Faculty of Education (former Departments)

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Browsing Faculty of Education (former Departments) by browse.metadata.advisor "Kapp, C. A."

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    Professional military education in the South African national defence force : the role of the military academy
    (Stellenbosch : University of Stellenbosch, 2007-03) Esterhuyse, Abel Jacobus; Scholtz, L.; Kapp, C. A.; University of Stellenbosch. Faculty of Education.
    ENGLISH ABSTRACT: The study represents a descriptive analysis of the tensions that drive the need for an educated military in South Africa and, more specifically the role of the South African Military Academy in the provision thereof. The purpose of the research was to demarcate the proper role of the South African Military Academy in the academic and professional preparation of officers for the South African National Defence Force (SANDF). This purpose necessitated, firstly, an analysis of the need for education in armed forces in general and in South Africa in particular, with specific reference to the tensions underpinning military education and training. It secondly called for a broad assessment of the nature of professional military education in the SANDF at large to contextualise the role and function of the South African Military Academy. These discussions are based on a literature overview, document analysis and unstructured interviews with decision makers. In the first part of the study, a framework is developed for the education of officers. The framework is based on the assumption that modern military professionalism is rooted in a need for training to develop military skills, education to understand and develop the military body of knowledge and experience as the application of skills and knowledge. It is also based on the identification of four knowledge clusters that need to be the focus of officer education, namely the external security environment within which armed forces operate, the nature of armed forces as organisations, the professional employment of armed force(s), and the physical environment within which armed forces operate. The framework highlights three levels of officer development: the making of lieutenants, the making of colonels, and the making of generals. This framework is used for the analysis of education, training and development in the SANDF. Both the positive and negative attributes as well as trends in training and education in the SANDF are discussed. The discussion serves as the departing point for an outline of the debate about the role of the Military Academy since democratisation in 1994. It is argued that there is no clarity about the role and function of the Military Academy. Critical questions are also asked about the nature of the academic programmes offered to officers at the Military Academy. The departmental level agreement between the Department of Defence and the University of Stellenbosch is pointed out as the raison d'être for many of the problems with which the Military Academy is confronted. The study finally highlights the need for education as a requirement for officership in the SANDF, a reconsideration of military socialisation at the Military Academy, the difficult position of the Faculty of Military Science, the need for a core academic programme, and structural changes that are needed at the Military Academy. It is recommended that, like many foreign military academies, the future existence of the Military Academy be assured through national legislation. The involvement of the University of Stellenbosch in the education of young officers at the Military Academy should not be terminated. However, the existence, functioning, organisation and structure of the Military Academy should not be based on a “goodwill-approach” between the University and the Department of Defence.
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    'n Studentgesentreerde opleidingsraamwerk vir kliniese verpleegpraktisyns in Noord-Kaapse plattelandse gemeenskappe.
    (Stellenbosch : University of Stellenbosch, 2006-12) Van der Walt, Stephanie; Kapp, C. A.; Welmann, E. B.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    During the past twelve years of democracy health care services in South Africa have been influenced by political, social and economic change. As a result of the transformation of health care services and the change of political policy, the focus on primary health care increased. During the early stages of the transformation of health care services stakeholders realized that in order to provide an extensive health care service specialized training is required. Various educational institutions provided formal and informal programmes in order to meet the new challenges of the nursing profession. Although minimum requirements of the content and clinical practice have been established by the nursing council, the mode of presentation, costs, duration and type of qualification awarded to clinical nursing practitioners differed substantially. Uniformity in terms of programme content was lacking, neither were any scientifically founded attempts made to establish whether these programmes fulfilled the needs of the student in the rural community. Although a variety of training programmes exist the number of trained clinical nursing practitioners is still inadequate. In addition training is focused on the urban community. The objective of the research was to determine the opinion of the rural nurse on clinical nursing education, and to develop a training framework based on their input which would meet their needs. This research was conducted from an explanatory-descriptive paradigm. The case study was used as research design. A literature study on the development of primary health care both internationally and nationally was done. The literature study revealed the development of training programmes for clinical nurses. Chapter three of the literature study is dedicated to the theoretical aspects of the design of a student centered training framework for the adult student. A student centered training framework has created from data gathered via questionnaires completed by clinical nurses and semi-structured interviews with semi-qualified nurses. Semistructured interviews have also been conducted with the supervisors of nurses working in clinics and community health centres in the Northern Cape. The conclusion that respondents showed a positive attitude towards training in clinical nursing was encouraging. The majority of respondents indicated that they would welcome an additional qualification which will improve their knowledge and would result in better patient care. The respondents highlighted staff shortages, financial constraints and family responsibility as the main obstacles towards these qualifications. During the research it became clear that no formal training is currently available in Kimberley. This is as a result of the absence of mentors. Although the respondents have limited access to computers they indicated that they would prefer computer supported training in conjunction with physical contact sessions. The research indicated that no formal policy on the training of clinical nurses exists in the rural Northern Cape. In the absence of a training framework the research further contributed towards the development of a student centered training framework for clinical nurses in rural Northern Cape. The research succeeded in highlighting the necessity for formal policy on the training of clinical nurses in rural Northern Cape.
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    The training of ABET educators and educators-in -training in the Nebo-district of the Northern Province
    (Stellenbosch : Stellenbosch University, 2000-12) Mminele, Monanana Margaret; Kapp, C. A.; Stellenbosch University. Faculty of Education. Centre for Higher and Adult Education.
    ENGLISH ABSTRACT: The proper training of Adult Basic Education and Training (ABET) educators-in-training could play an important role in the eradication of illiteracy in South Africa. ABET is a tool that can be applied to redress the imbalances of the past. Proper training implies the real, effective and accredited training that would be recognized by the National Qualifications Framework (NQF). The way the training of ABET educators is presented is lacking some form of recognition from other institutions. The research was undertaken in the Native Employment Bureau Offices (NEBO) District of the Northern Province in South Africa during the period from July 1997 to August 1999. The purpose of the research was twofold. Firstly to establish whether the programmes that are used by the various institutions to train ABET educators in the NEBO district are effective. That is whether those people who had been trained as ABET educators can teach adult learners in such a way that they are accepted by the learners and that there will be a decrease in the high numbers of illiterate people as a result of what ABET learners are taught. Secondly how suitable the people who are used to present these programmes are in relation to what is required of ABET educators. A literature review was done to establish the ABET activities in both developed and developing countries. In each of the countries the need and examples of the training of ABET educators were looked at. It was found that the same problems were experienced. Under the developed countries, Ireland was used as an example and for the developing countries South Africa and Tanzania were studied. In South Africa three ABET training programmes were studied and compared. These progammes are Project Literacy (PROUT), University of South Africa (UNISA) ABET Institute and the Rural Enterprise Agricultural Project (REAP). Qualitative data was obtained by means of the interviews, observation and analysis of existing data from the governmental documents. The result of the qualitative data showed a difference among the four groups of ABET educators. The group that was trained by the past PROUT, UNISA ABET and REAP programmes showed a higher level of understanding and empowerment in training the ABET learners. The present PROUT training programme was not so effective to train ABET educators-in-training. This research showed that the three ABET training programmes were producing different kinds of ABET educators with different status. By status is meant the recognition of the training by means of a certificate or a diploma. The research also indicated that the trainers of the trainees did not implement all of the written materials. The most important recommendation is that the National ABET Directorate should integrate the three training methods for better eradication of illiteracy, by means of well recognized trained ABET educators. The value of the research was that one integrated ABET curriculum was recommended that probably would be better for the achievement of the goals that are set by the National ABET Directorate.