Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district
- Authors: Kwababa, Masibulele Lennox
- Date: 2011
- Subjects: Inclusive education -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18426 , http://hdl.handle.net/11260/d1006963
- Description: The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.
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- Date Issued: 2011
The explanations for the lack of parental involvement in school governance: A case study of a junior secondary school in Sisonke District, KwaZulu-Natal
- Authors: Mqatu, Lumkile W
- Date: 2011
- Subjects: Parenting -- School governance
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18454 , http://hdl.handle.net/11260/d1007760
- Description: This research project investigates the reasons why parents are not fully involved in school governance of a selected school in the Sisonke District of KwaZulu-Natal. As a professional educator the researcher has noted that within the rural communities, especially those in KwaZulu-Natal, an area which he knows intimately, there is a general lack of involvement on the part of parents in the way in which schools, that are educating their children, are being run. The researcher has observed that the parents‟ overall contact with the school is very limited - often confined to the beginning of the school year. Thereafter the parents withdraw from all matters pertaining to the running of the school, in effect abdicating their contribution to their children‟s education by handing over all responsibility to the teachers. This, in turn, has created a demarcation that has divided the teachers and the parents, with the parents‟ input stopping at the school gate, in a manner of speaking. What should be a combined effort of both parents and teachers to achieve the best possible results for the learners, has become a rift. And, as with all splitting of resources, this has had a negative impact on the functionality of these educational institutions. In order to get insight into the possible reasons why this is as it is, the researcher collected data, primarily interviews with parents, teachers and learners. Observations of governing body meetings, parents meetings and school management meetings were also conducted. In addition to these, minutes of meetings of the school related to other relevant documents, for example, school finance committee meetings, were also examined. The approach used in this study is the qualitative study method. The researcher also tried to determine to what extent, if any, factors such as lack of knowledge, lack of experience in school governance, lack of time, insufficient training to capacitate parents for school governance, low levels of education, lack of communication, no invitations being extended from the principal, and also teachers' and parents‟ attitudes contribute to this serious lack of parental involvement in the governance of this school. Another consideration was whether educators and learners have any knowledge that parents have a right to come to school and assist with the activities in the classroom. In essence, all the research hinged on the core question: „What are the explanations for the lack of parental involvement in public schools?‟ From the data gathered, the researcher then suggests or recommends possible solutions to rectifying what is fundamentally a misunderstanding of responsibilities, in order to propose means to rectify the situation for the future benefit of the learners. It is also recognised that due to potential limitations of the study, further studies on the effects of parental involvement in schools‟ governance may need to be undertaken. To get a clearer representation of the extent and where this impacts on our society as a whole, the researcher suggests further studies to encompass other school models, as well as other schools with different racial and social/economic compositions be undertaken.
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- Date Issued: 2011
The impact of mergers on managers and educators in public FET Colleges at Buffalo City College, East London
- Authors: Magadana, Zukile
- Date: 2011
- Subjects: Managers and Educators -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18427 , http://hdl.handle.net/11260/d1006967
- Description: The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.
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- Date Issued: 2011
The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy
- Authors: Meiring, Leslie Frank
- Date: 2011
- Subjects: Educational toys , Science -- Study and teaching (Primary) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9477 , http://hdl.handle.net/10948/1332 , Educational toys , Science -- Study and teaching (Primary) -- South Africa
- Description: In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.
