subject:(Program)

University of Cape Town

1. Bhebe, Brilliant. A Formative Evaluation of the Dream Toolkit component of the Be the Dream Programme.

Degree: MPhil, School of Management Studies, 2018, University of Cape Town

► The need for positive youth development programmes is necessary in the South African context where youth struggle with many socio-economic challenges including poverty, youth unemployment,… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Bhebe, B. (2018). A Formative Evaluation of the Dream Toolkit component of the Be the Dream Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29762

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):

Bhebe, Brilliant. “A Formative Evaluation of the Dream Toolkit component of the Be the Dream Programme.” 2018. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/29762.

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

MLA Handbook (7^th Edition):

Bhebe, Brilliant. “A Formative Evaluation of the Dream Toolkit component of the Be the Dream Programme.” 2018. Web. 17 Sep 2019.

Vancouver:

Bhebe B. A Formative Evaluation of the Dream Toolkit component of the Be the Dream Programme. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/29762.

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

Council of Science Editors:

Bhebe B. A Formative Evaluation of the Dream Toolkit component of the Be the Dream Programme. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29762

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

University of Cape Town

2. Bothma, Zani. Formative evaluation of Helderberg Association for persons with disabilities.

Degree: MPhil, School of Management Studies, 2018, University of Cape Town

URL: http://hdl.handle.net/11427/29760

► Purpose The peer support programme as run by Helderberg Association for Persons with Disabilities (HAPD) uses people who have disabilities to support people with disabilities… (more)

▼ Purpose The peer support programme as run by Helderberg Association for Persons with Disabilities (HAPD) uses people who have disabilities to support people with disabilities in their own community. The purpose of this formative evaluation is to explore the roles and responsibilities of peer supporters and the needs in the community. This evaluation would help HAPD explore which areas of the peer support programme could be improved. The evaluation explored the relationship between addressable and non-addressable needs, the types of disabilities and the needs identified of the people with disabilities. Exploring these relationships would allow HAPD to understand which needs they are more likely to address and which areas they could improve their support in. Problem In South Africa, community-based rehabilitation has been evaluated but there are no evaluations that focus on the roles and responsibilities of peer supporters and the relationship between the needs that are addressed. HAPD employs and assists in the training of local people with disabilities to support people within their own community, drawing from the resources already in the community. If the peer supporters’ roles and responsibilities are not well-defined to address the needs of the community, the programme would fail. The needs of the community need to be identified to understand the community and possibly addressed the needs by providing emotional support, information, and referring cases to other service providers in the community. The evaluation explores the types of disabilities identified, the needs of the people with disabilities in the community, as well as the number of needs addressed. This information would allow HAPD to have a better understanding of the variety of home visitations the peer supporter could face and would need to provide support in. Methods The evaluation used a descriptive research design, which mainly used quantitative methods to evaluate the programme. The evaluator used some qualitative methods to enhance the understanding of the programme, these methods include a focus group with peer supporters, collecting and analysing programme documents, and interviewing the chief operating officer. The evaluator explored the relationships between the types of disabilities and the needs that were identified in home visitations. The disability categories were: physical, sensory, intellectual, and psychiatric disabilities. The needs categories as grouped by HAPD were: Health & Wellness and Education & Employment and Transport & Housing and Family & Social needs. Results There were 608 usable entries for home visitations; 43% had more than one home visitation, 79% had a physical disability and 39% of the needs were related to Health & Wellness, and 73% of the needs were addressable. There was a significant relationship between having an addressable need and the type of need category identified but no relationship between disability categories. Education & Employment needs and Health &… Advisors/Committee Members: Chapman, Sarah (advisor), Boodhoo, Adiilah (advisor).

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Bothma, Z. (2018). Formative evaluation of Helderberg Association for persons with disabilities. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29760

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):

Bothma, Zani. “Formative evaluation of Helderberg Association for persons with disabilities.” 2018. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/29760.

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

MLA Handbook (7^th Edition):

Bothma, Zani. “Formative evaluation of Helderberg Association for persons with disabilities.” 2018. Web. 17 Sep 2019.

Vancouver:

Bothma Z. Formative evaluation of Helderberg Association for persons with disabilities. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/29760.

