subject:(Program)

University of Cape Town

1. Nembaware, Victoria Precious. A formative evaluation of an instant messaging-based HIV and AIDS helpline in South Africa.

Degree: Image, Institute for Monitoring and Evaluation, 2012, University of Cape Town

URL: http://hdl.handle.net/11427/12069

► Widespread adoption of mobile phone-based innovative interventions hinge on clear guidelines and standards being established on how such programmes should be designed and implemented to… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Nembaware, V. P. (2012). A formative evaluation of an instant messaging-based HIV and AIDS helpline in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12069

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

Chicago Manual of Style (16^th Edition):

Nembaware, Victoria Precious. “A formative evaluation of an instant messaging-based HIV and AIDS helpline in South Africa.” 2012. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/12069.

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

MLA Handbook (7^th Edition):

Nembaware, Victoria Precious. “A formative evaluation of an instant messaging-based HIV and AIDS helpline in South Africa.” 2012. Web. 04 Mar 2021.

Vancouver:

Nembaware VP. A formative evaluation of an instant messaging-based HIV and AIDS helpline in South Africa. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/12069.

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

Council of Science Editors:

Nembaware VP. A formative evaluation of an instant messaging-based HIV and AIDS helpline in South Africa. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/12069

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

University of Cape Town

2. Muzigaba, Moise. An outcome evaluation of the SHAWCO Saturday School Programme.

Degree: Image, Institute for Monitoring and Evaluation, 2012, University of Cape Town

URL: http://hdl.handle.net/11427/10918

► This dissertation reports on an outcome evaluation of the Student Health and Welfare Centres Organisation (SHAWCO) Saturday Schools Programme. This is a professionally-run catch-up educational… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Muzigaba, M. (2012). An outcome evaluation of the SHAWCO Saturday School Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10918

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

Chicago Manual of Style (16^th Edition):

Muzigaba, Moise. “An outcome evaluation of the SHAWCO Saturday School Programme.” 2012. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/10918.

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

MLA Handbook (7^th Edition):

Muzigaba, Moise. “An outcome evaluation of the SHAWCO Saturday School Programme.” 2012. Web. 04 Mar 2021.

Vancouver:

Muzigaba M. An outcome evaluation of the SHAWCO Saturday School Programme. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/10918.

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

Council of Science Editors:

Muzigaba M. An outcome evaluation of the SHAWCO Saturday School Programme. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/10918

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

University of Cape Town

3. Lemmon, Danielle Kelly. An outcome evaluation of the Centre of Science and Technology.

Degree: Image, Institute for Monitoring and Evaluation, 2017, University of Cape Town

URL: http://hdl.handle.net/11427/25363

► Globally education policy, practice and research has emphasized the importance of science, technology, engineering and mathematics (STEM) secondary schools in diminishing the skills-gap in STEM… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Lemmon, D. K. (2017). An outcome evaluation of the Centre of Science and Technology. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25363

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

Chicago Manual of Style (16^th Edition):

Lemmon, Danielle Kelly. “An outcome evaluation of the Centre of Science and Technology.” 2017. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/25363.

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

MLA Handbook (7^th Edition):

Lemmon, Danielle Kelly. “An outcome evaluation of the Centre of Science and Technology.” 2017. Web. 04 Mar 2021.

Vancouver:

Lemmon DK. An outcome evaluation of the Centre of Science and Technology. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/25363.

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

Council of Science Editors:

Lemmon DK. An outcome evaluation of the Centre of Science and Technology. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25363

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

University of Cape Town

4. Solomon, Deirdre Margo. Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse.

Degree: Image, Institute for Monitoring and Evaluation, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/8545

► Child sexual abuse is a prevalent problem in South Africa. There are reports of child sexual abuse of very young children in the media on… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Solomon, D. M. (2014). Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8545

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

Chicago Manual of Style (16^th Edition):

Solomon, Deirdre Margo. “Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse.” 2014. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/8545.

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

MLA Handbook (7^th Edition):

Solomon, Deirdre Margo. “Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse.” 2014. Web. 04 Mar 2021.

Vancouver:

Solomon DM. Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/8545.

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

Council of Science Editors:

Solomon DM. Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/8545

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

University of Cape Town

5. Okeyo, Alicia. Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme.

Degree: Image, Institute for Monitoring and Evaluation, 2016, University of Cape Town

URL: http://hdl.handle.net/11427/20504

► The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Okeyo, A. (2016). Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20504

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

Chicago Manual of Style (16^th Edition):

Okeyo, Alicia. “Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme.” 2016. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/20504.

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

MLA Handbook (7^th Edition):

Okeyo, Alicia. “Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme.” 2016. Web. 04 Mar 2021.

Vancouver:

Okeyo A. Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/20504.

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

Council of Science Editors:

Okeyo A. Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20504

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

University of Cape Town

6. Behardien, Nasreen. A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town.

Degree: Image, Institute for Monitoring and Evaluation, 2011, University of Cape Town

URL: http://hdl.handle.net/11427/10169

► This study was undertaken to articulate and evaluate the programme theory and implementation of the Legal Advice and Training (LAT) Programme, a publicly funded programme… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Behardien, N. (2011). A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10169

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

Chicago Manual of Style (16^th Edition):

Behardien, Nasreen. “A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town.” 2011. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/10169.

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

MLA Handbook (7^th Edition):

Behardien, Nasreen. “A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town.” 2011. Web. 04 Mar 2021.

Vancouver:

Behardien N. A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/10169.

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

Council of Science Editors:

Behardien N. A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/10169

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

University of Cape Town

7. Mutenheri, Hellen. A formative evaluation of the James House programme for orphans and vulnerable children.

Degree: Image, Institute for Monitoring and Evaluation, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/8546

► The increasing burden of care and support of orphaned children or those made vulnerable by HIV/AIDS remains a critical and challenging issue particularly in the… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Mutenheri, H. (2014). A formative evaluation of the James House programme for orphans and vulnerable children. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8546

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

Chicago Manual of Style (16^th Edition):

Mutenheri, Hellen. “A formative evaluation of the James House programme for orphans and vulnerable children.” 2014. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/8546.

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

MLA Handbook (7^th Edition):

Mutenheri, Hellen. “A formative evaluation of the James House programme for orphans and vulnerable children.” 2014. Web. 04 Mar 2021.

Vancouver:

Mutenheri H. A formative evaluation of the James House programme for orphans and vulnerable children. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/8546.

