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You searched for subject:( Curriculum math matique). Showing records 1 – 30 of 960 total matches.

[1] [2] [3] [4] [5] … [32]

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University of South Africa

1. Letshwene, Mantekana Jacobine. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .

Degree: 2019, University of South Africa

 Improving Grade 12 learner performance is a critical issue because only a few learners are able to go to university. Grade 8 learners lack the… (more)

Subjects/Keywords: Curriculum; Curriculum change; Curriculum factors; Grade 12 learner; Learner performance

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

APA (6th Edition):

Letshwene, M. J. (2019). Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25521

Chicago Manual of Style (16th Edition):

Letshwene, Mantekana Jacobine. “Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .” 2019. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/25521.

MLA Handbook (7th Edition):

Letshwene, Mantekana Jacobine. “Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .” 2019. Web. 17 Aug 2019.

Vancouver:

Letshwene MJ. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/25521.

Council of Science Editors:

Letshwene MJ. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/25521


Stellenbosch University

2. Hove, Darlington. A fit-gap analysis of the National Certificate (vocational) Information Technology and Computer Science curriculum against the needs of the South African ICT industry.

Degree: MA, Information Science, 2019, Stellenbosch University

ENGLISH SUMMARY : The Information and Communication Technology (ICT) landscape is characterised by rapid innovation of digital technologies that are disrupting industries globally. These changes… (more)

Subjects/Keywords: Vocational education; Curriculum evaluation  – Research; Information Technology  – Curriculum; ICT industry  – Needs assessment; UCTD

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APA (6th Edition):

Hove, D. (2019). A fit-gap analysis of the National Certificate (vocational) Information Technology and Computer Science curriculum against the needs of the South African ICT industry. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105914

Chicago Manual of Style (16th Edition):

Hove, Darlington. “A fit-gap analysis of the National Certificate (vocational) Information Technology and Computer Science curriculum against the needs of the South African ICT industry.” 2019. Masters Thesis, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/105914.

MLA Handbook (7th Edition):

Hove, Darlington. “A fit-gap analysis of the National Certificate (vocational) Information Technology and Computer Science curriculum against the needs of the South African ICT industry.” 2019. Web. 17 Aug 2019.

Vancouver:

Hove D. A fit-gap analysis of the National Certificate (vocational) Information Technology and Computer Science curriculum against the needs of the South African ICT industry. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/105914.

Council of Science Editors:

Hove D. A fit-gap analysis of the National Certificate (vocational) Information Technology and Computer Science curriculum against the needs of the South African ICT industry. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105914


Stellenbosch University

3. Vhembo, Webster. Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe.

Degree: MTh, Practical Theology and Missiology, 2019, Stellenbosch University

ENGLISH ABSTRACT: Many church leaders in Zimbabwe are not equipped for the struggle against poverty in their context. This study is prompted by the desire… (more)

Subjects/Keywords: Community development  – Religious aspects; Curriculum planning  – Zimbabwe; Murray Theological College; Reformed Church  – Zimbabwe; UCTD

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APA (6th Edition):

Vhembo, W. (2019). Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105814

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vhembo, Webster. “Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe.” 2019. Thesis, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/105814.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vhembo, Webster. “Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe.” 2019. Web. 17 Aug 2019.

Vancouver:

Vhembo W. Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/105814.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vhembo W. Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105814

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

4. Hans, Mariotte M. Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole .

Degree: 2019, University of the Western Cape

 This study investigated the factors that impacted positively or militated against the implementation of a learning support programme (ISP) in grade R classes at two… (more)

Subjects/Keywords: Auditory perception; Curriculum; Effectiveness; School readiness; Visual perception

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APA (6th Edition):

Hans, M. M. (2019). Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hans, Mariotte M. “Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole .” 2019. Thesis, University of the Western Cape. Accessed August 17, 2019. http://hdl.handle.net/11394/6622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hans, Mariotte M. “Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole .” 2019. Web. 17 Aug 2019.

Vancouver:

Hans MM. Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11394/6622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hans MM. Factors influencing the implementation of a grade R school readiness learning support programme in two previously disadvantaged primary schools in the Cape Town metropole . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

5. Rudhumbu, Norman. A model for effective curriculum implementation in accredited private higher education institutions in Botswana .