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

Council of Science Editors:

Bothma Z. Formative evaluation of Helderberg Association for persons with disabilities. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29760

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

University of Cape Town

3. 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 (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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

4. Maposa, James Fungai. An outcome evaluation of Mamelani Projects' Youth Development Programme.

Degree: Image, Institute for Monitoring and Evaluation, 2010, University of Cape Town

URL: http://hdl.handle.net/11427/10673

► Youths living in foster care homes within South Africa are required by law to leave these places of care when they reach the age of… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Maposa, J. F. (2010). An outcome evaluation of Mamelani Projects' Youth Development Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10673

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):

Maposa, James Fungai. “An outcome evaluation of Mamelani Projects' Youth Development Programme.” 2010. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/10673.

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

MLA Handbook (7^th Edition):

Maposa, James Fungai. “An outcome evaluation of Mamelani Projects' Youth Development Programme.” 2010. Web. 17 Sep 2019.

Vancouver:

Maposa JF. An outcome evaluation of Mamelani Projects' Youth Development Programme. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/10673.

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

Council of Science Editors:

Maposa JF. An outcome evaluation of Mamelani Projects' Youth Development Programme. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/10673

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

University of Cape Town

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

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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

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

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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

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

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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

8. 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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

9. 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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Schkolne DS. An outcome evaluation of the Shine Centre's literacy hour programme. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Sep 17]. 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

10. Chicheke, Aaron. An impact evaluation of a retail business skills training programme.

Degree: Image, Institute for Monitoring and Evaluation, 2013, University of Cape Town

URL: http://hdl.handle.net/11427/10266

► The South African retail industry is growing significantly and increasingly becoming an important contributor to the country's economic growth. The industry grew by 5.9 percent… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Chicheke, A. (2013). An impact evaluation of a retail business skills training programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10266

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):

Chicheke, Aaron. “An impact evaluation of a retail business skills training programme.” 2013. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/10266.

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

MLA Handbook (7^th Edition):

Chicheke, Aaron. “An impact evaluation of a retail business skills training programme.” 2013. Web. 17 Sep 2019.

Vancouver:

Chicheke A. An impact evaluation of a retail business skills training programme. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/10266.

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

Council of Science Editors:

Chicheke A. An impact evaluation of a retail business skills training programme. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/10266

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

University of Cape Town

11. Bradley, Hollie. A formative evaluation of the Ndinogona 'I can' stimulation programme.

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

URL: http://hdl.handle.net/11427/20726

► This dissertation reports an outcome and process evaluation of the Ndinogona ''I Can'' Stimulation Programme. The programme caters for children with disabilities by targeting Early… (more)

▼ This dissertation reports an outcome and process evaluation of the Ndinogona ''I Can'' Stimulation Programme. The programme caters for children with disabilities by targeting Early Childhood Development (ECD) centres attended by children with disabilities. The programme facilitators provide training to the caregivers within these centres in terms of the importance of play and how to handle and position children with disabilities correctly. The centres are also provided with stimulation kits including a variety of toys and activities aimed at children with all types of disabilities. The programme aims to encourage stimulation and inclusion of children with disabilities as well as to improve child developmental outcomes. The programme has been implemented in several centres since it began in 2011. This dissertation focused on 18 centres within the Western Cape which received the programme during 2015. The Ndinogona ''I Can'' Stimulation programme theory was investigated for its plausibility in the form of a literature review. The evaluation focused on evaluating programme outcomes to determine the programme's effectiveness as the programme requires an independent evaluation for a funder. This evaluation therefore primarily addressed two outcome evaluation questions and one process evaluation question. The outcome evaluation used secondary data which was set to be collected by the programme's facilitators using data collection forms developed by the evaluator in collaboration with the programme staff. This outcome evaluation could not be realised due to a lack of empirical data stemming from inadequate data collection tools and procedures. The available data was analysed using the SPSS statistical programme. The descriptive statistics and the initial exploration of the data are presented. The results for the outcome evaluation questions are limited due to the lack of empirical data. Preliminary findings for child assessments showed a positive trend however more data is needed to confirm this. As a result of the lack of data the evaluator engaged with additional process questions in the discussion chapter and presents a revised monitoring and evaluation framework for the programme to facilitate an in-depth outcome evaluation in the future. This includes a clear and simple set of data collection tools which cater for all the organisation's information needs whilst taking into account their monitoring capacity. Advisors/Committee Members: Chapman, Sarah (advisor), 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):

Bradley, H. (2016). A formative evaluation of the Ndinogona 'I can' stimulation programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20726

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):

Bradley, Hollie. “A formative evaluation of the Ndinogona 'I can' stimulation programme.” 2016. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/20726.