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

Council of Science Editors:

Mutenheri H. A formative evaluation of the James House programme for orphans and vulnerable children. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/8546

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

University of Cape Town

8. Reddy, Lucina Jacqueline. Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/21796

► The following dissertation details an evaluation conducted on a giftedness programme. The introduction of giftedness programmes can be traced as far back as 1922 where… (more)

▼ The following dissertation details an evaluation conducted on a giftedness programme. The introduction of giftedness programmes can be traced as far back as 1922 where Terman was one of the first people to document and formalise the link between one's innate ability and their performance on a number of outcomes. Since then many other theorists Renzulli (1977) and Subotnik, Olszewski-Kubilius, and Worrell (2011) have expanded on the definition of giftedness to include not only one's innate ability but development of potential through a specialised environment that encourages the gifted learner to enhance their ability. In 2013, a programme evaluation student at the University of Cape Town, Reitumetse Mogorosi, conducted research for the Imibala Trust to assist with the design of the Gifted and Talented Enrichment (GATE) Programme. The Imibala Trust had for some time (with the support of the Metropole East Education Department) decided to pilot such a programme that aimed to serve gifted disadvantaged children in the Helderberg region. As a result of Mogorosi's work the GATE personnel were provided with an evaluation report that detailed a plausible programme theory for their programme; the activities that the GATE programme should include in its design; the selection process to be followed to recruit the identified target audience; and the importance of engaging relevant stakeholders in the programme. Following Mogorosi's (2014) report, the GATE programme was piloted in 2014. In 2014, a second masters' student from the University of Cape Town evaluated the pilot implementation of the GATE programme. This dissertation is an account of that evaluation study. The evaluator conducted two forms of evaluation, namely a process evaluation and a short-term outcome evaluation. The process evaluation aimed to establish whether the GATE personnel had implemented the programme as planned; while the short-term outcome evaluation aimed to determine whether the participants in the GATE programme perceived any changes as a result of the programme. Advisors/Committee Members: Field, Carren (advisor).

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Reddy, L. J. (2015). Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/21796

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

Chicago Manual of Style (16^th Edition):

Reddy, Lucina Jacqueline. “Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/21796.

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

MLA Handbook (7^th Edition):

Reddy, Lucina Jacqueline. “Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape.” 2015. Web. 04 Mar 2021.

Vancouver:

Reddy LJ. Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/21796.

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

Council of Science Editors:

Reddy LJ. Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/21796

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

University of Cape Town

9. Saungweme, Sandra. An outcome evaluation of an aftercare programme for HIV and AIDS affected children.

Degree: Image, Institute for Monitoring and Evaluation, 2011, University of Cape Town

URL: http://hdl.handle.net/11427/12208

► The aftercare programme is run by a non-governmental organisation (NGO) called Ikhaya LeThemba (home of hope). Ikhaya LeThemba runs two aftercare programmes: the Intensive Programme,… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Saungweme, S. (2011). An outcome evaluation of an aftercare programme for HIV and AIDS affected children. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12208

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

Chicago Manual of Style (16^th Edition):

Saungweme, Sandra. “An outcome evaluation of an aftercare programme for HIV and AIDS affected children.” 2011. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/12208.

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

MLA Handbook (7^th Edition):

Saungweme, Sandra. “An outcome evaluation of an aftercare programme for HIV and AIDS affected children.” 2011. Web. 04 Mar 2021.

Vancouver:

Saungweme S. An outcome evaluation of an aftercare programme for HIV and AIDS affected children. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/12208.

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

Council of Science Editors:

Saungweme S. An outcome evaluation of an aftercare programme for HIV and AIDS affected children. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/12208

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

University of Cape Town

10. Velloo, Ilhaam. A formative evaluation of the UCT PMD Programme.

Degree: Image, Institute for Monitoring and Evaluation, 2018, University of Cape Town

URL: http://hdl.handle.net/11427/28161

► Personal mobile devices (PMDs) such as tablets (also referred to as tablet computers or tablet pc) have become important educational technology components for university students.… (more)

▼ Personal mobile devices (PMDs) such as tablets (also referred to as tablet computers or tablet pc) have become important educational technology components for university students. Although advances in wireless, mobile technology have resulted in PMDs becoming widely available and less expensive, PMD ownership still presents a substantial capital outlay beyond the means of many South African university students. Thus, there is a need to explore the opportunities low cost PMD initiatives present. Thus far, limited research has been conducted on if and how flexible learning is achieved through low cost PMDs in the South African higher education context, where access to technology and internet access is inconsistent amongst the student population. This study aims to evaluate the outcomes of the PMD Programme at the University of Cape Town (UCT). The programme aims to create a flexible teaching and learning environment for students in higher education, through the use of low cost tablets. This study focused on whether the programme's short‐term outcomes, namely, improved mobile technology knowledge, portability, mobility, communication, information sharing and collaboration were achieved. The extent to which the programme's medium‐term goals (digital literacy and access to course information) were achieved, were also investigated. Lastly, the degree to which students believed the low cost tablet was good enough for their studies was assessed. This evaluation found that the UCT PMD Programme plays a crucial role in providing students with access to affordable mobile technology in the form of low cost tablets and has demonstrated enhancement of students' ability to learn in a flexible manner. The UCT PMD Programme facilitated improvement in students' mobile technology knowledge, mobility of learning and portability of information immensely. Improved communication and collaboration between peers and lecturers were noted. Information sharing was not enhanced through the use of the tablet. Students' digital literacy skills increased and access to information improved immensely through using the tablet. Overall, through the use of the tablet, improvement in students' flexibility of learning was achieved and students found the low cost tablet adequate for their studies. Advisors/Committee Members: Goodman, Suki (advisor).

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Velloo, I. (2018). A formative evaluation of the UCT PMD Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/28161

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

Chicago Manual of Style (16^th Edition):

Velloo, Ilhaam. “A formative evaluation of the UCT PMD Programme.” 2018. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/28161.

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

MLA Handbook (7^th Edition):

Velloo, Ilhaam. “A formative evaluation of the UCT PMD Programme.” 2018. Web. 04 Mar 2021.

Vancouver:

Velloo I. A formative evaluation of the UCT PMD Programme. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/28161.

