of other research opportunities.
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- Authors: Maritz, Linda
- Date: 2012-08-23
- Subjects: Juvenile delinquents - Education - South Africa , Problem children , Counseling of juvenile delinquents , Educational innovations - South Africa , School improvement programs - South Africa
- Type: Thesis
- Identifier: uj:3079 , http://hdl.handle.net/10210/6499
- Description: M.Ed. , The aim of this research study is to analyze the Youth Empowerment Scheme critically, within the requirements of reformative justice. The study is motivated by the fact that crime in South Africa is on the increase. Most offenders are between the ages of 16- and 20 years. An effective rehabilitation program for first time youth offenders as part of diversion is critical to prevent further crime by these offenders. The Youth Empowerment Scheme is a program currently run by the National Institute for Crime Intervention and the Reintegration of Offenders in an attempt to prevent a criminal record and further crime. The researcher compared the current retributive justice system with the proposed reformative justice system to identify the implications of these justice systems for the youth offender. The principles of the reformative justice system and the Youth Empowerment Scheme were analyzed to formulate criteria to improve the reformative potential of the program. In the achievement of the above-mentioned study goal, the researcher applied the techniques of qualitative research and specifically used the Youth Empowerment Scheme as a case study according to this paradigm. The data was gathered through a variety of techniques (questionares, literature review, observation, field notes and an interview) which enhanced the viability and reliability of the study through triangulation. The researcher attended the Youth Empowerment Scheme, which gave her the opportunity to explore and describe the program within its natural context. Further data was gained through questionares completed by the youth offenders and an interview with their parents/guardians. From the data certain themes were identified that highlighted aspects of the Youth Empowerment Scheme that should be changed to ensure a more effective rehabilitation program. These themes led to the formulation of guidelines to improve the Youth Empowerment Scheme. The formulated guidelines focus on the following aspects: The facilitators of the program. The social context and potential of the youth offenders. The content of the program. The group size of the program. The duration of the program. Participation of the parents/guardians. Principles of reformative justice. Protection of the youth offender, by law. The limitations of the study and the role of the Educational Psychologist were discussed. The researcher also proposes that this study presents a lot of other research opportunities.
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Optimizing functions of engineers working in the SA didactic market
- Mouafo Tankam, Serge Emmanuel
- Authors: Mouafo Tankam, Serge Emmanuel
- Date: 2017
- Subjects: Educational innovations - South Africa , Skilled labor - South Africa , Human capital - Management , Occupational training , Industrial revolution
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/269858 , uj:28673
- Description: M.Phil. (Engineering Management) , Abstract: Didactic Solutions Engineers are engineers who are involved in providing sales, marketing, training, and customer solutions of learning systems in an organization. The complexities attached to the nature of Didactic Solutions Engineers functions within an organization often create a sense of exhaustion, thus reducing their productivity and efficiency. The challenges are increasingly intensified by the rate of development of new technology. In less than a century, technology has evolved from the first industrial revolution to the fourth. Didactic and Learning Systems companies are growing part of the industrial business industry. Didactic focussed companies design, build and distribute learning systems equipment to address the skills gap in the engineering and technology field. The increased need for technological sales teams and client needs to stay abreast of technological development result in more pressure. Companies’ sales teams are put under pressure due to few resources resulting from the global economy and the subsequent increases in the footprint area that needs to be covered. Systems Engineering is an interdisciplinary approach that aims to solve complex problems by combining systems, subsystems and their components. Through a series of well-defined steps, Systems Engineering defines the customer needs and progresses further towards design synthesis, realization, optimization and validation of systems. Systems Engineering tools and methods can be used in different fields to optimize the outcome of a process, by the fact that attention is devoted to the entire life cycle of the systems. Traditionally, Systems Engineering has evolved independently and there are numerous tools and techniques available to address systems design issues. This research study seeks to investigate the experiences of didactics companies outside South Africa and look at the daily activities of Solutions Engineer within Festo SA. A framework to optimize the function of a Solutions Engineer in didactic market will be designed based on those findings using Festo South Africa (SA) as a case study. For the derivation of the framework, data was collected using questionnaires that helped obtain relevant information on daily activities (sales, exhibition, marketing, tenders, project and technical solutions) from Solution Engineers within Festo SA and other didactic companies in the world. The collected data was analysed. Systems Engineering tools and methods were applied and from that, a framework was proposed to help Solutions Engineers with their daily work. In addition, two new alternative organograms were proposed in this study to be adapted to the proposed framework for future implementation to help the Solutions Engineers.