Degree: 2018, University of South Africa

 The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in… (more)

Subjects/Keywords: Curriculum; Effective curriculum implementation; Highly regulated environment; Accredited Private Higher Education Institutions; Framework; Lecturer; Kurrikulum; Doeltreffende kurrikulumimplementering; Hoogs gereguleerde omgewing; Geakkrediteerde private hoëronderwysinstellings; Model; Dosent; Ikharikhulamu; Ukuqaliswa kwekharikhulamu ngempumelelo; Isimo esilawulwa kakhulu; IziKhungo Zemfundo Ephakeme Zangasese ezigunyaziwe; Imodeli; Umfundisi wasenyuvesi

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APA (6th Edition):

Rudhumbu, N. (2018). A model for effective curriculum implementation in accredited private higher education institutions in Botswana . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25436

Chicago Manual of Style (16th Edition):

Rudhumbu, Norman. “A model for effective curriculum implementation in accredited private higher education institutions in Botswana .” 2018. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/25436.

MLA Handbook (7th Edition):

Rudhumbu, Norman. “A model for effective curriculum implementation in accredited private higher education institutions in Botswana .” 2018. Web. 17 Aug 2019.

Vancouver:

Rudhumbu N. A model for effective curriculum implementation in accredited private higher education institutions in Botswana . [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/25436.

Council of Science Editors:

Rudhumbu N. A model for effective curriculum implementation in accredited private higher education institutions in Botswana . [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25436


Stellenbosch University

6. Bailey, Lorraine. An investigation into partnerships between schools and service provider in an education district.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : The role of partnerships between schools and service providers remains an important part of school improvement processes. In this study the role… (more)

Subjects/Keywords: Service providers  – South Africa; Curriculum consultants  – South Africa; READ Education Trust; Language teachers  – South Africa  – Western Cape; Public-private sector cooperation - South Africa  – Western Cape; School districts  – South Africa  – Western Cape; Language and languages  – Study and teaching  – South Africa; UCTD

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APA (6th Edition):

Bailey, L. (2018). An investigation into partnerships between schools and service provider in an education district. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105038

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bailey, Lorraine. “An investigation into partnerships between schools and service provider in an education district.” 2018. Thesis, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/105038.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bailey, Lorraine. “An investigation into partnerships between schools and service provider in an education district.” 2018. Web. 17 Aug 2019.

Vancouver:

Bailey L. An investigation into partnerships between schools and service provider in an education district. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/105038.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bailey L. An investigation into partnerships between schools and service provider in an education district. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105038

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

7. Schultz, Annine. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : “The decline of literature indicates the decline of a nation." These were the wise words of the wellknown German writer and philosopher,… (more)

Subjects/Keywords: Curriculum-based assessment  – South Africa; Literature  – Study and teaching  – South Africa; Afrikaans literature  – History and criticism  – Study and teaching; Afrikaans literature  – Curricula

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APA (6th Edition):

Schultz, A. (2018). Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schultz, Annine. “Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.” 2018. Thesis, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/105009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schultz, Annine. “Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.” 2018. Web. 17 Aug 2019.

Vancouver:

Schultz A. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/105009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schultz A. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

8. Du Toit, Adri. Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies.

Degree: 2018, University of South Africa

 Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South… (more)

Subjects/Keywords: Consumer Studies; Curriculum analysis; Entrepreneurship education; Framework; Dithuto tsa Badirisi; Tshekatsheko ya kharikhulamo; Thuto ya bogwebi; Letlhomeso; IsiFundo Sezabathengi; Ukuhlaziywa kwekharikhulamu; Imfundo yezabathengi; Uhlaka

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APA (6th Edition):

Du Toit, A. (2018). Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24948

Chicago Manual of Style (16th Edition):

Du Toit, Adri. “Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies.” 2018. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/24948.

MLA Handbook (7th Edition):

Du Toit, Adri. “Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies.” 2018. Web. 17 Aug 2019.

Vancouver:

Du Toit A. Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/24948.

