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You searched for subject:(Orphans Education South Africa). Showing records 1 – 30 of 61522 total matches.

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Nelson Mandela Metropolitan University

1. Soji, Zoleka. Practice guidelines for supporting youth-headed families to enhance their resilience.

Degree: D.Phil, Faculty of Health Sciences, 2013, Nelson Mandela Metropolitan University

 The topic of the research is derived from the researcher‟s own interest as a social worker and observations of reality within youth-headed families. Over the… (more)

Subjects/Keywords: Child support  – South Africa.; Child caregivers  – South Africa.; Orphans  – Care  – South Africa.; Child welfare  – South Africa.

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APA (6th Edition):

Soji, Z. (2013). Practice guidelines for supporting youth-headed families to enhance their resilience. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1016381

Chicago Manual of Style (16th Edition):

Soji, Zoleka. “Practice guidelines for supporting youth-headed families to enhance their resilience.” 2013. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed December 15, 2019. http://hdl.handle.net/10948/d1016381.

MLA Handbook (7th Edition):

Soji, Zoleka. “Practice guidelines for supporting youth-headed families to enhance their resilience.” 2013. Web. 15 Dec 2019.

Vancouver:

Soji Z. Practice guidelines for supporting youth-headed families to enhance their resilience. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10948/d1016381.

Council of Science Editors:

Soji Z. Practice guidelines for supporting youth-headed families to enhance their resilience. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1016381


University of KwaZulu-Natal

2. Forde, Reginald Dudley. Minds and hearts : exploring the teacher's role as a leader of pupils in a class.

Degree: PhD, Education, 2010, University of KwaZulu-Natal

 This study is concerned with the particular role of the teacher as a leader of pupils in a class, a legislated requirement for teachers in… (more)

Subjects/Keywords: Education.; Teachers – South Africa.

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APA (6th Edition):

Forde, R. D. (2010). Minds and hearts : exploring the teacher's role as a leader of pupils in a class. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3222

Chicago Manual of Style (16th Edition):

Forde, Reginald Dudley. “Minds and hearts : exploring the teacher's role as a leader of pupils in a class.” 2010. Doctoral Dissertation, University of KwaZulu-Natal. Accessed December 15, 2019. http://hdl.handle.net/10413/3222.

MLA Handbook (7th Edition):

Forde, Reginald Dudley. “Minds and hearts : exploring the teacher's role as a leader of pupils in a class.” 2010. Web. 15 Dec 2019.

Vancouver:

Forde RD. Minds and hearts : exploring the teacher's role as a leader of pupils in a class. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10413/3222.

Council of Science Editors:

Forde RD. Minds and hearts : exploring the teacher's role as a leader of pupils in a class. [Doctoral Dissertation]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/3222


Stellenbosch University

3. 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 December 15, 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. 15 Dec 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 Dec 15]. 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


Stellenbosch University

4. Adams, Tania Bernadette. A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector.

Degree: PhD, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT: The purpose of this study was to facilitate transformative learning, essential to address the need for leadership capacity building in the South African… (more)

Subjects/Keywords: Facilitator practice; UCTD; Transformative learning  – South Africa; Development leadership  – South Africa; Vocational education  – South Africa; Technical education  – South Africa

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APA (6th Edition):

Adams, T. B. (2018). A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103258

Chicago Manual of Style (16th Edition):

Adams, Tania Bernadette. “A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/103258.

MLA Handbook (7th Edition):

Adams, Tania Bernadette. “A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector.” 2018. Web. 15 Dec 2019.

Vancouver:

Adams TB. A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/103258.

Council of Science Editors:

Adams TB. A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103258


Nelson Mandela Metropolitan University

5. Griesel, Issabella. The teaching of financial management principles to school leaders in disadvantaged schools.

Degree: DEd, Faculty of Education, 2011, Nelson Mandela Metropolitan University

 The objective of this study was to find out how a course in School Financial Management should be designed and presented in order to bring… (more)

Subjects/Keywords: Education  – South Africa  – Finance; School management and organization  – South Africa; School budgets  – South Africa

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APA (6th Edition):

Griesel, I. (2011). The teaching of financial management principles to school leaders in disadvantaged schools. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1538

Chicago Manual of Style (16th Edition):

Griesel, Issabella. “The teaching of financial management principles to school leaders in disadvantaged schools.” 2011. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed December 15, 2019. http://hdl.handle.net/10948/1538.

MLA Handbook (7th Edition):

Griesel, Issabella. “The teaching of financial management principles to school leaders in disadvantaged schools.” 2011. Web. 15 Dec 2019.