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

Council of Science Editors:

Velloo I. A formative evaluation of the UCT PMD Programme. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/28161

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

University of Cape Town

11. Schramm, Kai T. D-Tree : examining the efficiency of a community case management mobile medical diagnostic tool.

Degree: Image, Institute for Monitoring and Evaluation, 2016, University of Cape Town

URL: http://hdl.handle.net/11427/20565

► D-Tree International's mission is "to develop and support electronic clinical protocols that enable health workers worldwide to deliver high quality care". They envision a world… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Schramm, K. T. (2016). D-Tree : examining the efficiency of a community case management mobile medical diagnostic tool. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20565

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

Chicago Manual of Style (16^th Edition):

Schramm, Kai T. “D-Tree : examining the efficiency of a community case management mobile medical diagnostic tool.” 2016. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/20565.

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

MLA Handbook (7^th Edition):

Schramm, Kai T. “D-Tree : examining the efficiency of a community case management mobile medical diagnostic tool.” 2016. Web. 04 Mar 2021.

Vancouver:

Schramm KT. D-Tree : examining the efficiency of a community case management mobile medical diagnostic tool. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/20565.

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

Council of Science Editors:

Schramm KT. D-Tree : examining the efficiency of a community case management mobile medical diagnostic tool. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20565

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

University of Cape Town

12. Du Plessis, Heléne. An evaluation of a high school preparatory programme.

Degree: Image, Institute for Monitoring and Evaluation, 2016, University of Cape Town

URL: http://hdl.handle.net/11427/20506

► This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims… (more)

▼ This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and… Advisors/Committee Members: Chapman, Sarah (advisor).

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Du Plessis, H. (2016). An evaluation of a high school preparatory programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20506

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

Chicago Manual of Style (16^th Edition):

Du Plessis, Heléne. “An evaluation of a high school preparatory programme.” 2016. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/20506.

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

MLA Handbook (7^th Edition):

Du Plessis, Heléne. “An evaluation of a high school preparatory programme.” 2016. Web. 04 Mar 2021.

Vancouver:

Du Plessis H. An evaluation of a high school preparatory programme. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/20506.

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

Council of Science Editors:

Du Plessis H. An evaluation of a high school preparatory programme. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20506

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

University of Cape Town

13. Lester, Soraya Natalie. Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/15615

► This dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit… (more)

▼ This dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit organisation (NPO) which provides a range of support services for caregivers of children. The primary audience for this dissertation includes programme stakeholders such as the organisation's director, programme manager and programme facilitators. The programme theory underpinning this intervention was created in collaboration with programme stakeholders and expert opinion. Briefly, this theory assumes that by participating in the parenting programme, caregivers are likely to benefit from learning positive parenting techniques which, when used, will catalyse improvements in the relationship they have with their children, and their children's behaviour. A literature review of similar programmes' effectiveness was conducted to assess its plausibility. This review found evidence which largely supported the programme's theory. This programme theory helped guide the focus of the evaluation. A total of nine evaluation questions were formulated. Two of these aimed to determine whether the programme was implemented with fidelity. The remaining seven aimed to determine the extent to which the programme was effective in improving its intended parent and child outcomes. A range of measures were employed to answer these questions. Implementation fidelity was assessed through asking programme facilitators to complete sessional checklists, collect programme attendance and participant homework checklists for each session. A randomised controlled trial design was used to assess programme outcomes; pre and post-test interviews were conducted in people's homes which utilised a range of measures. The programme was found to be implemented with high levels of fidelity. Despite high levels of engagement also being demonstrated by those who attended, attendance rates were overall quite low. Limited evidence for programme effectiveness was found using both an intention to treat analysis, and after conducting a second analysis which took into consideration a moderator of programme effectiveness i.e., programme attendance. Poor levels of programme attendance, as well as ceiling effects on some measures at pre-test , changes in the control group over time due to control group participants accessing other parenting assistance, reactivity to the questionnaire, and finally having the post-test conducted immediately after the programme was completed , are all factors which likely contributed to one finding limited evidence for programme effectiveness. Despite these factors hindering one's ability to determine programme effectiveness, further analyses are tentatively recommended based on the results that were found. Once participants have been allowed further time to practice programme skills, it is possible that programme effects may be found. Therefore, a long-term follow-up will likely allow one to come to a stronger conclusion regarding programme effectiveness. Finally, a few… Advisors/Committee Members: Ward, Catherine (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Lester, S. N. (2015). Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15615

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

Chicago Manual of Style (16^th Edition):

Lester, Soraya Natalie. “Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15615.

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

MLA Handbook (7^th Edition):

Lester, Soraya Natalie. “Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial.” 2015. Web. 04 Mar 2021.

Vancouver:

Lester SN. Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15615.

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

Council of Science Editors:

Lester SN. Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15615

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

University of Cape Town

14. Zuma, Mlungisi. An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme.

Degree: Image, Institute for Monitoring and Evaluation, 2017, University of Cape Town

URL: http://hdl.handle.net/11427/25657

► This dissertation was an outcome evaluation of the Living Through Learning's Coronation Reading Adventure Room Programme. LTL's reading programme objectives include aspects of improving and… (more)

▼ This dissertation was an outcome evaluation of the Living Through Learning's Coronation Reading Adventure Room Programme. LTL's reading programme objectives include aspects of improving and developing English literacy in disadvantaged schools, teaching learners how to read and write and equipping teachers with the necessary skills to teach effectively. LTL also provides facilitators to offer assistance to the teachers in order to teach effectively in overcrowded classes. The main programme beneficiaries are teachers and grade one learners. This dissertation focuses on 18 schools in disadvantaged communities in Cape Town who received the literacy programme in 2015. Two evaluation questions were formulated, for the literacy programme. The first evaluation question focused on the learners and assessed whether or not the learners who were part of the CRAR programme were better off regarding literacy performance than they were before the programme. For the teacher characteristics, the evaluation question asked if the teachers' language teaching experience, English language proficiency, teaching self-efficacy, perceptions of usefulness of the LTL materials, and usage of the reading room had any influence on the learner's performance. Secondary data provided by LTL was utilised to answer the literacy programme evaluation question. The data included test scores of grade 1 learners from 18 different schools. Primary data was used for teacher's characteristics and this was done through a questionnaire sent out to the different teachers. Data analysis methods included descriptive statistics for the learners' assessments and inferential statistics for teacher characteristics. The results showed that learners who were part of the LTL programme showed improvement in assessment scores. All schools, except one, attained the realistic NGO (60%) standard in their reading assessments. Three schools attained the high standard (85%). Furthermore, all schools attained the 50% Curriculum Assessment Policy Statements standard in the CAPS based-assessments. Therefore, it can be concluded that the LTL programme successfully aided improvement of literacy skills of the learners who were part of the programme. In an analysis of teacher's characteristics, teacher experience in literacy was the only variable that significantly predicted learner performance in literacy. However, the results must be interpreted with caution; the absence of a comparison group makes it difficult to give all credit to the LTL programme alone. At this point I simply do not know whether it was only the programme that led to the improvement in literacy scores or whether other factors had an influence, or a joint influence in combination with the literacy programme (e.g. learners started reading more in their own time as a result of the programme). Advisors/Committee Members: Louw-Potgieter, Joha (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Zuma, M. (2017). An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25657

