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You searched for +publisher:"University of South Africa" +contributor:("Botha, Renier Jacobus"). Showing records 1 – 3 of 3 total matches.

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University of South Africa

1. Matakala, Vincent Mubiana. The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia.

Degree: 2018, University of South Africa

This sequential explorative mixed methods study aims to explore how selfassessment strategies can be used to enhance quality education in schools in the Zambezi region of Namibia. The researcher posits that teachers are key in enhancing quality education if accorded appropriate recourses to innovate and explore the use of self-assessment strategies in schools. A pragmatic research approach was used to guide this sequential explorative mixed methods study. The study sought participants’ perceptions on four sub-problems of the study: What entails quality and quality education? How can self-assessment strategies be linked to quality and quality education in general terms? What recourses are available to ensure that quality education is realised by the use of self-assessment strategies in the Zambezi region? How can self-assessment strategy models be developed to enhance the quality of education in the Zambezi region? Purposefully sampled school principals and heads of departments of five combined schools participated in the study. During the first phase, face-to-face interviews were conducted with the five participating school principals while the HoDs were engaged in a focus group interview. The qualitative data was later used to inform the design of the second phase of the study (quantitative). In the second phase, fifty-four teachers completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and Microsoft Excel to compare with the qualitative data. This study revealed that schools have common understandings of quality and quality education albeit defined differently. The study also revealed that external professional support is inadequate to support teachers in continuous professional development activities. Furthermore, the study showed that the available recourses are seldom utilised to enhance quality education in schools. Finally, the study revealed that the use of one type of teacher self-evaluation (TSE) deprives innovative teachers from initiating and exploring other viable self-assessment strategies. Therefore, this study propagates the use of alternative self-assessment strategies that can contribute towards the enhancement of quality education in schools in the Zambezi region of Namibia. Advisors/Committee Members: Botha, Renier Jacobus (advisor).

Subjects/Keywords: Continuous professional development; Quality; Quality education; Quality education enhancement; Roles of school principals; Self-assessment; Self-assessment strategies; Teacher effectiveness

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APA (6th Edition):

Matakala, V. M. (2018). The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25002

Chicago Manual of Style (16th Edition):

Matakala, Vincent Mubiana. “The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia.” 2018. Doctoral Dissertation, University of South Africa. Accessed September 22, 2019. http://hdl.handle.net/10500/25002.

MLA Handbook (7th Edition):

Matakala, Vincent Mubiana. “The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia.” 2018. Web. 22 Sep 2019.

Vancouver:

Matakala VM. The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10500/25002.

Council of Science Editors:

Matakala VM. The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25002


University of South Africa

2. Ndlovu, Nhlanhla. Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college .

Degree: 2018, University of South Africa

The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector. The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used. I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff. Advisors/Committee Members: Botha, Renier Jacobus (advisor).

Subjects/Keywords: Continuous professional development; Technical and vocational education and training; Management; Initial training; Learning organisation; Needs analysis; Integrated quality management system (IQMS); Lecturer work-based experience (LWE)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ndlovu, N. (2018). Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college . (Masters Thesis). University of South Africa. Retrieved from http://uir.unisa.ac.za/handle/10500/25670

Chicago Manual of Style (16th Edition):

Ndlovu, Nhlanhla. “Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college .” 2018. Masters Thesis, University of South Africa. Accessed September 22, 2019. http://uir.unisa.ac.za/handle/10500/25670.

MLA Handbook (7th Edition):

Ndlovu, Nhlanhla. “Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college .” 2018. Web. 22 Sep 2019.

Vancouver:

Ndlovu N. Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2019 Sep 22]. Available from: http://uir.unisa.ac.za/handle/10500/25670.

Council of Science Editors:

Ndlovu N. Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college . [Masters Thesis]. University of South Africa; 2018. Available from: http://uir.unisa.ac.za/handle/10500/25670


University of South Africa

3. Ncube, Alfred Champion. Contextualising secondary school management: towards school effectiveness in Zimbabwe .

Degree: 2009, University of South Africa

This study had two major purposes: (a) to investigate and compare the perceptions of District Education Officers, principals and teachers about the management of secondary school effectiveness in Zimbabwe and (b) to probe contextualised secondary school management initiatives that could trigger school effectiveness in Zimbabwe. The study is divided into six interlinked chapters. In the first chapter, the problem of intractability in the management of school effectiveness in Zimbabwe's secondary schools is focused upon. The second chapter attempts to highlight the resource, social, economic, political and cultural realities of secondary school life in developing countries (including Zimbabwe) from which any theories of school management and school effectiveness must derive. The third chapter, explores different ways to understand and interpret the realities described in chapter two. To do this, the chapter focuses on ways in which "modern" and traditional" practices intersect in secondary school in Zimbabwe to produce bureaucratic facades. The fourth chapter, which is largely imbedded In the context theory, emerges from chapters one, two and three and focuses on the methodology and methods used in this study. Chapter five, which subsequently matures into a suggested framework for managing secondary school effectiveness in Zimbabwe, contains perceptual data which were obtained from 16 District Education Officers, 262 secondary school principals and 5 secondary school teachers drawn from 8 provinces, 4 provinces and 1 province respectively. Factor analysis of the existing situation In Zimbabwe's secondary schools produced 7 major variables that were perceived to be associated with secondary school management intractability In Zimbabwe: • lack of clear vision about what should constitute secondary school effectiveness; • management strategies that lack both vertical and horizontal congruence; • inappropriate organisational structures; • rhetorical policies and procedures; • inadequate material and non-material resources; • lack of attention to both internal and external environments of secondary schools; and • inadequate principal capacity-building. These perceptual data, subsequently crystallized into the following suggested management initiatives: • establishment of goals and outcomes achievable by the majority of learners; • establishment of clear and contextualised indicators for secondary schooling goals and outcomes; • establishment of democratic and flexible organisational and secondary school management processes; and • replacement of ''ivory tower", rhetoria~l policies and procedures with contextualised ones Advisors/Committee Members: Botha, Renier Jacobus (advisor).

Subjects/Keywords: AIDS; Common human pattern; District education officer; HIV; International Monetary Fund; United Nations Development Programme; UNESCO; UNICEF

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ncube, A. C. (2009). Contextualising secondary school management: towards school effectiveness in Zimbabwe . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/1049

Chicago Manual of Style (16th Edition):

Ncube, Alfred Champion. “Contextualising secondary school management: towards school effectiveness in Zimbabwe .” 2009. Doctoral Dissertation, University of South Africa. Accessed September 22, 2019. http://hdl.handle.net/10500/1049.

MLA Handbook (7th Edition):

Ncube, Alfred Champion. “Contextualising secondary school management: towards school effectiveness in Zimbabwe .” 2009. Web. 22 Sep 2019.

Vancouver:

Ncube AC. Contextualising secondary school management: towards school effectiveness in Zimbabwe . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10500/1049.

Council of Science Editors:

Ncube AC. Contextualising secondary school management: towards school effectiveness in Zimbabwe . [Doctoral Dissertation]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1049

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