Vancouver:

Griesel I. The teaching of financial management principles to school leaders in disadvantaged schools. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10948/1538.

Council of Science Editors:

Griesel I. The teaching of financial management principles to school leaders in disadvantaged schools. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2011. Available from: http://hdl.handle.net/10948/1538


Stellenbosch University

6. Ned, Lieketseng Yvonne. Reconnecting with Indigenous knowledge in education : exploring possibilities for health and well-being in Xhora, South Africa.

Degree: PhD, 2019, Stellenbosch University

 ENGLISH SUMMARY : Owing to coloniality, Eurocentric and western thinkers have been privileged in knowledge production while African indigenous thinkers and knowers have been subjugated.… (more)

Subjects/Keywords: Indigenous knowledge  – Xhora (South Africa); Ethnoscience  – Xhora (South Africa); Health education  – South Africa; Decolonization; UCTD

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APA (6th Edition):

Ned, L. Y. (2019). Reconnecting with Indigenous knowledge in education : exploring possibilities for health and well-being in Xhora, South Africa. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/106187

Chicago Manual of Style (16th Edition):

Ned, Lieketseng Yvonne. “Reconnecting with Indigenous knowledge in education : exploring possibilities for health and well-being in Xhora, South Africa.” 2019. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/106187.

MLA Handbook (7th Edition):

Ned, Lieketseng Yvonne. “Reconnecting with Indigenous knowledge in education : exploring possibilities for health and well-being in Xhora, South Africa.” 2019. Web. 15 Dec 2019.

Vancouver:

Ned LY. Reconnecting with Indigenous knowledge in education : exploring possibilities for health and well-being in Xhora, South Africa. [Internet] [Doctoral dissertation]. Stellenbosch University; 2019. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/106187.

Council of Science Editors:

Ned LY. Reconnecting with Indigenous knowledge in education : exploring possibilities for health and well-being in Xhora, South Africa. [Doctoral Dissertation]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/106187


Clemson University

7. Jaffe, Gita. THE RIGHTS OF CHILDREN AFFECTED BY AIDS: A POLICY PAPER FOCUSING ON THE RIGHT TO EDUCATION.

Degree: PhD, International Family and Community Studies, 2011, Clemson University

  HIV and AIDS have the potential to surpass every catastrophe in Africa's history, because they encompass all of the past vulnerabilities. Thirty years after… (more)

Subjects/Keywords: AIDS epidemic; CABA (children affected by AIDS); Education; Orphans; Sub-Saharan Africa; Family, Life Course, and Society

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APA (6th Edition):

Jaffe, G. (2011). THE RIGHTS OF CHILDREN AFFECTED BY AIDS: A POLICY PAPER FOCUSING ON THE RIGHT TO EDUCATION. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/800

Chicago Manual of Style (16th Edition):

Jaffe, Gita. “THE RIGHTS OF CHILDREN AFFECTED BY AIDS: A POLICY PAPER FOCUSING ON THE RIGHT TO EDUCATION.” 2011. Doctoral Dissertation, Clemson University. Accessed December 15, 2019. https://tigerprints.clemson.edu/all_dissertations/800.

MLA Handbook (7th Edition):

Jaffe, Gita. “THE RIGHTS OF CHILDREN AFFECTED BY AIDS: A POLICY PAPER FOCUSING ON THE RIGHT TO EDUCATION.” 2011. Web. 15 Dec 2019.

Vancouver:

Jaffe G. THE RIGHTS OF CHILDREN AFFECTED BY AIDS: A POLICY PAPER FOCUSING ON THE RIGHT TO EDUCATION. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Dec 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/800.

Council of Science Editors:

Jaffe G. THE RIGHTS OF CHILDREN AFFECTED BY AIDS: A POLICY PAPER FOCUSING ON THE RIGHT TO EDUCATION. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/800


Stellenbosch University

8. Robertson, Catherine Anne. Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework.

Degree: PhD, Curriculum Studies, 2015, Stellenbosch University

ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these… (more)

Subjects/Keywords: Vocational education  – South Africa; Vocational teachers  – South Africa; Technical education  – South Africa; Leadership  – Study and teaching  – South Africa; Technical and vocational education and training  – South Africa; UCTD

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APA (6th Edition):

Robertson, C. A. (2015). Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96966

Chicago Manual of Style (16th Edition):

Robertson, Catherine Anne. “Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/96966.

MLA Handbook (7th Edition):

Robertson, Catherine Anne. “Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework.” 2015. Web. 15 Dec 2019.