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

Chicago Manual of Style (16^th Edition):

Zuma, Mlungisi. “An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme.” 2017. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/25657.

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

MLA Handbook (7^th Edition):

Zuma, Mlungisi. “An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme.” 2017. Web. 04 Mar 2021.

Vancouver:

Zuma M. An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/25657.

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

Council of Science Editors:

Zuma M. An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25657

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

University of Cape Town

15. Appollis, Tracey Rose. Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/15472

► This dissertation is an outcome evaluation of the Always Keeping Girls in School Programme. The nationally run programme is a series of workshops and educational… (more)

▼ This dissertation is an outcome evaluation of the Always Keeping Girls in School Programme. The nationally run programme is a series of workshops and educational talks designed to reduce the absenteeism rates of pubescent girls who live and attend schools in underprivileged areas. The programme regularly supplies participants with sanitary products that they would otherwise not have access due to financial constraints and thus prefer to remain at home when menstruating where they can better manage their personal hygiene needs. During this period of absenteeism girls miss valuable teaching time which has a negative impact on their ability to achieve academically leading to grade repetition and ultimately dropping out of school permanently. Without a basic education girls are at a disadvantage in finding meaningful employment. The literature supports the various facets of the programme but also reveals that other influential factors such as access to adequate sanitation facilities (including water), distance and time spent travelling to and from school, and access to pain medication. The evaluations of similar interventions have produced mixed results, but it is clear that the provision of any one of the tools, such as those provided by the Always Keeping Girls in School programme, does make a positive difference in the life of the participants. One school was selected by the programme manager to provide the necessary secondary data to conduct a time - series quasi - experimental design for the evaluation. A cohort of learners was selected and their absenteeism and school performance data was tracked over a three year period from grade 9 in 2012 until grade 11 in 2014 (their current grade). The data from 2012 formed the baseline data as the programme was implemented in 2013. All of the girls in the cohort are programme participants and fell into the experimental group and as a result all of the boys in the cohort formed a non - equivalent comparison group. There are seven outcomes belonging to the programme, but only two outcomes were evaluated: reduction in absenteeism and improved school performance and the existence of a relationship between absenteeism and school performance. A total of 32 observations of absenteeism and 3 observations of school performance were used. The absenteeism observations were made on a monthly basis, while school performance data was taken at the end of December 2012, December 2013, and June 2014. To conduct the analysis a combination of descriptive statistics (measures of central tendency and dispersion) and inferential statistics (Pearson's Correlation and logistic regression analysis) were used. The statistical analysis revealed the programme was successful during the first year when it was implemented (with both the educational workshops and the provision of sanitary products) as the experimental group showed a large decline in absenteeism. However during the second year (only sanitary products were provided) the participants showed an increase in attendance and even surpassed… Advisors/Committee Members: Mulenga, Chao (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Appollis, T. R. (2015). Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15472

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

Chicago Manual of Style (16^th Edition):

Appollis, Tracey Rose. “Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15472.

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

MLA Handbook (7^th Edition):

Appollis, Tracey Rose. “Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme.” 2015. Web. 04 Mar 2021.

Vancouver:

Appollis TR. Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15472.

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

Council of Science Editors:

Appollis TR. Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15472

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

University of Cape Town

16. Gautier, Estelle. A Theory and Process Evaluation of the Umhlathuze Water Stewardship Programme of the International Water Stewardship Programme.

Degree: MPhil, School of Management Studies, 2019, University of Cape Town

URL: http://hdl.handle.net/11427/31772

► Water is a scarce resource without which human survival is at risk and major economies would collapse if not carefully managed. Water stewardship involves collaboration… (more)

▼ Water is a scarce resource without which human survival is at risk and major economies would collapse if not carefully managed. Water stewardship involves collaboration between role players from the public- and private sector as well as civil society to effectively mitigate some of the water related risks and improve water security. Good practice examples of water stewardship have been captured in only a limited number of international studies through the work of a few organisations driving adoption of stewardship practices. Most of these are internal documents and remain unpublished. There are a few local, unpublished studies that are specific to water stewardship as an approach to water resources management in South-Africa. A comprehensive literature review on water resource management institutions in South published between 1997 and 2011, shows that research is predominantly focused on catchment management agencies (CMA) than on other entities such as international water management bodies, water user associations or water irrigation boards (Meissner, 2013) The uMhlathuze Water Stewardship Programme (UWaSP) is a South African programme selected to evaluate if the programme has been established against globally recognised good practices of water stewardship and to what extent it has been implemented accordingly. The programme is part of an international water stewardship programme which provided an ideal opportunity to evaluate a local programme against a global good practice model. The international literature on water stewardship as well as literature on adaptive co-management approaches to water resources management enabled the development of a consolidated global good practice evaluation model of water stewardship. The research included consideration of contextual influences that may have enabled or hindered the implementation of the establishment of the water stewardship programme. The South African literature shows that a specific type of integrated water resources management ( IWRM) , catchment management associations (CMA’) share certain adaptive co-management elements with a water stewardship approach to water management. These include three concepts extracted from the literature namely collaborative stakeholder engagement, adaptation through learning (experimentation) as well as a bioregional approach to water resources management which means implementation of management structures at the river basin level (Meisner, 2016). The local contextual factors influencing implementation of the UWaSP and commonalities with CMA’s are considered during the discussion, against the background of the findings of local studies. Advisors/Committee Members: Goodman, Suki (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Gautier, E. (2019). A Theory and Process Evaluation of the Umhlathuze Water Stewardship Programme of the International Water Stewardship Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/31772

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

Chicago Manual of Style (16^th Edition):

Gautier, Estelle. “A Theory and Process Evaluation of the Umhlathuze Water Stewardship Programme of the International Water Stewardship Programme.” 2019. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/31772.