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- Date Issued: 2011
The impact on the family dynamic of having a child and sibling with Down syndrome
- Authors: Webber, Heidi
- Date: 2011
- Subjects: Down syndrome , Children with disabilities -- Family relationships
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9495 , http://hdl.handle.net/10948/1441 , Down syndrome , Children with disabilities -- Family relationships
- Description: The raison d'être of my research is simple: it’s about tossing one more starfish back into the surf. Down syndrome is not a disease, nor is it contagious or a death sentence (it only feels that way when you find out for the first time). At the moment of conception, the apprearance of extra genetic material results in a total of 47 chromosomes in every cell. Usually each cell has only 46, thus making an individual with Down syndrome far more like others than different from them. Yet, this extra chromosome presents special circumstances regarding their ability to acquire new skills, be it academic or practical, encompassing a specific learning profile with typical characterisitcs, strengths and weaknesses. Twenty-first century family life is simultaneously challenging and richly rewarding and the expectancy of most families are of a life lived on paved highways with well-marked signs, and rest stops never far apart. Adding an extra chromosome to the luggage sends the family travelling down a vastly different highway instead, not always knowing what is ahead. It’s scary, but in reality even those on the wide smooth roads do not know the future. Echoing the feelings of many parents, Leonard (1992: 5) states, “The trouble is that we have few, if any maps to guide us on the journey or show us how to find the path…” Assumptions from previous decades that used to increase stress associated with rearing a child with Down syndrome would negatively impact on individual family members and the family unit as such. This has made way for the growing consensus that it is not necessarily the norm. Whilst some families have trouble in adapting to the increased stress, other families adjust easier and even thrive. Successful adaptation seems more likely in resilient families who enjoy high levels of parental well-being and strong relationship bonds. Findings of this qualitative research study confirm that unresolved marital strains are more likely to result in divorce as opposed to the birth of their child with Down syndrome. Correspondingly, siblings of children with Down syndrome reported mostly positive impact than negated opportunities to participate in a normal childhood. My motivation for this research was to explore the nature of challenges faced by modern families and to provide mechanisms to facilitate positive adaptation for the family and aid vii inclusion of the child with Down syndrome into school and greater society. Recommendations are also presented for the medical professionals who, ironically, have proved to be the last people parents want to go for support, owing mostly to their decidedly objectionable treatment of parents; as well as the generally uninformed public, who seldom understand or support attempts of parents to include and expose their child to everyday experiences. In conclusion, I summarize: Should it be that I may influence but one person to see persons with Down syndrome for the potential that they hold instead of the associated problems of their condition, this would afford me the satisfaction and contentment knowing that I have succeeded in making a positive contribution to their plight. I would have successfully portrayed the families for the ordinary people they are with anticipations, aspirations and anxieties, but later tasting the elation of being empowered, and the resultant enjoyment and pride of the achievements of their extraordinary “starfish” child. The simple story below explains it all. A little boy was walking on the beach when he noticed scores of starfish washed onto the beach by the previous night’s high tide. He curiously watched as an old man bent down, came up slowly and tossed one starfish after the other into the surf. He went closer to investigate. “Excuse me, sir, what are you doing?” he enquired. The old man said: “I am throwing the starfish back into the ocean before they die, my boy…come, lend a hand”. The boy looked up and down the beach at the hundreds of starfish scattered along the shoreline. “But there’s too many…” said the boy, “it’ll make no difference!” The old man smiled, bent down, picked up another starfish, and carefully tossing it into the clear blue water, he replied, “…It makes a difference to this one…”
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- Date Issued: 2011
The implementation of the arts and culture learning area in previously disadvantaged schools in the Nelsona Mandela Bay area : teacher experiences
- Authors: Browne, Elaine
- Date: 2011
- Subjects: Arts -- Study and teaching (Primary) , Culture -- Study and teaching , Teachers -- Training of -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9484 , http://hdl.handle.net/10948/1407 , Arts -- Study and teaching (Primary) , Culture -- Study and teaching , Teachers -- Training of -- Curricula
- Description: Inherent to post‐apartheid educational transformation was the design and subsequent implementation of a new national school curriculum. The current curriculum‐in‐use, namely the National Curriculum Statement (NCS) comprises eight compulsory learning areas. One of these learning areas, Arts and Culture, aims to equip learners with skills and knowledge with regard to four distinct arts disciplines, namely music, dance, drama and visual art. In the General Education and Training Band (GET) phase, general classroom teachers are expected to implement this highly specialised learning area. This research aimed to determine how teachers employed at Nelson Mandela Bay primary schools were disadvantaged during the apartheid era, experience the implementation of arts education. Focus group interviews were conducted at schools situated in the low socio‐economic areas. The results revealed that, despite their profound awareness of the unique advantages of arts education for the learners, several impediments hampered the successful attainment of its value. The obstacles highlighted by the teachers were the curriculum itself, teaching and learning environments that are not conducive for arts education, and unsatisfactory involvement of the Department of Education.