Vancouver:

Robertson CA. Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/96966.

Council of Science Editors:

Robertson CA. Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96966


Nelson Mandela Metropolitan University

9. Williams, Evelyn Elizabeth. Inclusive education : a model for in-service teachers.

Degree: DEd, Faculty of Education, 2007, Nelson Mandela Metropolitan University

 It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated… (more)

Subjects/Keywords: Inclusive education  – South Africa; Teachers  – In-service training  – South Africa

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APA (6th Edition):

Williams, E. E. (2007). Inclusive education : a model for in-service teachers. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/643

Chicago Manual of Style (16th Edition):

Williams, Evelyn Elizabeth. “Inclusive education : a model for in-service teachers.” 2007. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed December 15, 2019. http://hdl.handle.net/10948/643.

MLA Handbook (7th Edition):

Williams, Evelyn Elizabeth. “Inclusive education : a model for in-service teachers.” 2007. Web. 15 Dec 2019.

Vancouver:

Williams EE. Inclusive education : a model for in-service teachers. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2007. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10948/643.

Council of Science Editors:

Williams EE. Inclusive education : a model for in-service teachers. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2007. Available from: http://hdl.handle.net/10948/643


Stellenbosch University

10. Karolien, Perold-Bull. Thinking about, with and through design : a cartography for transformation.

Degree: PhD, Visual Arts, 2018, Stellenbosch University

 ENGLISH ABSTRACT: Transformation in South African higher education has recently been a topic of major debate. Student protests have given rise to increased awareness of… (more)

Subjects/Keywords: Transformation  – South Africa; Higher education  – South Africa  – Stellenbosch University; Cartography; UCTD

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APA (6th Edition):

Karolien, P. (2018). Thinking about, with and through design : a cartography for transformation. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105002

Chicago Manual of Style (16th Edition):

Karolien, Perold-Bull. “Thinking about, with and through design : a cartography for transformation.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/105002.

MLA Handbook (7th Edition):

Karolien, Perold-Bull. “Thinking about, with and through design : a cartography for transformation.” 2018. Web. 15 Dec 2019.

Vancouver:

Karolien P. Thinking about, with and through design : a cartography for transformation. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/105002.

Council of Science Editors:

Karolien P. Thinking about, with and through design : a cartography for transformation. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105002


Rhodes University

11. Vandeleur, Sonja. Indigenous technology and culture in the technology curriculum : starting the conversation : a case study.

Degree: PhD, Faculty of Education, Education, 2010, Rhodes University

 Since the collapse of apartheid and the first democratic elections of 1994, education in South Africa has undergone fundamental transformation and part of this transformation… (more)

Subjects/Keywords: Curriculum evaluation – South Africa; Curriculum planning – South Africa; Education – Curricula – South Africa; Technology – Study and teaching – South Africa; Indigenous peoples – Education – South Africa

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APA (6th Edition):

Vandeleur, S. (2010). Indigenous technology and culture in the technology curriculum : starting the conversation : a case study. (Doctoral Dissertation). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003455

Chicago Manual of Style (16th Edition):

Vandeleur, Sonja. “Indigenous technology and culture in the technology curriculum : starting the conversation : a case study.” 2010. Doctoral Dissertation, Rhodes University. Accessed December 15, 2019. http://hdl.handle.net/10962/d1003455.

MLA Handbook (7th Edition):

Vandeleur, Sonja. “Indigenous technology and culture in the technology curriculum : starting the conversation : a case study.” 2010. Web. 15 Dec 2019.

Vancouver:

Vandeleur S. Indigenous technology and culture in the technology curriculum : starting the conversation : a case study. [Internet] [Doctoral dissertation]. Rhodes University; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10962/d1003455.

Council of Science Editors:

Vandeleur S. Indigenous technology and culture in the technology curriculum : starting the conversation : a case study. [Doctoral Dissertation]. Rhodes University; 2010. Available from: http://hdl.handle.net/10962/d1003455


Stellenbosch University

12. Swart, Marietta. A workplace literacy perspective on unlocking employability of Technical and Vocational Education and Training College graduates.