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

MLA Handbook (7^th Edition):

Gautier, Estelle. “A Theory and Process Evaluation of the Umhlathuze Water Stewardship Programme of the International Water Stewardship Programme.” 2019. Web. 04 Mar 2021.

Vancouver:

Gautier E. A Theory and Process Evaluation of the Umhlathuze Water Stewardship Programme of the International Water Stewardship Programme. [Internet] [Thesis]. University of Cape Town; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/31772.

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

Council of Science Editors:

Gautier E. A Theory and Process Evaluation of the Umhlathuze Water Stewardship Programme of the International Water Stewardship Programme. [Thesis]. University of Cape Town; 2019. Available from: http://hdl.handle.net/11427/31772

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

University of Cape Town

17. Behrendt, Leigh-Ann. Theory and implementation evaluation to the STAP/ADAPT diversity programme.

Degree: Image, Institute for Monitoring and Evaluation, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/8550

► The modern day workplace is faced with the challenge of managing an increasingly diverse workforce. Although diversity among employees yields many benefits, companies must consider… (more)

▼ The modern day workplace is faced with the challenge of managing an increasingly diverse workforce. Although diversity among employees yields many benefits, companies must consider the implications of having people from different cultural, linguistic, socio-economic and religious backgrounds working closely together (Chuang & Liao, 2010; Mayo, 2006; Stewart & Ruckdeschel, 1998; Wentling, 2000). It is for this reason that organisations increasingly invest in programmes aimed at managing diversity. Having interventions which allow employees to understand those different from themselves will not only develop their intercultural communication skills, but also impact positively on interpersonal interaction within the company (Avery & Thomas, 2004; Bagshaw, 2004; Cross, 2004). Given the history of South Africa, diversity and diversity management are particularly sensitive topics. Legislative measures, such as the Employment Equity Act No. 55 of 1998, were implemented by the post-apartheid government to redress the past imbalances and inequality. While these laws may mandate certain processes and procedures within organisations, they do very little to change people's mind sets in attempt to get employees to engage and cooperate with each other (Alexander, 2007; April, Ephraim, & Peters, 2012; Cavaleros, Van Vuuren, & Visser, 2002). In order to deal with this human aspect of diversity, initiatives aimed at increasing tolerance for and acceptance of 'different others', reducing stereotypes and increasing individuals' intercultural communication skills, have emerged. These programmes often bring people from various backgrounds together, allowing them to learn about each other and communicate, encouraging them to adopt different perspectives and to tolerate and respect views and opinions that may not coincide with their own (Paluck, 2006; Roberson, Kulik, & Pepper, 2003). Although multinational companies are the forerunners of such programmes, tertiary education providers have been found to invest in or develop similar programmes (McCauley, Wright, & Harris, 2000). The University of Cape Town's Transformation Services Office implemented one such programme: the STAP/ADAPT programme, which is the focus of this evaluation. The evaluation consisted of two parts, namely: a theory and an implementation evaluation. Advisors/Committee Members: Field, Carren (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Behrendt, L. (2014). Theory and implementation evaluation to the STAP/ADAPT diversity programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8550

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

Chicago Manual of Style (16^th Edition):

Behrendt, Leigh-Ann. “Theory and implementation evaluation to the STAP/ADAPT diversity programme.” 2014. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/8550.

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

MLA Handbook (7^th Edition):

Behrendt, Leigh-Ann. “Theory and implementation evaluation to the STAP/ADAPT diversity programme.” 2014. Web. 04 Mar 2021.

Vancouver:

Behrendt L. Theory and implementation evaluation to the STAP/ADAPT diversity programme. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/8550.

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

Council of Science Editors:

Behrendt L. Theory and implementation evaluation to the STAP/ADAPT diversity programme. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/8550

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

University of Cape Town

18. Rabier, Camille. Evaluating Mending Mamre: An Animal Welfare Intervention.

Degree: MPhil, Organisational Psychology, 2019, University of Cape Town

URL: http://hdl.handle.net/11427/31203

► The need to improve animal welfare and control companion animal populations is necessary for South Africa, especially in impoverished communities lacking resources and education to… (more)

▼ The need to improve animal welfare and control companion animal populations is necessary for South Africa, especially in impoverished communities lacking resources and education to care for their pets responsibly. These programmes are often multi-dimensional in nature and aim to improve animal welfare in different ways. Sterilisation is often the first step but is not enough. Consequently, education is often used in combination, to teach responsible pet care and ownership to pet owners. By increasing their understanding and knowledge of animals it is hoped that the pets’ overall quality of life and welfare improve. The following dissertation presents the findings of an evaluation conducted for the Mending Mamre Mass Education and Sterilisation Programme. This programme had four components: surgical sterilisation of pets and feral cats, basic veterinary care, education sessions and the rehoming of stray dogs. Three evaluations were performed (as requested by the clients): a programme theory evaluation of the education sessions, a process evaluation to understand why some residents refused sterilisation and an outcome evaluation to measure if the pets’ living conditions and body scores had changed 16 months after the programme. Overall, the results of the programme theory evaluation demonstrated that: the activities and outcomes of the education sessions were consistent with similar programmes but the two causal pathways underlying the programme are not plausible. The results of the process evaluation highlighted that the most common reason why pet owners refused sterilisation was due to fear. Finally, the results of the outcome evaluation indicated mixed results; with an increase observed in the pets’ physical wellbeing but an overall decrease observed in their quality of living conditions. With the results, the evaluator was able to make recommendations to the client and highlight considerations for programme improvement. Overall this study contributes to the paucity of research on evaluations of animal welfare interventions at the community level. Advisors/Committee Members: Duffy, Carren (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Rabier, C. (2019). Evaluating Mending Mamre: An Animal Welfare Intervention. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/31203

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

Chicago Manual of Style (16^th Edition):

Rabier, Camille. “Evaluating Mending Mamre: An Animal Welfare Intervention.” 2019. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/31203.

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

MLA Handbook (7^th Edition):

Rabier, Camille. “Evaluating Mending Mamre: An Animal Welfare Intervention.” 2019. Web. 04 Mar 2021.