Council of Science Editors:

Du Toit A. Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24948


Stellenbosch University

9. Visser, Monique. The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students.

Degree: MMed, 2018, Stellenbosch University

ENGLISH SUMMARY : Students base their approaches to learning on their perceptions of the educational practices that they are exposed to. The significance of selected… (more)

Subjects/Keywords: Blended learning  – Psychological aspects; Medical students  – Attitudes; Curriculum evaluation  – Research; UCTD

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APA (6th Edition):

Visser, M. (2018). The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Visser, Monique. “The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students.” 2018. Thesis, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/103284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Visser, Monique. “The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students.” 2018. Web. 17 Aug 2019.

Vancouver:

Visser M. The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/103284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Visser M. The influence of a flipped classroom on the learning approaches of first year Speech-Language and Hearing Therapy students. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

10. Magaia, Armando Adriano. In search of effective training models for Mozambican translators and interpreters .

Degree: 2018, University of South Africa

 Although Eduardo Mondlane University (UEM) has the longest history of BA Honours level translator and interpreter training in Mozambique, the university still lacks an effective… (more)

Subjects/Keywords: Translator and interpreter training; Training model; Curriculum design; Translation competence; Interpreting competence; Translation and interpreting studies; Translation error analysis; Translation quality assessment

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APA (6th Edition):

Magaia, A. A. (2018). In search of effective training models for Mozambican translators and interpreters . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25292

Chicago Manual of Style (16th Edition):

Magaia, Armando Adriano. “In search of effective training models for Mozambican translators and interpreters .” 2018. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/25292.

MLA Handbook (7th Edition):

Magaia, Armando Adriano. “In search of effective training models for Mozambican translators and interpreters .” 2018. Web. 17 Aug 2019.

Vancouver:

Magaia AA. In search of effective training models for Mozambican translators and interpreters . [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/25292.

Council of Science Editors:

Magaia AA. In search of effective training models for Mozambican translators and interpreters . [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25292


Rhodes University

11. Yoyo, Sindiswa. A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province.

Degree: Faculty of Education, Education, 2018, Rhodes University

 This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was… (more)

Subjects/Keywords: Curriculum-based assessment; Environmental education  – South Africa; Life skills  – Study and teaching; Curriculum change  – South Africa; Career development

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APA (6th Edition):

Yoyo, S. (2018). A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/61767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yoyo, Sindiswa. “A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province.” 2018. Thesis, Rhodes University. Accessed August 17, 2019. http://hdl.handle.net/10962/61767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yoyo, Sindiswa. “A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province.” 2018. Web. 17 Aug 2019.

Vancouver:

Yoyo S. A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province. [Internet] [Thesis]. Rhodes University; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10962/61767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yoyo S. A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province. [Thesis]. Rhodes University; 2018. Available from: http://hdl.handle.net/10962/61767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cape Town

12. Cawood, Anthony Robin. Religion, solidarity and identity: a comparative study of four South African schools with a religious affiliation.

Degree: Image, School of Education, 2018, University of Cape Town

 This thesis explores how schools with a religious affiliation recruit religion in school culture and the formal curriculum (both curriculum content and pedagogic method) and… (more)

Subjects/Keywords: religious affiliated schools; religion recruitment; school culture; formal curriculum

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APA (6th Edition):

Cawood, A. R. (2018). Religion, solidarity and identity: a comparative study of four South African schools with a religious affiliation. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/28430

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cawood, Anthony Robin. “Religion, solidarity and identity: a comparative study of four South African schools with a religious affiliation.” 2018. Thesis, University of Cape Town. Accessed August 17, 2019. http://hdl.handle.net/11427/28430.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cawood, Anthony Robin. “Religion, solidarity and identity: a comparative study of four South African schools with a religious affiliation.” 2018. Web. 17 Aug 2019.

Vancouver:

Cawood AR. Religion, solidarity and identity: a comparative study of four South African schools with a religious affiliation. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11427/28430.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cawood AR. Religion, solidarity and identity: a comparative study of four South African schools with a religious affiliation. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/28430

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

13. Ledwaba, Gloria Gloria. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.

Degree: PhD, Early Childhood Education, 2018, University of Pretoria

 Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse… (more)

Subjects/Keywords: UCTD; Curriculum differentiation; Full-service schools; Learning support; Inclusive education

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APA (6th Edition):

Ledwaba, G. G. (2018). Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65439

Chicago Manual of Style (16th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Doctoral Dissertation, University of Pretoria. Accessed August 17, 2019. http://hdl.handle.net/2263/65439.