Degree: PhD, Curriculum Studies, 2018, Stellenbosch University

 The inability of young graduates emerging from education and training institutions, including technical and vocational education and training (TVET) colleges, to find employment or socially… (more)

Subjects/Keywords: Vocational training centers  – South Africa; Community college graduates  – South Africa; Technical and vocational education and training (TVET); Employability  – South Africa; Vocational education  – South Africa; Workplace literacy  – South Africa; UCTD

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APA (6th Edition):

Swart, M. (2018). A workplace literacy perspective on unlocking employability of Technical and Vocational Education and Training College graduates. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105068

Chicago Manual of Style (16th Edition):

Swart, Marietta. “A workplace literacy perspective on unlocking employability of Technical and Vocational Education and Training College graduates.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/105068.

MLA Handbook (7th Edition):

Swart, Marietta. “A workplace literacy perspective on unlocking employability of Technical and Vocational Education and Training College graduates.” 2018. Web. 15 Dec 2019.

Vancouver:

Swart M. A workplace literacy perspective on unlocking employability of Technical and Vocational Education and Training College graduates. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/105068.

Council of Science Editors:

Swart M. A workplace literacy perspective on unlocking employability of Technical and Vocational Education and Training College graduates. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105068


Stellenbosch University

13. Lombard, Jeffrey J. Arts and culture teachers' experiences of and responses to curriculum change.

Degree: PhD, Curriculum Studies, 2012, Stellenbosch University

ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic… (more)

Subjects/Keywords: Education; Dissertations  – Education; Curriculum change  – South Africa; Educational change  – South Africa; Teacher participation in curriculum planning  – South Africa; Curriculum Studies

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APA (6th Edition):

Lombard, J. J. (2012). Arts and culture teachers' experiences of and responses to curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71700

Chicago Manual of Style (16th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/71700.

MLA Handbook (7th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Web. 15 Dec 2019.

Vancouver:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/71700.

Council of Science Editors:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71700


University of KwaZulu-Natal

14. Govender, Rajendran. Constructions and justifications of a generalization of Viviani's theorem.

Degree: PhD, Education, 2013, University of KwaZulu-Natal

 This qualitative study actively engaged a group of eight pre-service mathematics teachers (PMTs) in an evolutionary process of generalizing and justifying. It was conducted in… (more)

Subjects/Keywords: Education.; Mathematics – Study and teaching – South Africa.

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APA (6th Edition):

Govender, R. (2013). Constructions and justifications of a generalization of Viviani's theorem. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9299

Chicago Manual of Style (16th Edition):

Govender, Rajendran. “Constructions and justifications of a generalization of Viviani's theorem.” 2013. Doctoral Dissertation, University of KwaZulu-Natal. Accessed December 15, 2019. http://hdl.handle.net/10413/9299.

MLA Handbook (7th Edition):

Govender, Rajendran. “Constructions and justifications of a generalization of Viviani's theorem.” 2013. Web. 15 Dec 2019.

Vancouver:

Govender R. Constructions and justifications of a generalization of Viviani's theorem. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10413/9299.

Council of Science Editors:

Govender R. Constructions and justifications of a generalization of Viviani's theorem. [Doctoral Dissertation]. University of KwaZulu-Natal; 2013. Available from: http://hdl.handle.net/10413/9299


University of Pretoria

15. Akor, Eusebius Ugochukwu. Government intervention in higher education in South Africa : policy options.

Degree: School of Public Management and Administration (SPMA), 2008, University of Pretoria

 The primary objectives of this study are to consider the theoretical foundations of Public Administration and specifically public policy; the international context within which higher… (more)

Subjects/Keywords: Government intervention; Higher education; South africa; UCTD

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APA (6th Edition):

Akor, E. (2008). Government intervention in higher education in South Africa : policy options. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29793

Chicago Manual of Style (16th Edition):

Akor, Eusebius. “Government intervention in higher education in South Africa : policy options.” 2008. Doctoral Dissertation, University of Pretoria. Accessed December 15, 2019. http://hdl.handle.net/2263/29793.

MLA Handbook (7th Edition):

Akor, Eusebius. “Government intervention in higher education in South Africa : policy options.” 2008. Web. 15 Dec 2019.

Vancouver:

Akor E. Government intervention in higher education in South Africa : policy options. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2263/29793.

Council of Science Editors:

Akor E. Government intervention in higher education in South Africa : policy options. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/29793


University of Pretoria

16. [No author]. Government intervention in higher education in South Africa : policy options .

Degree: 2008, University of Pretoria

 The primary objectives of this study are to consider the theoretical foundations of Public Administration and specifically public policy; the international context within which higher… (more)

Subjects/Keywords: Government intervention; Higher education; South africa; UCTD

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APA (6th Edition):

author], [. (2008). Government intervention in higher education in South Africa : policy options . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11252008-130318/

Chicago Manual of Style (16th Edition):

author], [No. “Government intervention in higher education in South Africa : policy options .” 2008. Doctoral Dissertation, University of Pretoria. Accessed December 15, 2019. http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.