- Full Text:
- Authors: Mouafo Tankam, Serge Emmanuel
- Date: 2017
- Subjects: Educational innovations - South Africa , Skilled labor - South Africa , Human capital - Management , Occupational training , Industrial revolution
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/269858 , uj:28673
- Description: M.Phil. (Engineering Management) , Abstract: Didactic Solutions Engineers are engineers who are involved in providing sales, marketing, training, and customer solutions of learning systems in an organization. The complexities attached to the nature of Didactic Solutions Engineers functions within an organization often create a sense of exhaustion, thus reducing their productivity and efficiency. The challenges are increasingly intensified by the rate of development of new technology. In less than a century, technology has evolved from the first industrial revolution to the fourth. Didactic and Learning Systems companies are growing part of the industrial business industry. Didactic focussed companies design, build and distribute learning systems equipment to address the skills gap in the engineering and technology field. The increased need for technological sales teams and client needs to stay abreast of technological development result in more pressure. Companies’ sales teams are put under pressure due to few resources resulting from the global economy and the subsequent increases in the footprint area that needs to be covered. Systems Engineering is an interdisciplinary approach that aims to solve complex problems by combining systems, subsystems and their components. Through a series of well-defined steps, Systems Engineering defines the customer needs and progresses further towards design synthesis, realization, optimization and validation of systems. Systems Engineering tools and methods can be used in different fields to optimize the outcome of a process, by the fact that attention is devoted to the entire life cycle of the systems. Traditionally, Systems Engineering has evolved independently and there are numerous tools and techniques available to address systems design issues. This research study seeks to investigate the experiences of didactics companies outside South Africa and look at the daily activities of Solutions Engineer within Festo SA. A framework to optimize the function of a Solutions Engineer in didactic market will be designed based on those findings using Festo South Africa (SA) as a case study. For the derivation of the framework, data was collected using questionnaires that helped obtain relevant information on daily activities (sales, exhibition, marketing, tenders, project and technical solutions) from Solution Engineers within Festo SA and other didactic companies in the world. The collected data was analysed. Systems Engineering tools and methods were applied and from that, a framework was proposed to help Solutions Engineers with their daily work. In addition, two new alternative organograms were proposed in this study to be adapted to the proposed framework for future implementation to help the Solutions Engineers.
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Gender issues in curriculum development for technology education in South Africa
- Authors: Janse van Rensburg, Susanna
- Date: 2012-08-22
- Subjects: Curriculum planning - South Africa - Psychological aspects , Technology - Study and teaching , Sex differences in education - South Africa - Case studies , Educational innovations - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3056 , http://hdl.handle.net/10210/6478
- Description: M.Ed. , Technology Education in South Africa has only recently been identified as a Learning Area for General Education and Training. Curriculum development for this Learning Area has therefore, become a prominent issue. This study attempts to define the field of study, give a rationale for the Learning Area: Technology Education, and attempts to describe curriculum developments in general and more specifically to address gender attitudes and other gender issues in the field of Technology Education. The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the USA, was used to analyse South African learners' attitudes towards Technology. The research sample was made up of 500 girls and 510 boys from the Junior Secondary Phase. Responses to the questions of the PATT Questionnaire were analysed using a Principle Component and a Principle Factor Analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that technology should be for all and that technology makes contributions to the society. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development. The study concludes by formulating recommendations with a view to setting in place gender inclusive curricula, actions for improving female attitudes, participation and female contributions in the Learning Area of Technology Education.
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- Authors: Janse van Rensburg, Susanna
- Date: 2012-08-22
- Subjects: Curriculum planning - South Africa - Psychological aspects , Technology - Study and teaching , Sex differences in education - South Africa - Case studies , Educational innovations - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3056 , http://hdl.handle.net/10210/6478
- Description: M.Ed. , Technology Education in South Africa has only recently been identified as a Learning Area for General Education and Training. Curriculum development for this Learning Area has therefore, become a prominent issue. This study attempts to define the field of study, give a rationale for the Learning Area: Technology Education, and attempts to describe curriculum developments in general and more specifically to address gender attitudes and other gender issues in the field of Technology Education. The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the USA, was used to analyse South African learners' attitudes towards Technology. The research sample was made up of 500 girls and 510 boys from the Junior Secondary Phase. Responses to the questions of the PATT Questionnaire were analysed using a Principle Component and a Principle Factor Analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that technology should be for all and that technology makes contributions to the society. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development. The study concludes by formulating recommendations with a view to setting in place gender inclusive curricula, actions for improving female attitudes, participation and female contributions in the Learning Area of Technology Education.
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Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege
- Neethling, Siebert Ernst Jacob
- Authors: Neethling, Siebert Ernst Jacob
- Date: 2014-03-25
- Subjects: Teacher-principal relationships , Teachers - In-service training - South Africa , Technical institutes - Personnel management , Educational innovations - South Africa
- Type: Thesis
- Identifier: uj:4462 , http://hdl.handle.net/10210/9803
- Description: M.Ed. (Education Management) , Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.
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Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege
- Authors: Neethling, Siebert Ernst Jacob
- Date: 2014-03-25
- Subjects: Teacher-principal relationships , Teachers - In-service training - South Africa , Technical institutes - Personnel management , Educational innovations - South Africa
- Type: Thesis
- Identifier: uj:4462 , http://hdl.handle.net/10210/9803
- Description: M.Ed. (Education Management) , Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.
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