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- Date Issued: 2011
The relationship between Union Representatives and school management teams in the Tsolo District: implications for school management
- Authors: Maqhubela, V
- Date: 2011
- Subjects: School management -- Labour Unions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18416 , http://hdl.handle.net/11260/d1006573
- Description: This dissertation is a report of the study that was conducted in rural schools of Tsolo district in Eastern Cape Province of South Africa. The study was about the relationship between union representatives and school management teams. The study was conducted because the researcher is a site steward in the present school where the researcher working and is always dealing with conflicts that usually occur between the S.M.T and Union members and has to address these issues regularly. This problem made the researcher to be interested and want to know further from other schools of what is the situation. This was done through focus group interviews and the study was qualitative research paradigm. There were questions that were drafted and participants were asked to respond according to the questions. The participants were as follows 11 SMT members and 18 union representatives. The study findings highlighted the role that SMT could play in the smooth running of the school and in addressing tensions to enhance effective work. The study also illuminated the issue of being bias among the SMT in some unions and dictatorship by S.M.T members. The study findings highlight the role the S.M.T should play and the issue of consultation before any decision should be taken as an integral part. The study also showed that there was a need for schools to know the South African legislation so as to go along with correct rules and regulations when addressing different issues.
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- Date Issued: 2011
The teaching of financial management principles to school leaders in disadvantaged schools
- Authors: Griesel, Issabella
- Date: 2011
- Subjects: Education -- South Africa -- Finance , School management and organization -- South Africa , School budgets -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9446 , http://hdl.handle.net/10948/1538 , Education -- South Africa -- Finance , School management and organization -- South Africa , School budgets -- South Africa
- Description: The objective of this study was to find out how a course in School Financial Management should be designed and presented in order to bring about an improvement in the practice of school financial management in disadvantaged schools in the Eastern Cape Province of South Africa. The study was conducted in the interpretive and critical theory paradigms, and employed a qualitative empirical approach. The focus of the research was two cohorts of school leaders taking part in the Advanced Certificate in Education: School Management and Leadership programme at the Nelson Mandela Metropolitan University in Port Elizabeth. The researcher presented a course in Financial Management to both of these cohorts, and employed an action research method in her research, introducing the insights and lessons learned from teaching the first cohort in the design and teaching of the second cohort. Data were collected in various ways, including written assignments of students, class discussions, personal interviews and document analyses. More data were collected during school visits at which the researcher observed the level of financial practice at schools, and could also, from the one-to-one interactions with the students, identify the issues that were still problematic to them. Another aspect of the data gathering process was the detailed analysis of the section on Financial Management in the ACE study material provided by the Department of Education. This enabled the researcher to compare her study material and teaching approach to that of the Department’s study material, so as to ascertain which content and methods of teaching were best suited to bringing about an improvement in practice. The study’s main findings were that designers of such programmes in Financial Management should focus on basic Accounting principles and avoid an overload of content of issues which are “good to know”, but do not contribute to the understanding of Accounting principles necessary for the drawing up of financial statements. The method of teaching should predominantly be an interactive approach based on adult learning principles, with enough time for students to complete certain assignments and activities with feedback by the lecturer. The role v of mentors and of the lecturer visiting schools was emphasised as one of the key ways to assist participants in implementing what they had learned. The most important recommendations emanating from the study were the suggestion that the Department of Education should play a bigger formational role in providing feedback to schools on the financial statements submitted to the Department by these schools, the rethinking of the Department of Education’s module on Financial Management in the ACE for School Principals, and the development of a follow-up course in which all the additional aspects of School Financial Management could be included.