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

MLA Handbook (7^th Edition):

Bradley, Hollie. “A formative evaluation of the Ndinogona 'I can' stimulation programme.” 2016. Web. 17 Sep 2019.

Vancouver:

Bradley H. A formative evaluation of the Ndinogona 'I can' stimulation programme. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/20726.

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

Council of Science Editors:

Bradley H. A formative evaluation of the Ndinogona 'I can' stimulation programme. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20726

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

University of Cape Town

12. 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 (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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Zuma M. An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Sep 17]. 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

13. 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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

14. 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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Behrendt L. Theory and implementation evaluation to the STAP/ADAPT diversity programme. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Sep 17]. 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

15. Moeketsi, Themba. A Design and Short-term Outcome Evaluation of the Commerce Faculty’s First Year Experience Mentoring Programme.

Degree: MPhil, School of Management Studies, 2018, University of Cape Town

URL: http://hdl.handle.net/11427/29205

► This dissertation reports on a design and outcome evaluation of the Commerce First Year Experience (FYEM) programme. The FYEM programme is implemented by the Centre… (more)

▼ This dissertation reports on a design and outcome evaluation of the Commerce First Year Experience (FYEM) programme. The FYEM programme is implemented by the Centre of Higher Education Department at the University of Cape Town. The FYEM programme is an academic and social supportive cooperation between universities faculties, departments, mentors and facilities for first year Commerce students. The collective efforts intend to: i) provide the first year students with a sense of belonging, ii) help students to adapt to university, and iii) offer academic and emotional to the students. A three repeated measure was used for this study. The measures were conducted in May, June and July. The first set of evaluation questions were based on the design of the programme: i) should mentoring be compulsory for first year students? ii) what is the effective duration for tertiary mentoring, iii) what is the most effective way of assigning mentors to mentees? and iv) what is the most effective medium for mentoring relationships? The second set of questions was based on the intended short-term outcomes of the programme: v) did the mentoring programme improve the psychosocial and academic attributes of students at observation time one to observation time two? vi) were these effects sustainable, meaning did the students continue to improve even after the end of the programme between observation time two and observation time three? and vii) was a difference between mentored and non-mentored students over time? The theory design results illustrated that selecting appropriate mentors requires setting up criteria based on certain characteristics. The duration of mentoring should be one year to allow the full transition of first-year students to the university. Another result showed that mentoring should be compulsory for the first year students provided that there is an opt-out option. Mentors and mentees should be given the opportunity to select their preferred individuals to work with and not be randomly assigned. Additionally, the most effective medium for mentoring was group sessions instead of one on one. The short-term outcome results for the mentoring programme were statistically insignificant due to the small sample size. There was, however, a small improvement in the means of the psychosocial and academic outcomes. After three months of the programme, there were no significant differences between the mentored and non-mentored students. The sample size may have contributed to the lack of effect as well as lack of qualitative data. In conclusion, it is evident that FYEM programme results were statistically insignificant. However, positive increases were observed for the mentored students’ sense of belonging, peer interaction, academic adjustment and engagement. The limitations of this study must be addressed so that more reliable and valid data can be gathered. The results from the design evaluation component can be used to improve the programmes’ implementation in 2017. 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):

Moeketsi, T. (2018). A Design and Short-term Outcome Evaluation of the Commerce Faculty’s First Year Experience Mentoring Programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29205

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):

Moeketsi, Themba. “A Design and Short-term Outcome Evaluation of the Commerce Faculty’s First Year Experience Mentoring Programme.” 2018. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/29205.

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

MLA Handbook (7^th Edition):

Moeketsi, Themba. “A Design and Short-term Outcome Evaluation of the Commerce Faculty’s First Year Experience Mentoring Programme.” 2018. Web. 17 Sep 2019.

Vancouver:

Moeketsi T. A Design and Short-term Outcome Evaluation of the Commerce Faculty’s First Year Experience Mentoring Programme. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/29205.

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

Council of Science Editors:

Moeketsi T. A Design and Short-term Outcome Evaluation of the Commerce Faculty’s First Year Experience Mentoring Programme. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29205

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

University of Cape Town

16. 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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

17. 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 (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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Lufuluabo RN. An implementation evaluation of the rehabilitation care workers training programme. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Sep 17]. 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

University of Cape Town

18. Benkenstein, Alex. An evaluation of an after-school programme for high school learners in Cape Town, South Africa.

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

URL: http://hdl.handle.net/11427/25209

► Poor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates 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):

Benkenstein, A. (2017). An evaluation of an after-school programme for high school learners in Cape Town, South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25209

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):

Benkenstein, Alex. “An evaluation of an after-school programme for high school learners in Cape Town, South Africa.” 2017. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/25209.