MLA Handbook (7th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Web. 17 Aug 2019.

Vancouver:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2263/65439.

Council of Science Editors:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Doctoral Dissertation]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65439


University of Pretoria

14. McLachlan, Justiné. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.

Degree: MEd, Early Childhood Education, 2018, University of Pretoria

 Globally, the importance of teaching mathematics to young children has rapidly increased. The concepts of space and shape are one of the mathematical content areas… (more)

Subjects/Keywords: UCTD; Gr R teacher; CAPS curriculum; Learning environment; Implementing instructional approaches and activities

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APA (6th Edition):

McLachlan, J. (2018). Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65443

Chicago Manual of Style (16th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Masters Thesis, University of Pretoria. Accessed August 17, 2019. http://hdl.handle.net/2263/65443.

MLA Handbook (7th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Web. 17 Aug 2019.

Vancouver:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2263/65443.

Council of Science Editors:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65443


University of Pretoria

15. Nota, Charles. Introducing marimba music as part of the school curriculum in Zimbabwe.

Degree: PhD, Humanities Education, 2018, University of Pretoria

 This thesis is the documentation of an investigation to explore the applicability and use of indigenous African instruments in the development of primary school music… (more)

Subjects/Keywords: UCTD; Curriculum development model; Indigenous African instruments; Competence; Zimbabwe

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APA (6th Edition):

Nota, C. (2018). Introducing marimba music as part of the school curriculum in Zimbabwe. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65458

Chicago Manual of Style (16th Edition):

Nota, Charles. “Introducing marimba music as part of the school curriculum in Zimbabwe.” 2018. Doctoral Dissertation, University of Pretoria. Accessed August 17, 2019. http://hdl.handle.net/2263/65458.

MLA Handbook (7th Edition):

Nota, Charles. “Introducing marimba music as part of the school curriculum in Zimbabwe.” 2018. Web. 17 Aug 2019.

Vancouver:

Nota C. Introducing marimba music as part of the school curriculum in Zimbabwe. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2263/65458.

Council of Science Editors:

Nota C. Introducing marimba music as part of the school curriculum in Zimbabwe. [Doctoral Dissertation]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65458


University of the Western Cape

16. Afolayan, Joel Adeleke. A model for the integration of spiritual care into the nursing curriculum in Nigeria .

Degree: 2018, University of the Western Cape

 Man is a bio-psycho-social-spiritual being, and his needs are informed by all these elements. The need for spiritual care in nursing education and practice is… (more)

Subjects/Keywords: Curriculum; Holistic nursing care; Nigeria; Spiritual nursing care

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APA (6th Edition):

Afolayan, J. A. (2018). A model for the integration of spiritual care into the nursing curriculum in Nigeria . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6166

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Afolayan, Joel Adeleke. “A model for the integration of spiritual care into the nursing curriculum in Nigeria .” 2018. Thesis, University of the Western Cape. Accessed August 17, 2019. http://hdl.handle.net/11394/6166.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Afolayan, Joel Adeleke. “A model for the integration of spiritual care into the nursing curriculum in Nigeria .” 2018. Web. 17 Aug 2019.

Vancouver:

Afolayan JA. A model for the integration of spiritual care into the nursing curriculum in Nigeria . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11394/6166.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Afolayan JA. A model for the integration of spiritual care into the nursing curriculum in Nigeria . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6166

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

17. Ntuli, Mthobisi Luca. Bounds on distances for spanning trees of graphs.

Degree: 2018, University of KwaZulu-Natal

 In graph theory, there are several techniques known in literature for constructing spanning trees. Some of these techniques yield spanning trees with many leaves. We… (more)

Subjects/Keywords: Graph theory.; Spanning trees.; Vertex math.; Edges.; Graphs.

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APA (6th Edition):

Ntuli, M. L. (2018). Bounds on distances for spanning trees of graphs. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ntuli, Mthobisi Luca. “Bounds on distances for spanning trees of graphs.” 2018. Thesis, University of KwaZulu-Natal. Accessed August 17, 2019. http://hdl.handle.net/10413/15652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ntuli, Mthobisi Luca. “Bounds on distances for spanning trees of graphs.” 2018. Web. 17 Aug 2019.