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- Date Issued: 2011
The use of Afrikaans-English-Xhosa code switching and code mixing as a teaching strategy in the teaching of Afrikaans additional language in the secondary schools of the Transkei Region of the Eastern Cape Province (RSA)
- Authors: Songxaba, S L
- Date: 2011
- Subjects: Code switching and code mixing -- Teaching -- Afrikaans-English-Xhosa , Education (Secondary) -- Afrikaans language
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18414 , http://hdl.handle.net/11260/d1006565
- Description: This study seeks to report on the investigation into the need to use code switching as one of the language teaching strategies in the teaching and learning of Afrikaans as Additional Language in the FET band, in predominantly Xhosa-speaking environments in the Eastern Cape. The study was conducted in twelve secondary schools of the Transkei where Afrikaans is taught as an additional language. The sample of the study comprised the educators, the learners and the school managers of the twelve researched schools. The research was a case study of the selected schools. The participants were studied in their own environment and the data was collected by means of both the interviews and structured questionnaires. South Africa is a multilingual and multicultural country. This state of affairs calls for a serious re-evaluation of the existing teaching methodologies. Children acquire language skills in and outside the classroom in two different ways in multilingual societies. While children acquire proficiency in languages outside the classroom in a natural way, in the classroom they are constrained by rigid purist rules that compel them to learn languages in artificial ways. This manner of language acquisition in the predominantly Xhosa-speaking environments of the Eastern Cape, often goes hand in hand with code switching from source language to target language and vice versa. These children can be described as compound informal bilinguals (polyglots) as far as the indigenous languages are concerned since they acquire the indigenous languages from early childhood in natural settings. In the context of formal acquisition of European languages and Afrikaans in schools, they can be categorised as coordinate bilinguals. The linguistic disparities between classroom and natural acquisition practices were revealed in this investigation. In the classroom, code switching has two contradictory sides. On one hand code switching provides the teacher with ease of expression, confidence and satisfaction that the learners understand the lesson. Notwithstanding the dynamic attributes of code switching in the classroom, the learners are faced with the dilemma of having to avoid code switching as much as possible in the examinations since there is no room for code switching in the examinations. This investigation showed that despite the fact that non-mother tongue teaching is supposed to take place through the medium of the target language, both the teachers and the learners admitted that they code switch during Afrikaans classes and they perceive code switching as the best way to facilitate understanding. The findings of this study revealed that code switching was a natural and inevitable strategy in teaching an additional language. However, it also surfaced that some teachers resorted to using code switching because of their own lack of proficiency in the target language. Informed by the above findings, the study recommended that code switching be considered as one of the strategies to be used in the teaching and learning of Afrikaans as additional language. It was also recommended that learners be credited if they used code switching in the examinations since all respondents admitted that code switching was every-day practice in the classroom. This, however is to be done with extreme caution and with the sole purpose of assisting the learners achieve full mastery of the target language at the end of their learning career. Since this kind of exercise needs highly-skilled personnel, it was recommended that practising teachers be retrained and resource materials be expanded to all schools that offer Afrikaans as additional language. Although the arguments presented in this investigation do not reject the reality of the impeding effect code switching might have on the learning of an additional language, the study maintains that for purposes of mutual understanding, code switching is an enabling factor that impacts positively on the teaching-learning situation.
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- Date Issued: 2011
Towards community environmental education using current institutional resources, GIS and remote sensing, and local knowledge: a case of the Nandi Hills and Nandi Forests, Western Kenya
- Authors: Tanui, Julius Gordon
- Date: 2011
- Subjects: Environmental education -- Kenya -- Western Province , Community-based conservation -- Kenya -- Western Province , Conservation of natural resources -- Kenya -- Western Province
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9568 , http://hdl.handle.net/10948/d1016074
- Description: The Nandi Hills and Nandi Forests in Nandi County, Kenya are major water catchments for Lake Victoria. However, these resources have faced significant decline and degradation in recent times, thereby impacting the hydrological quality and quantity in the Lake Victoria Basin. This study was informed by the observed degradation of the Nandi Hills and Nandi Forests, epitomized by the receding forest cover, drying up of previously permanent streams, instances of mudslides and rock falls, and downstream flooding. The study therefore sought to interrogate the current institutional environmental and educational arrangements and practices which are pertinent to the sustainable management of the Nandi Hills Forests, the perceptions and understandings of the local population in terms of forest resources and land use, and the information that can be provided by GIS and Remote Sensing data, in order to produce a heuristic for planning community environmental education in the Nandi County. To achieve this, a mixed methodological design which incorporated both qualitative and quantitative data was embraced. The mixed method approaches used in this study were the concurrent triangulation and nested/embedded designs. A four-tier analysis was carried out once all the data had been coded and grouped. The analysis covered three categories of the population in the study area; namely the households, institutions and community groups, and analysis of Landsat images for change detection. The study reveals that there are several state and non-state institutions that are involved in the management of the Nandi Hills Forests and that their efforts have seen an improvement in the perceptions of the local population in terms of the importance of environmental management of the forests. Analysis of the Landsat images has revealed receding natural forest cover. The contribution of informal, local and indigenous knowledge to sustainable management of the Nandi Hills Forest was notable (85 percent of the population attribute their knowledge on forests and forestry to informal knowledge sources). These results informed the development of a heuristic to enable the adoption of strategies using readily accessible, though loosely applicable, information for problem solving in developing and implementing community environmental education practices for effective forest management and conservation practices that are responsive to the needs of the Nandi Forest community.