Vancouver:

Rabier C. Evaluating Mending Mamre: An Animal Welfare Intervention. [Internet] [Thesis]. University of Cape Town; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/31203.

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

Council of Science Editors:

Rabier C. Evaluating Mending Mamre: An Animal Welfare Intervention. [Thesis]. University of Cape Town; 2019. Available from: http://hdl.handle.net/11427/31203

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

University of Cape Town

19. Schkolne, Deborah Stacey. An outcome evaluation of the Shine Centre's literacy hour programme.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/15709

► This dissertation reports on an outcome evaluation of The Shine Centre's literacy intervention, Literacy Hour. The Shine Centre is a South African non-governmental organisation that… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Schkolne, D. S. (2015). An outcome evaluation of the Shine Centre's literacy hour programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15709

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

Chicago Manual of Style (16^th Edition):

Schkolne, Deborah Stacey. “An outcome evaluation of the Shine Centre's literacy hour programme.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15709.

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

MLA Handbook (7^th Edition):

Schkolne, Deborah Stacey. “An outcome evaluation of the Shine Centre's literacy hour programme.” 2015. Web. 04 Mar 2021.

Vancouver:

Schkolne DS. An outcome evaluation of the Shine Centre's literacy hour programme. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15709.

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

Council of Science Editors:

Schkolne DS. An outcome evaluation of the Shine Centre's literacy hour programme. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15709

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

University of Cape Town

20. Jansen, Rethar. An evaluation of a school leadership development programme.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/15508

► This study set-out as an evaluation of Symphonia's Partners for Possibility leadership development programme for school principals in South Africa. Broadly, the goal of the… (more)

▼ This study set-out as an evaluation of Symphonia's Partners for Possibility leadership development programme for school principals in South Africa. Broadly, the goal of the programme is to improve the educational outcomes of under-resourced schools. The primary audience of this evaluation is the Partners for Possibility Operations Manager. During initial engagement with the programme stakeholders the feasibility of different evaluation types were considered. These deliberations centred on one of, or combination of, the following evaluation types: theory evaluation, process evaluation and outcomes evaluation. At first it appeared that an outcomes evaluation was entirely possible. After examining if an outcomes evaluation is feasible it became clear it was impossible to do this. As a result the focus shifted from outcome evaluation to what other kind of evaluation was feasible and acceptable to programme staff. In order to determine this, the evaluability assessment approach was utilised in order to conduct a theory evaluation and to determine if it was possible to obtain, at reasonable cost, relevant performance data. The revised programme theory behind the Partners for Possibility's programme was derived via semi-structured interviews with the programme Stakeholder Engagement Consultant and Operations Manager. A thorough analysis of programme documentation and the programme website also informed the development of the revised programme theory. The plausibility of the revised programme theory was assessed by conducting a literature review of similar evaluations and related literature. The literature review suggests that the revised programme theory is plausible. The revised programme theory can be summarised as follows: if the programme incorporates activities associated with both the instructional and transformational leadership development models then principals will be able to address the barriers that prevent their school from improving its educational outcomes. The results of the investigation into, is it possible to obtain relevant performance monitoring data, found that this was not possible. This investigation did determine that the programme has designed a monitoring system that effectively maps onto the process theory that was developed as part of the theory evaluation. However, semi-structured interviews with the Operations Manager and Stakeholder Engagement Consultant revealed that this monitoring system was not systematically maintained and that data was not available. This finding is what compromised the ability for an outcomes evaluation to proceed. It is strongly recommended that the programme staff implement and make use of their monitoring system. If the programme staff do this then a process evaluation is recommended for the programme in order to determine if the programme is implemented with fidelity. Advisors/Committee Members: Louw, Johann (advisor).

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Jansen, R. (2015). An evaluation of a school leadership development programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15508

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

Chicago Manual of Style (16^th Edition):

Jansen, Rethar. “An evaluation of a school leadership development programme.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15508.

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

MLA Handbook (7^th Edition):

Jansen, Rethar. “An evaluation of a school leadership development programme.” 2015. Web. 04 Mar 2021.

Vancouver:

Jansen R. An evaluation of a school leadership development programme. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15508.

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

Council of Science Editors:

Jansen R. An evaluation of a school leadership development programme. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15508

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

University of Cape Town

21. Gordon, Ciani Wendy. A theory and implementation evaluation of a leadership development programme at a financial services organisation.

Degree: Image, Institute for Monitoring and Evaluation, 2012, University of Cape Town

URL: http://hdl.handle.net/11427/5912

► The concept of leadership is diverse and complex. Organisations that strive to be successful often turn to their leaders to drive efficiency and performance and… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Gordon, C. W. (2012). A theory and implementation evaluation of a leadership development programme at a financial services organisation. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/5912

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

Chicago Manual of Style (16^th Edition):

Gordon, Ciani Wendy. “A theory and implementation evaluation of a leadership development programme at a financial services organisation.” 2012. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/5912.

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

MLA Handbook (7^th Edition):

Gordon, Ciani Wendy. “A theory and implementation evaluation of a leadership development programme at a financial services organisation.” 2012. Web. 04 Mar 2021.

Vancouver:

Gordon CW. A theory and implementation evaluation of a leadership development programme at a financial services organisation. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/5912.

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

Council of Science Editors:

Gordon CW. A theory and implementation evaluation of a leadership development programme at a financial services organisation. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/5912

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

University of Cape Town

22. Adams, Leanne. Animal welfare in South Africa : a multi-component programme design.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/15565

► The ongoing international atrocity of animal abuse is a persistent and widespread social problem within human society. The maltreatment of animals, particularly in rural impoverished… (more)

