|dc.description.abstract||With the introduction of a new government in South Africa in 1994, the country embarked on a programme of land reform, and currently the process of dealing with the issues of Land Redistribution, Land Restitution and Tenure Reform is underway.
Sound land administration is crucial to the Land Reform programme, and to future peace in the country. Such land administration requires a range of role players with varying levels of education. Also in the field of education the country saw a complete break away from the system of content-based education and competency based training, to one of
outcomes-based education and training. The introduction of this new educational dispensation is overseen by the South African Qualifications Authority (SAQA), who is in the process of ensuring the smooth implementation of the National Qualifications Framework (NQF) into all aspects of learning in South Africa. The purpose of the NQF in the broad sense is to provide for the registration of nationally and internationally recognised qualifications on all levels in an integrated system, in
order to facilitate access to and provide mobility in education and training. The NQF is designed to develop learning that is relevant to the needs of industry, the individual and the economy, but also to be dynamic and able to adapt quickly to changing circumstances. It therefore is providing South African educators with new challenges in the field of Outcomes-Based Education and training. One of the methods available to identify appropriate learner outcomes to meet the above requirements is the DACUM method, which works on the premise that expert workers are better able to describe/define their job than anyone else. The DACUM method is a proven way of arriving at relevant outcomes, which is the starting point in the curriculum development process as used in outcomes-based education and training programmes. In this thesis the DACUM model is tested as a tOGI for
designing relevant outcomes, and such outcomes are modified in accordance with outcomes in practices in existing programmes in land administration in SouthernAnother important component in designing learning outcomes is to ensure that appropriate embedded knowledge is identified in order to avoid that learning
becomes mechanistic without learners mastering necessary content. In this thesis a body of general knowledge has been compiled which can inform the curriculum developer on relevant embedded knowledge when designing learning units in Land
Administration. This body of knowledge includes land related historical issues in South Africa as well as Australia and the USA, Government Policies and Legislation dealing with Land Reform. Finally some learning units in one of the fields in land administration were developed. In making the choice of which field, care was taken to identify one which will span a range of NQF levels, and the choice fell on the adjudication of land rights, which proved to have relevant learning on every NQF level from Level 3 to Level 7. To achieve this the writer had to interview a number of stakeholders and compile a body of knowledge specific to adjudication. Care was taken to develop elements, which could be used by the Standards Generating Body (SGB) in Surveying in designing Unit Standards, as well as by educators in Higher and Further Education. Africa.||en