MLA Handbook (7th Edition):

author], [No. “Government intervention in higher education in South Africa : policy options .” 2008. Web. 15 Dec 2019.

Vancouver:

author] [. Government intervention in higher education in South Africa : policy options . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Dec 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.

Council of Science Editors:

author] [. Government intervention in higher education in South Africa : policy options . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-11252008-130318/


Nelson Mandela Metropolitan University

17. Calitz, André Paul. A model for the alignment of ICT Education with Business ICT Skills requirements.

Degree: DBM, Faculty of Business and Economic Sciences, 2010, Nelson Mandela Metropolitan University

 The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by… (more)

Subjects/Keywords: Educational technology  – South Africa; Education, Higher  – South Africa; Information technology  – Social aspects  – South Africa; Information technology  – Study and teaching

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APA (6th Edition):

Calitz, A. P. (2010). A model for the alignment of ICT Education with Business ICT Skills requirements. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1418

Chicago Manual of Style (16th Edition):

Calitz, André Paul. “A model for the alignment of ICT Education with Business ICT Skills requirements.” 2010. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed December 15, 2019. http://hdl.handle.net/10948/1418.

MLA Handbook (7th Edition):

Calitz, André Paul. “A model for the alignment of ICT Education with Business ICT Skills requirements.” 2010. Web. 15 Dec 2019.

Vancouver:

Calitz AP. A model for the alignment of ICT Education with Business ICT Skills requirements. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10948/1418.

Council of Science Editors:

Calitz AP. A model for the alignment of ICT Education with Business ICT Skills requirements. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1418


Stellenbosch University

18. Luvalo, Loyiso Mennon. Institutional culture of a post-merger institution: A case study of a South African university.

Degree: PhD, Education Policy Studies, 2017, Stellenbosch University

ENGLISH ABSTRACT : This dissertation is based on a critical hermeneutic study of institutional culture of a merged institution of higher education in South Africa.… (more)

Subjects/Keywords: Hermeneutics; Education, Higher  – South Africa; Institutional culture; Universities and colleges  – Social aspects  – South Africa; Universities and colleges  – Mergers  – South Africa; Distance education  – South Africa

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APA (6th Edition):

Luvalo, L. M. (2017). Institutional culture of a post-merger institution: A case study of a South African university. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102600

Chicago Manual of Style (16th Edition):

Luvalo, Loyiso Mennon. “Institutional culture of a post-merger institution: A case study of a South African university.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/102600.

MLA Handbook (7th Edition):

Luvalo, Loyiso Mennon. “Institutional culture of a post-merger institution: A case study of a South African university.” 2017. Web. 15 Dec 2019.

Vancouver:

Luvalo LM. Institutional culture of a post-merger institution: A case study of a South African university. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/102600.

Council of Science Editors:

Luvalo LM. Institutional culture of a post-merger institution: A case study of a South African university. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102600


Stellenbosch University

19. Ferguson, Rene. Teacher development for religious and cultural diversity in citizenship education : a community of practice approach.

Degree: PhD, Curriculum Studies, 2011, Stellenbosch University

 ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa(more)

Subjects/Keywords: Education; Religious educators  – Training of  – South Africa; Multicultural education  – Curricula  – South Africa; Citizenship  – Study and teaching  – South Africa; South Africa  – Social conditions  – 1994-

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APA (6th Edition):

Ferguson, R. (2011). Teacher development for religious and cultural diversity in citizenship education : a community of practice approach. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6770

Chicago Manual of Style (16th Edition):

Ferguson, Rene. “Teacher development for religious and cultural diversity in citizenship education : a community of practice approach.” 2011. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/6770.

MLA Handbook (7th Edition):

Ferguson, Rene. “Teacher development for religious and cultural diversity in citizenship education : a community of practice approach.” 2011. Web. 15 Dec 2019.

Vancouver:

Ferguson R. Teacher development for religious and cultural diversity in citizenship education : a community of practice approach. [Internet] [Doctoral dissertation]. Stellenbosch University; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/6770.