▼ The ongoing international atrocity of animal abuse is a persistent and widespread social problem within human society. The maltreatment of animals, particularly in rural impoverished contexts in South Africa continues to be a pertinent challenge facing local animal welfare organisations. Upon identifying the need to improve the conditions of animals living in the Darling community, the Swartland SPCA approached the evaluator in order to design a plausible humane education programme. The evaluator began this research by reviewing the history and underlying principles of humane education, the efficacy of humane education, as well as formalised humane education programmes. Findings from the review revealed that humane education programmes hold diminished capability for the achievement of improved animal welfare when implemented in isolation. Although these programmes aim to affect behavioural change in order to respond to the problem of animal welfare, behavioural change is not easily achieved with a simple intervention such as humane education. Thus, designing a programme for the Swartland SPCA based solely on the logic of humane education with the expectation of behavioural change was deemed problematic. Subsequently, the evaluator endeavoured to develop a novel programme design to target the problem of animal welfare in Darling. Increasingly, research points to the need for a multifaceted approach in dealing with the problem of animal maltreatment due to its complex nature as well as the fact that it is based on a large number of confounding personal, familial, social, cultural and psychological factors. To address this need, the evaluator, in consultation with the SPCA, identified a number of possible reasons as to why the problem of animal welfare was a prevalent issue within the Darling community. This highlighted the need for additional interventions that could be employed holistically to alleviate the problem of animal abuse. Given that this research concerns the welfare of animals in terms of human-directed behaviours, it was decided that humane education as a form of intervention should be investigated further in its ability to affect attitudinal change in conjunction with violence prevention and peer education / modelling interventions as additional programme components. In order to affect interpersonal violence at a behavioural level, a violence prevention component was selected with the hope that reductions in interpersonal violence may extent toward the reduction of violence and abusive behaviour towards animals. Finally, peer education / role modelling was selected as a means of involving community members in the promotion of animal welfare via the concepts developed from the humane education programme component. Since an improvement of animal welfare conditions is essentially dependant on the performance of individual behaviours, grounding the programme in a theory of behaviour change was identified as an important first step in the programme design. As such, Ajzen's theory of planned behaviour was… Advisors/Committee Members: Field, Carren (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Adams, L. (2015). Animal welfare in South Africa : a multi-component programme design. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15565

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

Chicago Manual of Style (16^th Edition):

Adams, Leanne. “Animal welfare in South Africa : a multi-component programme design.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15565.

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

MLA Handbook (7^th Edition):

Adams, Leanne. “Animal welfare in South Africa : a multi-component programme design.” 2015. Web. 04 Mar 2021.

Vancouver:

Adams L. Animal welfare in South Africa : a multi-component programme design. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15565.

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

Council of Science Editors:

Adams L. Animal welfare in South Africa : a multi-component programme design. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15565

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

University of Namibia

23. Emvula, Hilya N. The type of support that family literacy programe graduate parents give to their first grades of formal school in Oshana region .

Degree: 2020, University of Namibia

URL: http://hdl.handle.net/11070/2906

► The study involves Family Literacy graduate parents who completed the programme in Oshana Region. It examined the (1) type of support Family Literacy graduate parents… (more)

Subjects/Keywords: Literacy programme

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APA (6^th Edition):

Emvula, H. N. (2020). The type of support that family literacy programe graduate parents give to their first grades of formal school in Oshana region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2906

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

Chicago Manual of Style (16^th Edition):

Emvula, Hilya N. “The type of support that family literacy programe graduate parents give to their first grades of formal school in Oshana region .” 2020. Thesis, University of Namibia. Accessed March 04, 2021. http://hdl.handle.net/11070/2906.

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

MLA Handbook (7^th Edition):

Emvula, Hilya N. “The type of support that family literacy programe graduate parents give to their first grades of formal school in Oshana region .” 2020. Web. 04 Mar 2021.

Vancouver:

Emvula HN. The type of support that family literacy programe graduate parents give to their first grades of formal school in Oshana region . [Internet] [Thesis]. University of Namibia; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11070/2906.

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

Council of Science Editors:

Emvula HN. The type of support that family literacy programe graduate parents give to their first grades of formal school in Oshana region . [Thesis]. University of Namibia; 2020. Available from: http://hdl.handle.net/11070/2906

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

University of Cape Town

24. Mkandawire, Sandra. An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component.

Degree: MPhil, Organisational Psychology, 2019, University of Cape Town

URL: http://hdl.handle.net/11427/30940

► This evaluation is an impact evaluation of the Chrysalis Academy (CA) Programme. The CA programme is geared to help youth in the Western Cape develop… (more)

▼ This evaluation is an impact evaluation of the Chrysalis Academy (CA) Programme. The CA programme is geared to help youth in the Western Cape develop the skills and resilience needed to transcend the prevailing poverty, inequality, unemployment and crime in their communities. Chrysalis offers a 3-month residential and 5 year After-Care programme for NEET youth aged 18-25 that includes life and vocational skills training as well as counselling and community service. The programme also includes a 2-week outdoor/wilderness component that is deemed crucial to the success of the programme. The evaluation sought to respond to two overarching groups of questions. The first group of questions assessed the long-term impact of the programme with regards to education, employment, crime, drugs as well as family and community relationships. Considering that the outdoor component is regarded as the most crucial component of the programme, the second group of evaluation questions was geared to understand the causal mechanism of the CA outdoor component to assess whether it is consistent with the logic model of successful outdoor programmes and to understand the outcomes that can be expected from this phase. A quasi-experimental impact evaluation design was used to respond to the impact evaluation questions. A database of 14,614 past applicants from the Western Cape formed the basis of a sampling frame from which a random sample of 300 past applicants who received the programme and those not selected into the programme between 2014 and 2016 was drawn. Face-to-face interviews were scheduled with 35 contacted programme recipients and 35 contacted non-selected applicants and interviews were conducted using a structured questionnaire. A final sample of 32 programme applicants and 33 non-selected applicants was analyzed. Differences in the average outcome attainment between past participants versus non-participants were then assessed after Propensity Score Weighting was used to balance the treatment and control group on key variables related to the probability of being selected into the programme. To assess the causal mechanism of the outdoor component, in-depth, semi-structured interviews were conducted with some success and non-success case graduates of the CA programme to assess their experience of the outdoor component and the outcomes that presented as a result. The findings of the evaluation show that the CA programme does not have long-term impact as those who did not receive the programme also attained similar positive outcomes. However, there is a possibility of short-term outcomes attainment from the outdoor component as its causal mechanism is similar to that of successful outdoor programmes. Moreover, participants, regardless of their long-term outcomes, are able to achieve the short-term outcomes expected from the outdoor component. Based on the results, CA should assess how the effect of the outdoor component and possibly other phases of the programme, can be sustained for long periods, possibly by intensifying the… Advisors/Committee Members: Chapman, Sarah (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Mkandawire, S. (2019). An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/30940

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

Chicago Manual of Style (16^th Edition):

Mkandawire, Sandra. “An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component.” 2019. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/30940.

