Wednesday 7 December 2011

AUNTIE HANNETJIE VAN DER BERG (née de BEER)

Our English readers are kindly requested to use Google Translate from AFRIKAANS to UK English re: The eldest sister of my father, Barend Petrus De Beer.

Tannie Hannetjie wat eergister oorlede is op 90 jarige leeftyd in die Welbedacht Aftreeoord in Uitsig, Bloemfontein, is die laaste lid van haar groepie familie wat vandag ter ruste gelê word te Bloemfontein. Sy en haar suster, Dolly (Magdelena. M) het saam met hulle broers Barend (my vader), oom Flip, oom Willem en oom Karel op Petrusburg groot geword. Tannie Dolly het meesal by hulle ouma op die plaas Voigtspos, drie kilometer buite Petrusburg gebly omdat die spoorweghuisie langs die Bloemfontein / Petrusburg trajek te klein was. Sy en haar suster het met twee van der Berg broers in die distrik getrou en in Brakpan gaan woon waar hulle mans in die goudmyne gewerk het. Tannie Hannetjie en oom Willie, haar man, het vyf kinders gehad. Ongelukkig is haar eerste dogterjie oorlede aan witseerkeel. Sy het haar hele lewe nie werklik oor die trauma van haar kleuterdogterjie se dood gekom nie. Nadat oom Willie genoeg geld gespaar het wat hy by die myn verdien het, het hy 'n plaas naby Maselspoort gekoop (see location on map). Haar oudste seun, Frans het 'n bankier geword en na sy aftrede op die familieplaas, ALFA, gaan aftree. Sy twee seuns woon en werk tans in die VSA.

Karel Johannes van der Berg, ons tweede oudste neef, boer ook op 'n plaas naby Verkeerdevlei in dieselfde omgewing. Karel is baie familie- vas en het reeds saamtrekke gehou waarby hy sy oorlede moeder se De Beer-afstammelinge ook uitgenooi het. Sy twee dogters en twee seuns woon en werk ook in dieselfde omgewing terwyl sy vrou, Alta, kleinkinders op hulle plaas help grootmaak.

Willie van der Berg, die derde broer is 'n predikant en boer deeltyds in Ritchie, langs die Modderrivier, naby Kimberley. Sy seun, Willem van der Berg, is 'n vryskut joernalis terwyl sy suster help omsien na die huishouding.

Hulle tweede suster, Helene, is oorlede aan kanker. Haar drie kinders woon en werk in die Goudveld, onderskeidelik in Welkom en Virginia.

Tannie Hannetjie was 'n boervrou deur en deur. In die lang somervakansies het ek en my broers op die plaas gaan kuier.  Natuurlik onthou ons altyd heel eerste die groot pannekoeke as kinders. Sy het meer vars eiers en baie meel en "primusse) gehad as ons op die dorp. So vinnig as wat my neefs haar help pannekoek bak het, so vinnig het ons dit soos ruspers verorber!  Daarna, baie vrugte gaan eet in die boord. Swart barlinka druiwe, vye, appelkose, perskes en so nou en dan 'n spanspek of pere. Te veel om te onthou. Tannie Hannetjie was net altyd besorg oor ons rooi gebrande velle en gebarste voetsole na die vakansie met: "Wat gaan julle Ma daaarvan sê..." Sy en my ma het 'n besonderse en baie hegte familieband met mekaar gedeel. Oom Willie het haar gereeld by my ma kom aflaai wanneer hy vendusues bygewoon het.  My Tannie het vir my 'n krimpvarkie vir my verjaarsdag gebring en daarna kapokhoendertjie waarmee ek in ons agterplaas geboer het.

Slagtyd in die winter het my pa 'n bees by oom Willie gekoop wat sy my ma en pa gehelp het met die opsny van kookvleis, sopbene en biltong terwyl ons kinders die worsstopper moes draai. 'n Hele dag se harde werk, maar in 'n vrolike gees van grappies en natuurlik die worsie op die kole kort-kort gaan proe. Iets onvergeetliks vir 'n stadskind...

Gelukkig kon Tannie Hannetjie darem 'n paar ou foto's van die De Beer-familie vir my leen om in te skandeer op my Blog (sien vorige publikasies). Sy het ook so hier en daar vertel oor haar oorlede moeder se Van Rooyen-familie in Mafeking. Oom Daantjie, haar neef, het oor een honderd jaar oud geword en gereeld met haar kontak gehou tot en met sy dood. 'n Kostelike besitting wat sy my gegee het, is die 'voorbereidingsboekie' vir die aflegging van haar geloofsbelydenis in die Gereformeerde Kerk in Mafeking. Hulle leeraar was 'n ene ds. Peroldt.  Sy het ook kantaantekeninge gemaak in haar Hoog Hollandse Bybel en 'n briefie bewaar van haar dominee.  Ek beskik vandag oor al twee die Hollandse Bybels van  my groot ouers (aan vader-en moederskant) wat ek saam bewaar.

Van die De Beer-geskiedenis op Petrusburg kon sy nie veel meer vertel as wat my pa my reeds oor ingelig het nie.  Behalwe die swaer- kry in die ekonomiese depressie van die dertiger jare.  Haar pa, Karel Johannes de Beer, het tot voor sy dood gereeld elke jaar sy spoorwegvrypas vanaf Petrusburg gebruik om vir ons te kuier en 'n lang ruk op die plaas by Tannie Hannetjie-hulle.