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

MLA Handbook (7^th Edition):

Benkenstein, Alex. “An evaluation of an after-school programme for high school learners in Cape Town, South Africa.” 2017. Web. 17 Sep 2019.

Vancouver:

Benkenstein A. An evaluation of an after-school programme for high school learners in Cape Town, South Africa. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/25209.

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

Council of Science Editors:

Benkenstein A. An evaluation of an after-school programme for high school learners in Cape Town, South Africa. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25209

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

University of Cape Town

19. Coetzer, Anje. Evaluating a governmental training and development programme.

Degree: Image, Institute for Monitoring and Evaluation, 2010, University of Cape Town

URL: http://hdl.handle.net/11427/13533

► The current study examines the Contractor Development Model (CDM) as used by Working for Water. The overarching goal of the WfW programme is to alleviate… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Coetzer, A. (2010). Evaluating a governmental training and development programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13533

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):

Coetzer, Anje. “Evaluating a governmental training and development programme.” 2010. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/13533.

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

MLA Handbook (7^th Edition):

Coetzer, Anje. “Evaluating a governmental training and development programme.” 2010. Web. 17 Sep 2019.

Vancouver:

Coetzer A. Evaluating a governmental training and development programme. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/13533.

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

Council of Science Editors:

Coetzer A. Evaluating a governmental training and development programme. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/13533

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

University of Cape Town

20. Phillips, Lynn. A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme.

Degree: Image, Institute for Monitoring and Evaluation, 2010, University of Cape Town

URL: http://hdl.handle.net/11427/11743

► This report presents the findings of a formative evaluation of the Silence The Violence (STV) programme, a school-based violence prevention initiative. The programme is implemented… (more)

Subjects/Keywords: Programme Evaluation

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APA (6^th Edition):

Phillips, L. (2010). A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/11743

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):

Phillips, Lynn. “A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme.” 2010. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/11743.

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

MLA Handbook (7^th Edition):

Phillips, Lynn. “A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme.” 2010. Web. 17 Sep 2019.

Vancouver:

Phillips L. A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/11743.

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

Council of Science Editors:

Phillips L. A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/11743

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

University of Cape Town

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

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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Jansen R. An evaluation of a school leadership development programme. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Sep 17]. 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

22. 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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

23. 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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Adams L. Animal welfare in South Africa : a multi-component programme design. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Sep 17]. 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 Cape Town

24. 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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

25. 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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

26. Chideya, Zorodzai. Theory-driven evaluation of a Financial Services Provider's (FSP) induction programme.

Degree: Image, Institute for Monitoring and Evaluation, 2010, University of Cape Town

URL: http://hdl.handle.net/11427/10267

► Many contemporary organisations implement programmes to gain a competitive advantage over their rivals. Such organisations invest money and human capital into such programmes and this… (more)

Subjects/Keywords: Programme Evaluation

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

APA (6^th Edition):

Chideya, Z. (2010). Theory-driven evaluation of a Financial Services Provider's (FSP) induction programme. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10267

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):

Chideya, Zorodzai. “Theory-driven evaluation of a Financial Services Provider's (FSP) induction programme.” 2010. Thesis, University of Cape Town. Accessed September 17, 2019. http://hdl.handle.net/11427/10267.

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

MLA Handbook (7^th Edition):

Chideya, Zorodzai. “Theory-driven evaluation of a Financial Services Provider's (FSP) induction programme.” 2010. Web. 17 Sep 2019.

Vancouver:

Chideya Z. Theory-driven evaluation of a Financial Services Provider's (FSP) induction programme. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11427/10267.

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

Council of Science Editors:

Chideya Z. Theory-driven evaluation of a Financial Services Provider's (FSP) induction programme. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/10267

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

University of Cape Town

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

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 September 17, 2019. 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. 17 Sep 2019.

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 2019 Sep 17]. 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

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

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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Muzigaba M. An outcome evaluation of the SHAWCO Saturday School Programme. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2019 Sep 17]. 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

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

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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Lemmon DK. An outcome evaluation of the Centre of Science and Technology. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Sep 17]. 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

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

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 September 17, 2019. 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. 17 Sep 2019.

Vancouver:

Du Plessis H. An evaluation of a high school preparatory programme. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2019 Sep 17]. 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

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