3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item The effectiveness of the PMS used for middle-level managers in the SAMHS HQ within Gauteng Province(2014-01-27) Dube, Boitumelo JoycePerformance Management (PM) is one of the most important formal management tools that organisations use in the evaluation of individual job performances and potential. The organisation uses this tool to arrive at human resource decisions that further the goals of the individual and the organisation. The purpose of this descriptive quantitative study was to investigate the effectiveness of the Public Management Systems (PMS) used for middlelevel managers in the SA Military Health Services (SAMHS) Headquarters in Gauteng Province. A self-administered questionnaire was used to collect data. Microsoft Excel statistics functions were used to calculate the totals, produce tables, graphs, and pie charts. The main finding of the study was that “an effective PMS could be implemented fruitfully if the emphasis is on proper implementation”. It was established that although much momentum has been gained with the implementation of the PMS in the SAMHS HQ critical issues such as communication, performance reviews, and performance reward need to be addressed by management.Item An evaluation of Kha Ri Gude Mass Literacy Campaign at centers in Tshwane(2012-01-18) Chinyamakobvu, FrankThis paper reports on the findings of the research in which an evaluation of the Kha Ri Gude Mass Literacy Campaign was conducted at five different learning centers in Tshwane. The campaign was initiated as a result of the observation that“… South Africa’s system of Adult Basic Education and Training (ABET) is not reducing the number of illiterates in spite of the constitutional right of all South Africans to basic education in their own language” (Ministerial Committee on Literacy, 2007: 5). Furthermore, studies have shown that illiteracy especially among black South Africans is not going down. This is thus preventing affected people from contributing effectively and meaningfully to the social economic and political life of the new democratic SouthAfrica. The evaluation was to inter alia assess how the problem of illiteracy was being addressed in light of the campaign’s focus of using mother tongue as a way of enhancing the learning process. Data collection instruments included questionnaires that were completed by coordinators, supervisors, and volunteer educators involved in the campaign. Class observations were carried out on the learning process in order to establish the degree to which mother tongue instruction made it easier for the learners to among others participate effectively and meaningfully during the learning process and assess how different volunteer educators’ different teaching methodologies impacted on the performance of the learners. Preliminary results indicate that mother tongue teaching greatly enhances learner participation and understanding. It is therefore recommended that efforts to conscientize people about the benefits of using mother tongue when teaching be done so that all people can be able to reap its benefits.Item On the road to Durban:using empowerment evaluation to grow teachers' arts and culture curriculum knowledge(2008-05-13T06:57:22Z) Glass, Donald L.South Africa has engaged in an outcomes-based curriculum innovation that includes Arts and Culture as a new learning area. Few empirical studies have examined what the curriculum innovation looks like in practice in this high inequity and low capacity school system. This study examines what teachers' curriculum looked like, what influenced their design decisions, and what the growth of their curriculum knowledge looked like. A small sample of new grade 7 Arts and Culture teachers from a disadvantaged township setting participated in an adaptation of empowerment evaluation to gather curriculum data over a 1.5 year period. The findings of this evaluation-research study showed teachers using a more dialogic process to design curriculum with varied influences from policy, learning support materials, and handson arts practice, rather than a linear design process starting with learning outcomes. Gaps in curriculum knowledge about outcomes and assessment were also identified. As part of the empowerment curriculum evaluation (ECE), learning outcomes seemed to play a more powerful role as heuristics in growing their meaning(s) in practice, and generating valid assessment critiera. Evidence was found to argue that the ECE was associated with curriculum knowledge growth and increased self-determination for the teachers who had some initial experience in the learning area before participating in the study. ivItem A critical study of the implementation of the education decentralisation process and its effect on secondary schools in Botswana: a case of the South Central region(2008-04-09T08:27:27Z) Masendu, Matlhoatsie EuniceABSTRACT This study examines the implementation of the education decentralisation process and its effect on secondary schools in Botswana in the case of the South Central Region. This topic was chosen against the wide-scale adoption by African countries of the international policy of educational decentralization, which takes different forms in different purposes. Literature on decentralization and school monitoring and support was consulted as well as evidence from different African countries. The study uses a qualitative approach and case study of a region to collect data through interviews and document analysis. Purposive sampling was used to select participants from the Ministry of Education headquarters, national Secondary Education Department and the South Central Region Office. Six Secondary Schools were sampled for the purpose of illustrating the impact of the regional administrative decentralization on different kinds of schools. The research findings reveal that Botswana has adopted the particular form of regional administrative decentralization for the purpose of administrative efficiency and the improvement of its school monitoring and support functions. The study revealed that some benefits, such as speedier response to teachers’ welfare matters, facilitation of distribution of resources in particular, learner- support materials and teachers, did occur. However, contrary to expectations, it surfaced that the process was ridden with more problems than solutions, mainly because many of the preconditions necessary for effective administrative decentralization were not present. For example, there was a lack of common understanding of the form and extent of decentralisation, human and other resources, role clarity and proper accountability lines, resulting in duplication of effort and tension between the regional and national offices as well as misaligned decentralization functions within the education bureaucracy. The main recommendations of the study are that the Ministry of Education should revisit the strategy to take on board and empower the regions to effectively execute their mandate of monitoring and supporting secondary schools in their jurisdiction. This will require increased capacity and resources as well as strategic leadership on behalf of the region.