Vancouver:

Ntuli ML. Bounds on distances for spanning trees of graphs. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10413/15652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ntuli ML. Bounds on distances for spanning trees of graphs. [Thesis]. University of KwaZulu-Natal; 2018. Available from: http://hdl.handle.net/10413/15652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cape Town

18. Lefalatsa, Limakatso. Analysis of information literacy training at the National University of Lesotho.

Degree: Master of library and information studies, Library and Information Studies Centre (LISC), 2018, University of Cape Town

 Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery… (more)

Subjects/Keywords: information literacy; ACRL framework; higher education; curriculum; National university of Lesotho

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APA (6th Edition):

Lefalatsa, L. (2018). Analysis of information literacy training at the National University of Lesotho. (Masters Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/30178

Chicago Manual of Style (16th Edition):

Lefalatsa, Limakatso. “Analysis of information literacy training at the National University of Lesotho.” 2018. Masters Thesis, University of Cape Town. Accessed August 17, 2019. http://hdl.handle.net/11427/30178.

MLA Handbook (7th Edition):

Lefalatsa, Limakatso. “Analysis of information literacy training at the National University of Lesotho.” 2018. Web. 17 Aug 2019.

Vancouver:

Lefalatsa L. Analysis of information literacy training at the National University of Lesotho. [Internet] [Masters thesis]. University of Cape Town; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11427/30178.

Council of Science Editors:

Lefalatsa L. Analysis of information literacy training at the National University of Lesotho. [Masters Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/30178


Durban University of Technology

19. Moodley, Egashnee. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.

Degree: 2018, Durban University of Technology

Submitted in full requirement of Masters in Management Science in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2018.

South Africa’s tertiary… (more)

Subjects/Keywords: Education, Higher – Curricula – South Africa; Curriculum planning – South Africa; Curriculum change – South Africa

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APA (6th Edition):

Moodley, E. (2018). The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moodley, Egashnee. “The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.” 2018. Thesis, Durban University of Technology. Accessed August 17, 2019. http://hdl.handle.net/10321/3208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moodley, Egashnee. “The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.” 2018. Web. 17 Aug 2019.

Vancouver:

Moodley E. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10321/3208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moodley E. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

20. De Man, Maria. The Mandarin Chinese second additional language curriculum for South African schools: Considerations and possibilities.

Degree: MEd, 2017, Stellenbosch University

Stellenbosch University. Faculty of Education. Dept. Curriculum Studies

ENGLISH ABSTRACT : The focus of this study was the Mandarin Chinese curriculum for South African schools.… (more)

Subjects/Keywords: Curriculum planning  – South Africa; Language and languages  – Study and teaching  – South Africa; Chinese language  – Study and teaching  – Australia; Second language acquisition; Chinese language  – Study and teaching  – South Africa; UCTD; Education  – Curricula  – Australia

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APA (6th Edition):

De Man, M. (2017). The Mandarin Chinese second additional language curriculum for South African schools: Considerations and possibilities. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

De Man, Maria. “The Mandarin Chinese second additional language curriculum for South African schools: Considerations and possibilities.” 2017. Thesis, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/102863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

De Man, Maria. “The Mandarin Chinese second additional language curriculum for South African schools: Considerations and possibilities.” 2017. Web. 17 Aug 2019.

Vancouver:

De Man M. The Mandarin Chinese second additional language curriculum for South African schools: Considerations and possibilities. [Internet] [Thesis]. Stellenbosch University; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/102863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Man M. The Mandarin Chinese second additional language curriculum for South African schools: Considerations and possibilities. [Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

21. Terblanche, Tercia Elaine (du Plessis). Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.

Degree: PhD, Curriculum Studies, 2017, Stellenbosch University

 ENGLISH ABSTRACT : It seems imperative that the college curriculum, which is at the heart of the South African vocational education and training system, be… (more)

Subjects/Keywords: Technical education  – Curricula  – South Africa; UCTD; Curriculum change  – South Africa; Universities and colleges  – Curricula  – South Africa; Vocational education  – Curricula  – South Africa

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APA (6th Edition):

Terblanche, T. E. (. P. (2017). Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102864

Chicago Manual of Style (16th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/102864.