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- Date Issued: 2011
User satisfaction in academic libraries: a case study at Walter Sisulu University, Ibika Campus
- Authors: Cingo, Sindiswa
- Date: 2011
- Subjects: User satisfaction -- Academic libraries
- Language: English
- Type: Thesis , Masters , M Bibl
- Identifier: vital:18419 , http://hdl.handle.net/11260/d1006642
- Description: User satisfaction and library use are multidimensional concepts. The scope of every library as a service institution is to provide satisfaction to its users and to strive continuously for their betterment. The aim of this study is, therefore, to determine the satisfaction of users with library services at the circulation desk at Walter Sisulu University (WSU), Ibika Campus. The specific objectives of the study are as follows: To determine the levels of satisfaction of users, especially at the circulation desk; to determine the reasons for any dissatisfaction expressed by the users; to determine the use of databases by the users, and to determine how the Ibika Campus library is rated in general. In this study, a survey was used to determine the levels of satisfaction of users with library services. Questionnaires were distributed to hundred and twenty users, and ninety users responded to these. From the findings, it was clear that most of the respondents were in general satisfied with the library services at WSU, Ibika Campus. Dissatisfaction was expressed by approximately twenty percent of the respondents, because of various reasons which include library opening hours, noise level, temperature, photocopying facilities, the accuracy of the searches, including the use of OPAC. There were also some suggestions from the respondents that entail more staffing, training, expansion of the library building, twenty-four hour reading room facilities and more cubicles for senior students and staff. The expansion of the library building may reduce the noise level because there will be more space, and that will limit group discussions inside the library. Group discussions will be done outside the library in the suggested twenty-four hours reading room. In one of the recommendations, it is suggested that library management should provide ongoing training for all library staff. This will result in enhancement of services. The training will assist the circulation staff to possess excellent interpersonal skills together with a strong service orientation. Lastly, further research needs to be done on library satisfaction in terms of the problems that have been identified, for example, extension of the library building.
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- Date Issued: 2011
Accounting Method (PGCE & BED Programme): MAC 411
- Authors: Luggya, S. K , Sathorar, H
- Date: 2011-06
- Subjects: Accounting -- Methodology
- Language: English
- Type: Examination paper
- Identifier: vital:17421 , http://hdl.handle.net/10353/d1009790
- Description: Accounting Method (PGCE & BED Programme): MAC 411 June 2011.
- Full Text: false
- Date Issued: 2011-06
Business Economics Method: MBE 411
- Authors: Luggya, S K , Sathorar, H
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17316 , http://hdl.handle.net/10353/d1010163
- Description: Examination on Business Economics Method: MBE411, June 2011.
- Full Text: false
- Date Issued: 2011-06
Business Economics Method: MBE 412
- Authors: Luggya, S K , Sathorar, H
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17317 , http://hdl.handle.net/10353/d1010164
- Description: Examination on Business Economics Method: MBE 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
Developing Teaching & Learning Programmes: EDT 312
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17314 , http://hdl.handle.net/10353/d1010160
- Description: Examination on Developing Teaching & Learning Programmes: EDT 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
Education Module: EMS 312
- Authors: Luggya, S K , Caga, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17315 , http://hdl.handle.net/10353/d1010161
- Description: Examination on Education Module: EMS 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
Educational Law & Constitution for Educators: EDB 416
- Authors: Macanda, M A A , Joubert, R
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17312 , http://hdl.handle.net/10353/d1010158
- Description: Examination on Educational Law & Constitution for Educators: EDB 416 June 2011.
- Full Text: false
- Date Issued: 2011-06
Educational Studies 1A: ECA 411
- Authors: Madubedube, M J , Cishe, E N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17310 , http://hdl.handle.net/10353/d1010156
- Description: Examination on Educational Studies 1A: ECA 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
Educational Studies: ECA 415
- Authors: Caga, N , Vye, Z , Litshani, N F
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17311 , http://hdl.handle.net/10353/d1010157
- Description: Examination on Educational Studies: ECA 415, June 2011.
- Full Text: false
- Date Issued: 2011-06
IT Method: MCT 411
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17318 , http://hdl.handle.net/10353/d1010165
- Description: Examination on IT Method: MCT 411, June 2011.
- Full Text: false
- Date Issued: 2011-06