Council of Science Editors:

Ferguson R. Teacher development for religious and cultural diversity in citizenship education : a community of practice approach. [Doctoral Dissertation]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6770


Nelson Mandela Metropolitan University

20. Toni, Mademoiselle Noluthando. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.

Degree: DEd, Faculty of Education, 2009, Nelson Mandela Metropolitan University

 This thesis examined the manifestations of the various forms of racism in a South African institution of higher learning, the Nelson Mandela Metropolitan University (NMMU).… (more)

Subjects/Keywords: Racism in higher education  – South Africa  – Port Elizabeth; Educational change  – South Africa  – Port Elizabeth

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APA (6th Edition):

Toni, M. N. (2009). Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/876

Chicago Manual of Style (16th Edition):

Toni, Mademoiselle Noluthando. “Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.” 2009. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed December 15, 2019. http://hdl.handle.net/10948/876.

MLA Handbook (7th Edition):

Toni, Mademoiselle Noluthando. “Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.” 2009. Web. 15 Dec 2019.

Vancouver:

Toni MN. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10948/876.

Council of Science Editors:

Toni MN. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/876

21. Spaull, Nicholas. Education quality in South Africa and Sub-Saharan Africa : an economic approach.

Degree: PhD, Economics, 2015, Stellenbosch University

 ENGLISH ABSTRACT: Education has always occupied a central role in the discipline of economics, featuring prominently in the theoretical constructs of the discipline and, more… (more)

Subjects/Keywords: SACMEQ; Education  – South Africa; Education quality; Education  – Africa, Sub-Saharan; Access to education; UCTD; Education  – Economic aspects  – South Africa; Education  – Economic aspects  – Africa, Sub-Saharan

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APA (6th Edition):

Spaull, N. (2015). Education quality in South Africa and Sub-Saharan Africa : an economic approach. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96775

Chicago Manual of Style (16th Edition):

Spaull, Nicholas. “Education quality in South Africa and Sub-Saharan Africa : an economic approach.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/96775.

MLA Handbook (7th Edition):

Spaull, Nicholas. “Education quality in South Africa and Sub-Saharan Africa : an economic approach.” 2015. Web. 15 Dec 2019.

Vancouver:

Spaull N. Education quality in South Africa and Sub-Saharan Africa : an economic approach. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/96775.

Council of Science Editors:

Spaull N. Education quality in South Africa and Sub-Saharan Africa : an economic approach. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96775


Stellenbosch University

22. van Zyl, Ann Elizabeth. Re-exploring the anaesthetic and recovery room component of the Diploma in Operating Department Assistance curriculum at a private higher education institution in South Africa.

Degree: PhD, Curriculum Studies, 2019, Stellenbosch University

 ENGLISH ABSTRACT : The provision of high quality education and training is paramount in healthcare contexts to ensure graduates are trained according to the needs… (more)

Subjects/Keywords: Education, Higher  – Curricula  – South Africa; Recovery room personnel  – Training  – South Africa; Healthcare professionals  – Training  – South Africa; Operating department assistance  – Training  – South Africa; Operating department assistance  – Curricula

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APA (6th Edition):

van Zyl, A. E. (2019). Re-exploring the anaesthetic and recovery room component of the Diploma in Operating Department Assistance curriculum at a private higher education institution in South Africa. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/106149

Chicago Manual of Style (16th Edition):

van Zyl, Ann Elizabeth. “Re-exploring the anaesthetic and recovery room component of the Diploma in Operating Department Assistance curriculum at a private higher education institution in South Africa.” 2019. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/106149.

MLA Handbook (7th Edition):

van Zyl, Ann Elizabeth. “Re-exploring the anaesthetic and recovery room component of the Diploma in Operating Department Assistance curriculum at a private higher education institution in South Africa.” 2019. Web. 15 Dec 2019.

Vancouver:

van Zyl AE. Re-exploring the anaesthetic and recovery room component of the Diploma in Operating Department Assistance curriculum at a private higher education institution in South Africa. [Internet] [Doctoral dissertation]. Stellenbosch University; 2019. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/106149.

Council of Science Editors:

van Zyl AE. Re-exploring the anaesthetic and recovery room component of the Diploma in Operating Department Assistance curriculum at a private higher education institution in South Africa. [Doctoral Dissertation]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/106149


University of KwaZulu-Natal

23. Moodley, Tharanialan Kistnasamy. A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.

Degree: PhD, Education, 1980, University of KwaZulu-Natal

No abstract available. Advisors/Committee Members: Behr, A. Leslie (advisor).

Subjects/Keywords: Education.; Indians – Education – South Africa.

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APA (6th Edition):

Moodley, T. K. (1980). A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3168

Chicago Manual of Style (16th Edition):

Moodley, Tharanialan Kistnasamy. “A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.” 1980. Doctoral Dissertation, University of KwaZulu-Natal. Accessed December 15, 2019. http://hdl.handle.net/10413/3168.