MLA Handbook (7th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Web. 17 Aug 2019.

Vancouver:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/102864.

Council of Science Editors:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102864


University of South Africa

22. Ramabulana, Nthatheni Simon. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.

Degree: 2017, University of South Africa

 The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statement; Teachers’ perceptions; Teacher knowledge; National Curriculum Statement; Curriculum implementation; Critical emancipatory research; Teacher development

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APA (6th Edition):

Ramabulana, N. S. (2017). Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23681

Chicago Manual of Style (16th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Masters Thesis, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/23681.

MLA Handbook (7th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Web. 17 Aug 2019.

Vancouver:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/23681.

Council of Science Editors:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23681


University of South Africa

23. Kaphe, Gabriel Kaphe. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .

Degree: 2017, University of South Africa

 The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru… (more)

Subjects/Keywords: Curriculum; Change management; Curriculum change management; Adoptive model, rational – Empirical model

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APA (6th Edition):

Kaphe, G. K. (2017). Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25503

Chicago Manual of Style (16th Edition):

Kaphe, Gabriel Kaphe. “Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .” 2017. Masters Thesis, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/25503.

MLA Handbook (7th Edition):

Kaphe, Gabriel Kaphe. “Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .” 2017. Web. 17 Aug 2019.

Vancouver:

Kaphe GK. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/25503.

Council of Science Editors:

Kaphe GK. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25503


University of South Africa

24. Muzata, Kenneth Kapalu. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.

Degree: 2017, University of South Africa

 A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection… (more)

Subjects/Keywords: Curriculum; Curriculum change; Special education teachers; Curriculum implementation; Special needs; Inclusive; Special school; Teacher involvement; Curriculum development process; Adapted curriculum

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APA (6th Edition):

Muzata, K. K. (2017). Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24571

Chicago Manual of Style (16th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/24571.

MLA Handbook (7th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Web. 17 Aug 2019.

Vancouver:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/24571.

Council of Science Editors:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24571


Stellenbosch University

25. Lamprecht, Heinrich Hilgardt. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.

Degree: PhD, Family and Emergency Medicine, 2017, Stellenbosch University

ENGLISH SUMMARY : Background/Objective: Some clinical ultrasound training programmes provide suboptimal training that result in credentialing failure. To address this failing in our low-resourced setting,… (more)

Subjects/Keywords: Ultrasonic imaging  – Study and teaching; E-learning design; Curriculum planning; Web-based instruction; UCTD

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APA (6th Edition):

Lamprecht, H. H. (2017). Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102762

Chicago Manual of Style (16th Edition):

Lamprecht, Heinrich Hilgardt. “Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed August 17, 2019. http://hdl.handle.net/10019.1/102762.

MLA Handbook (7th Edition):

Lamprecht, Heinrich Hilgardt. “Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.” 2017. Web. 17 Aug 2019.

Vancouver:

Lamprecht HH. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10019.1/102762.

Council of Science Editors:

Lamprecht HH. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102762


University of South Africa

26. Phaiphai, Thanyani. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.

Degree: 2017, University of South Africa

 This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes… (more)

Subjects/Keywords: Assessment; Change; Circuit; Constructivism; Curriculum; Curriculum advisors; District; Experiences; Foundation phase; Implementation; Management; Participants; Qualifications; Resources; Training; Workshops

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APA (6th Edition):

Phaiphai, T. (2017). Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24233

Chicago Manual of Style (16th Edition):

Phaiphai, Thanyani. “Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.” 2017. Masters Thesis, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/24233.

MLA Handbook (7th Edition):

Phaiphai, Thanyani. “Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.” 2017. Web. 17 Aug 2019.

Vancouver:

Phaiphai T. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/24233.