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

MLA Handbook (7^th Edition):

Mkandawire, Sandra. “An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component.” 2019. Web. 04 Mar 2021.

Vancouver:

Mkandawire S. An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component. [Internet] [Thesis]. University of Cape Town; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/30940.

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

Council of Science Editors:

Mkandawire S. An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component. [Thesis]. University of Cape Town; 2019. Available from: http://hdl.handle.net/11427/30940

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

University of Cape Town

25. O'Donoghue, Kevin. A formative evaluation of a programme for street people.

Degree: Image, Institute for Monitoring and Evaluation, 2011, University of Cape Town

URL: http://hdl.handle.net/11427/12207

► This dissertation is a theory-driven process evaluation of a programme for street people. The programme is run by Living Grace, a faith-based organisation which aims… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

O'Donoghue, K. (2011). A formative evaluation of a programme for street people. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12207

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

Chicago Manual of Style (16^th Edition):

O'Donoghue, Kevin. “A formative evaluation of a programme for street people.” 2011. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/12207.

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

MLA Handbook (7^th Edition):

O'Donoghue, Kevin. “A formative evaluation of a programme for street people.” 2011. Web. 04 Mar 2021.

Vancouver:

O'Donoghue K. A formative evaluation of a programme for street people. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/12207.

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

Council of Science Editors:

O'Donoghue K. A formative evaluation of a programme for street people. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/12207

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

University of Cape Town

26. Bhikoo, Asgar. Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme.

Degree: Image, Institute for Monitoring and Evaluation, 2011, University of Cape Town

URL: http://hdl.handle.net/11427/10170

► Evaluations can only be effective if evaluators provide clients with improvements that are easy to understand, implement and fit their needs. Often evaluation recommendations are… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Bhikoo, A. (2011). Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10170

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

Chicago Manual of Style (16^th Edition):

Bhikoo, Asgar. “Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme.” 2011. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/10170.

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

MLA Handbook (7^th Edition):

Bhikoo, Asgar. “Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme.” 2011. Web. 04 Mar 2021.

Vancouver:

Bhikoo A. Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/10170.

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

Council of Science Editors:

Bhikoo A. Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/10170

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

University of Cape Town

27. Strydom, Sarah Jean. An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha.

Degree: Image, Institute for Monitoring and Evaluation, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/15564

► This dissertation reports a theory, process and outcome evaluation of the Rape Crisis Cape Town Trust's (RCCTT) Birds and Bees programme. The Birds and Bees… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Strydom, S. J. (2014). An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15564

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

Chicago Manual of Style (16^th Edition):

Strydom, Sarah Jean. “An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha.” 2014. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15564.

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

MLA Handbook (7^th Edition):

Strydom, Sarah Jean. “An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha.” 2014. Web. 04 Mar 2021.

Vancouver:

Strydom SJ. An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15564.

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

Council of Science Editors:

Strydom SJ. An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/15564

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

University of Cape Town

28. Mubekapi, Constance. A formative and outcome evaluation of a community based antiretroviral therapy adherence programme : the case of Sizophila, Cape Town, South Africa.

Degree: Image, Institute for Monitoring and Evaluation, 2015, University of Cape Town

URL: http://hdl.handle.net/11427/15614

► This dissertation is informed by a formative and outcome evaluation of the Sizophila programme, a community based antiretroviral therapy (ART) programme. The programme is administered… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Mubekapi, C. (2015). A formative and outcome evaluation of a community based antiretroviral therapy adherence programme : the case of Sizophila, Cape Town, South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15614

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

Chicago Manual of Style (16^th Edition):

Mubekapi, Constance. “A formative and outcome evaluation of a community based antiretroviral therapy adherence programme : the case of Sizophila, Cape Town, South Africa.” 2015. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/15614.

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

MLA Handbook (7^th Edition):

Mubekapi, Constance. “A formative and outcome evaluation of a community based antiretroviral therapy adherence programme : the case of Sizophila, Cape Town, South Africa.” 2015. Web. 04 Mar 2021.

Vancouver:

Mubekapi C. A formative and outcome evaluation of a community based antiretroviral therapy adherence programme : the case of Sizophila, Cape Town, South Africa. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/15614.

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

Council of Science Editors:

Mubekapi C. A formative and outcome evaluation of a community based antiretroviral therapy adherence programme : the case of Sizophila, Cape Town, South Africa. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15614

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

University of Cape Town

29. Mahamed, Mahamed Rage. Developing a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town.

Degree: Image, Institute for Monitoring and Evaluation, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/8548

► This study is a formative evaluation of the Ceasefire gang violence programme in Hanover Park, Cape Town, South Africa. The primary audience of this evaluation… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Mahamed, M. R. (2014). Developing a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8548

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

Chicago Manual of Style (16^th Edition):

Mahamed, Mahamed Rage. “Developing a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town.” 2014. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/8548.

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

MLA Handbook (7^th Edition):

Mahamed, Mahamed Rage. “Developing a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town.” 2014. Web. 04 Mar 2021.

Vancouver:

Mahamed MR. Developing a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/8548.

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

Council of Science Editors:

Mahamed MR. Developing a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/8548

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

University of Cape Town

30. Lufuluabo, Rolly Ngandu. An implementation evaluation of the rehabilitation care workers training programme.

Degree: Image, Institute for Monitoring and Evaluation, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/8549

► In 2011, the Western Cape Department of Health (WC DoH) adopted a health plan called Healthcare 2020. The framework of the plan emphasizes the necessity… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Lufuluabo, R. N. (2014). An implementation evaluation of the rehabilitation care workers training programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8549

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

Chicago Manual of Style (16^th Edition):

Lufuluabo, Rolly Ngandu. “An implementation evaluation of the rehabilitation care workers training programme.” 2014. Thesis, University of Cape Town. Accessed March 04, 2021. http://hdl.handle.net/11427/8549.

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

MLA Handbook (7^th Edition):

Lufuluabo, Rolly Ngandu. “An implementation evaluation of the rehabilitation care workers training programme.” 2014. Web. 04 Mar 2021.

Vancouver:

Lufuluabo RN. An implementation evaluation of the rehabilitation care workers training programme. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11427/8549.

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

Council of Science Editors:

Lufuluabo RN. An implementation evaluation of the rehabilitation care workers training programme. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/8549

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

Open Access Theses and Dissertations