MLA Handbook (7th Edition):

Moodley, Tharanialan Kistnasamy. “A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.” 1980. Web. 15 Dec 2019.

Vancouver:

Moodley TK. A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 1980. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10413/3168.

Council of Science Editors:

Moodley TK. A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools. [Doctoral Dissertation]. University of KwaZulu-Natal; 1980. Available from: http://hdl.handle.net/10413/3168


University of KwaZulu-Natal

24. Naidu, Sundrasagren. Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice.

Degree: PhD, Education, 2004, University of KwaZulu-Natal

 As part of the transformation agenda of education and training policy, the main thrust of Recognition and Prior Learning (RPL) in the South African policy… (more)

Subjects/Keywords: Education.; Education, Higher – South Africa

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APA (6th Edition):

Naidu, S. (2004). Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3232

Chicago Manual of Style (16th Edition):

Naidu, Sundrasagren. “Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice.” 2004. Doctoral Dissertation, University of KwaZulu-Natal. Accessed December 15, 2019. http://hdl.handle.net/10413/3232.

MLA Handbook (7th Edition):

Naidu, Sundrasagren. “Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice.” 2004. Web. 15 Dec 2019.

Vancouver:

Naidu S. Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2004. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10413/3232.

Council of Science Editors:

Naidu S. Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice. [Doctoral Dissertation]. University of KwaZulu-Natal; 2004. Available from: http://hdl.handle.net/10413/3232


University of Johannesburg

25. Mhlongo, Thulani Eugene. Mentorship programmes for teacher development in Soweto schools.

Degree: PhD, 2012, University of Johannesburg

 The primary aim of this research project was to develop an appropriate management framework based on the development and management of teacher development activities through… (more)

Subjects/Keywords: Teacher orientation; Mentoring in education; Secondary education; Soweto (South Africa)

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APA (6th Edition):

Mhlongo, T. E. (2012). Mentorship programmes for teacher development in Soweto schools. (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6726

Chicago Manual of Style (16th Edition):

Mhlongo, Thulani Eugene. “Mentorship programmes for teacher development in Soweto schools.” 2012. Doctoral Dissertation, University of Johannesburg. Accessed December 15, 2019. http://hdl.handle.net/10210/6726.

MLA Handbook (7th Edition):

Mhlongo, Thulani Eugene. “Mentorship programmes for teacher development in Soweto schools.” 2012. Web. 15 Dec 2019.

Vancouver:

Mhlongo TE. Mentorship programmes for teacher development in Soweto schools. [Internet] [Doctoral dissertation]. University of Johannesburg; 2012. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10210/6726.

Council of Science Editors:

Mhlongo TE. Mentorship programmes for teacher development in Soweto schools. [Doctoral Dissertation]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6726

26. Ncube, Thembinkosi. Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape.

Degree: PhD, Faculty of Education, 2011, University of Fort Hare

 Adolescents in the schools in South Africa have been victims of many social problems such as violence and crime as a result of background influence.… (more)

Subjects/Keywords: School violence  – South Africa  – Eastern Cape – Juvenile delinquency  – South Africa  – Eastern Cape – Crime  – South Africa  – Eastern Cape – Education, Secondary  – South Africa  – Eastern Cape – School discipline  – South Africa  – Eastern Cape – Poverty  – South Africa  – Eastern Cape; School violence – Adolescent-learner – Quintile system – Family attachment – School attachment

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APA (6th Edition):

Ncube, T. (2011). Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape. (Doctoral Dissertation). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/504

Chicago Manual of Style (16th Edition):

Ncube, Thembinkosi. “Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape.” 2011. Doctoral Dissertation, University of Fort Hare. Accessed December 15, 2019. http://hdl.handle.net/10353/504.

MLA Handbook (7th Edition):

Ncube, Thembinkosi. “Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape.” 2011. Web. 15 Dec 2019.

Vancouver:

Ncube T. Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape. [Internet] [Doctoral dissertation]. University of Fort Hare; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10353/504.

Council of Science Editors:

Ncube T. Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape. [Doctoral Dissertation]. University of Fort Hare; 2011. Available from: http://hdl.handle.net/10353/504


University of Johannesburg

27. Wanyama, Henry Sammy. School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania).

Degree: PhD, 2012, University of Johannesburg

 This study investigated the nature of collaboration between three institutions: the school, NGO and community (local leaders and members) in enabling sustainable development in regard… (more)

Subjects/Keywords: Environmental education - Research - South Africa.; Environmental education - Research - Tanzania.; Sustainable development - Research - South Africa.; Sustainable development - Research - Tanzania

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APA (6th Edition):

Wanyama, H. S. (2012). School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania). (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5950

Chicago Manual of Style (16th Edition):

Wanyama, Henry Sammy. “School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania).” 2012. Doctoral Dissertation, University of Johannesburg. Accessed December 15, 2019. http://hdl.handle.net/10210/5950.