Council of Science Editors:

Phaiphai T. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24233


University of South Africa

27. Konkamani, Francis Xavier. Nurses' perperceptions regarding ethico-legal training in Ghana.

Degree: 2017, University of South Africa

 The purpose of the study was to examine the perceptions of nurses regarding ethico-legal training in Ghana. The study further determined whether there were any… (more)

Subjects/Keywords: Ethico-legal practices; Perceptions; Professional nurses; Training curriculum

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APA (6th Edition):

Konkamani, F. X. (2017). Nurses' perperceptions regarding ethico-legal training in Ghana. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23156

Chicago Manual of Style (16th Edition):

Konkamani, Francis Xavier. “Nurses' perperceptions regarding ethico-legal training in Ghana.” 2017. Masters Thesis, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/23156.

MLA Handbook (7th Edition):

Konkamani, Francis Xavier. “Nurses' perperceptions regarding ethico-legal training in Ghana.” 2017. Web. 17 Aug 2019.

Vancouver:

Konkamani FX. Nurses' perperceptions regarding ethico-legal training in Ghana. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/23156.

Council of Science Editors:

Konkamani FX. Nurses' perperceptions regarding ethico-legal training in Ghana. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23156


University of South Africa

28. Selepe, Olpha Nkosingiphile. Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal.

Degree: 2017, University of South Africa

 The aim of this study was to investigate how the National Certificate Vocational (NCV) curriculum is being managed at Majuba TVET College in ensuring that… (more)

Subjects/Keywords: National Certificate Vocational; Curriculum; Skills shortage; Placement; Work exposure; Partnership; Review

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APA (6th Edition):

Selepe, O. N. (2017). Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23735

Chicago Manual of Style (16th Edition):

Selepe, Olpha Nkosingiphile. “Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal.” 2017. Masters Thesis, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/23735.

MLA Handbook (7th Edition):

Selepe, Olpha Nkosingiphile. “Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal.” 2017. Web. 17 Aug 2019.

Vancouver:

Selepe ON. Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/23735.

Council of Science Editors:

Selepe ON. Management of National Certificate Vocational curriculum in addressing skills shortage in Newcastle, KwaZulu-Natal. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23735


University of South Africa

29. Mays, Tony John. Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach.

Degree: 2017, University of South Africa

 This thesis, Utilising Open Educational Resources in support of curriculum transformation at Africa Nazarene University: A participatory action research approach, derives from a multi-year project… (more)

Subjects/Keywords: Open Educational Resources (OER); Curriculum transformation; Participatory action research; Autoethnography; Open, distance and e-learning (ODeL); Hermeneutics; Systems theory; Open licence; OER Maturity Index; Business model

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

APA (6th Edition):

Mays, T. J. (2017). Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22619

Chicago Manual of Style (16th Edition):

Mays, Tony John. “Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach.” 2017. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/22619.

MLA Handbook (7th Edition):

Mays, Tony John. “Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach.” 2017. Web. 17 Aug 2019.

Vancouver:

Mays TJ. Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/22619.

Council of Science Editors:

Mays TJ. Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22619


University of South Africa

30. Onwuchekwa, Edeama Oyidiya-Onyike. Information literacy and lifelong learning in the National Open University of Nigeria.

Degree: 2017, University of South Africa

 This study was conducted at the National Open University of Nigeria (NOUN) and it considered the information literacy and lifelong learning skills of the students… (more)

Subjects/Keywords: Information literacy; Lifelong learning; Information resources; Open and distance education; Academic libraries; National Open University Of Nigeria; Constructivist; Adult learning theory; Competences; Curriculum

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

APA (6th Edition):

Onwuchekwa, E. O. (2017). Information literacy and lifelong learning in the National Open University of Nigeria. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22484

Chicago Manual of Style (16th Edition):

Onwuchekwa, Edeama Oyidiya-Onyike. “Information literacy and lifelong learning in the National Open University of Nigeria.” 2017. Doctoral Dissertation, University of South Africa. Accessed August 17, 2019. http://hdl.handle.net/10500/22484.

MLA Handbook (7th Edition):

Onwuchekwa, Edeama Oyidiya-Onyike. “Information literacy and lifelong learning in the National Open University of Nigeria.” 2017. Web. 17 Aug 2019.

Vancouver:

Onwuchekwa EO. Information literacy and lifelong learning in the National Open University of Nigeria. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10500/22484.

Council of Science Editors:

Onwuchekwa EO. Information literacy and lifelong learning in the National Open University of Nigeria. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22484

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