MLA Handbook (7th Edition):

Wanyama, Henry Sammy. “School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania).” 2012. Web. 15 Dec 2019.

Vancouver:

Wanyama HS. School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania). [Internet] [Doctoral dissertation]. University of Johannesburg; 2012. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10210/5950.

Council of Science Editors:

Wanyama HS. School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania). [Doctoral Dissertation]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5950


Stellenbosch University

28. Khoza, Lindiwe Mhakamuni. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.

Degree: PhD, Curriculum Studies, 2016, Stellenbosch University

 ENGLISH ABSTRACT : The study was undertaken to determine variables associated with students’ learning resource preferences in the Learning Management System (LMS) of the Faculty… (more)

Subjects/Keywords: Learning management system; Learning resource preference; Military Science  – Study and teaching (Higher)  – South Africa; Education, Higher  – Curricula  – South Africa; UCTD; Military education  – South Africa; Military science  – Course content

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APA (6th Edition):

Khoza, L. M. (2016). Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100124

Chicago Manual of Style (16th Edition):

Khoza, Lindiwe Mhakamuni. “Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.” 2016. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/100124.

MLA Handbook (7th Edition):

Khoza, Lindiwe Mhakamuni. “Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.” 2016. Web. 15 Dec 2019.

Vancouver:

Khoza LM. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. [Internet] [Doctoral dissertation]. Stellenbosch University; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/100124.

Council of Science Editors:

Khoza LM. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. [Doctoral Dissertation]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/100124


Stellenbosch University

29. Coetzee, Catherina Maria (Kayline). A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction.

Degree: PhD, Curriculum Studies, 2019, Stellenbosch University

 ENGLISH ABSTRACT : Nursing education in South Africa is continuously being influenced by significant changes in all spheres of higher education. There is little doubt… (more)

Subjects/Keywords: Nursing schools  – Workload  – South Africa; Nurses  – In-service training  – South Africa; Nurse educators  – South Africa; Nursing  – Study and teaching (Continuing education)  – South Africa; Nursing  – Study and teaching (Graduate)  – South Africa; Private higher education  – Nursing; UCTD

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APA (6th Edition):

Coetzee, C. M. (. (2019). A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105939

Chicago Manual of Style (16th Edition):

Coetzee, Catherina Maria (Kayline). “A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction.” 2019. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/105939.

MLA Handbook (7th Edition):

Coetzee, Catherina Maria (Kayline). “A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction.” 2019. Web. 15 Dec 2019.

Vancouver:

Coetzee CM(. A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction. [Internet] [Doctoral dissertation]. Stellenbosch University; 2019. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/105939.

Council of Science Editors:

Coetzee CM(. A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction. [Doctoral Dissertation]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105939


Stellenbosch University

30. Van der Bijl, Andre James. Mentoring and the development of educators in South African Technical and Vocational Education.

Degree: PhD, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: A perennial challenge facing public technical and vocational education and training (TVET) colleges in South Africa is that the majority of staff, while… (more)

Subjects/Keywords: mentoring; critical discourse analysis; technical and vocational education and training; Fairclough; Foucault; Technical and vocational education and training  – South Africa; Vocational education  – South Africa; Technical education  – South Africa; Mentoring in education  – South Africa; UCTD

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APA (6th Edition):

Van der Bijl, A. J. (2015). Mentoring and the development of educators in South African Technical and Vocational Education. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96825

Chicago Manual of Style (16th Edition):

Van der Bijl, Andre James. “Mentoring and the development of educators in South African Technical and Vocational Education.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed December 15, 2019. http://hdl.handle.net/10019.1/96825.

MLA Handbook (7th Edition):

Van der Bijl, Andre James. “Mentoring and the development of educators in South African Technical and Vocational Education.” 2015. Web. 15 Dec 2019.

Vancouver:

Van der Bijl AJ. Mentoring and the development of educators in South African Technical and Vocational Education. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10019.1/96825.

Council of Science Editors:

Van der Bijl AJ. Mentoring and the development of educators in South African Technical and Vocational Education. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96825

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