Noudat al vier broers en die twee susters saam met hulle vader en moeder en afgestorwe familie "slaap" onder die veilige bewaking van die Vader totdat Jesus weer kom om 'n nuwe kosmiese bedeling te vestig, betree ons neefs en niggies ons eie era van familie aangewesenheid...

Friday 29 July 2011

DOUGLAS FUR

One of my sons, Christo, loves to work with Oregan Den.This imported wood is especially renouned for its antique value, however, the market seems to flourish for Oregan Den furniture. IAlthough I knew the wood for years, I never researched for the botanical name. However, when one googles for Douglas Fur, one can read all about this lovely grain wood.

Tuesday 29 March 2011

GRAND FATHERS OF KALLIE DE BEER



My grandfather, Karel Johannes De Beer and my mother's father, Petrus Cornelius Pelser visited us in Noordhoek, Bloemfontein during the nineteen sixties. They were both in their eighties, however, still strong at that time and enjoying life with their grand children. After their wives, Petronella and Maria respectively died earlier in their marriages, Oupa Karel stayed on in his house at Petrusburg while Oupa Pelser moved in with us. They both worked on the South African Railways construction workers on the railway tracks of the Orange Free State province before retirement. "Oupa" Pelser fought in the Anglo Boer War and was caught by the British troops and deported to Bermuda while "Oupa" Karel was interned as a young boy in a British concentration camp on Spitskop, next to Bloemfontein.

WOODWORK MODELS OF KALLIE DE BEER, 1969



In my training as a technical teacher at the Bloemfontein Teacher's Training College, I preferred to work with emboya wood. It is a dark wood and has a distinctive smell. Quite nice to work with, however, you may experience some cross grain knots if you did not buy the right batch. It is also excellent for the lathe. Currently it is a very expensive wood in comparing it to the nineteen sixties and the seventies. My daughter, Sanmarié and her husband Louwrens Schlebusch still uses it in their bedroom.

BAREND PETRUS DE BEER WITH HIS CHILDREN IN ENGLAND



Our brother Ben (nicknamed "Oubaas") with his son, Benny (also Barend Perus De Beer) and his wife, Jessica, on the left. Next to Oubaas sits his daugther, Ronel de Beer during their visit to the UK in 2010. Oubaas is a primary school teacher at the Universitas Primary School in Bloemfontein. Benny works in the UK and is a British citizen.

BEN DE BEER'S LATHE WORK




My brother, Ben de Beer, is also a woodwork teacher. He designed this reading lamp for the lounge in 1977. It is made of Rhodesian Teak which is a very hard wood. Woodwork teachers of the years before 1994 were very fond of this wood which was quite cheap and very easy to purchase anywhere in South Africa.

KNOTTY PINE CEILING BY KALLIE AND CHRISTO DE BEER



Example of father and son's ceiling design with South African pinewood, also known as "notty pine".

CABINET MAKING: CHRISTO AND KALLIE DE BEER



Example of son and father's cabinet making from old wooden furniture (Oregan Pine).

Thursday 17 March 2011

SOLAR POWER FOR HOT WATER (SONKRAG WARM WATER)




A farmer of Dealesville in the Free State, designed the solar heating system above and which was reported in an Afrikaans Newspaper, Volksblad. It is a simple mesh cylinder in which a black PVC plastic pipe is coiled and then covered with a strong white transparent plastic sheet to keep the heat inside. The cold water inlet is fixed at the bottom and the hot water tap on the end of the pipe on the top. Readers can see the e-mail address for further information.

KOEKSISTER MONUMENT, ORANIA



My wife, Christa and her mother visited the Koeksister Monument in ORANIA. A Koeksister is a sweet delicatessen which resembles a sort of a doughnut recipe, but does not taste like it. It is a typical Voortrekker/Afrikaans recipe and has no English name. On his visit to ORANIA, the former president of South Africa, Mr. Nelson Mandela also enjoyed some Koeksisters with the widow of one of the former prime ministers of South Africa, Dr. Hendrik French Verwoerd, Mrs. Betsie Verwoerd. When the previous president of the United States of America, Mr. George W. Busch, visited South Africa a few years ago, he also got hooked on Koeksisters !(Koeksister recipes can be googled how to prepare and cook this sweet little delicatessen snack.)

MOTHER IN LAW, CCW VAN WYK



My mother in law, Christina, Catharina Wilhelmina Van Wyk (nee) Van Schalkwyk, was born in the little southern Free State town of Luckhof. On her 85th birthday, my wife, Christa and I took her to the church where she was baptized. She currently lives in Johannesburg and Leeukrans respectively with her two sons, Jannie and Willie. She remembered her father who worked on the railway lines from Luckhof and later in Winburg in the northern Free State. After completing her school career, she moved to Johannesburg where she met my father in law, Jan Johannes Booysen Van Wyk. She worked as an admin clerk in the Johannesburg General Hospital and later on in the Art School. Her mother's maiden name was Boshof.

PETRUS CORNELIUS DE BEER AND SISTER ANNAMARIE




On the lower photograph is my brother, Petrus C de Beer (Pieter/ Piet) on his 62nd birthday with his two sons, Duan and Jeandré. On the top photo is Pieter with our only sister, Annamarie and her husband Johan Broderick.

BAREND PETRUS DE BEER AS CHILD



Barend Petrus de Beer stands right behind his mother, who sits next to their eldest sister Hannetjie. Two brothers, Karel and Flippie stand at the back next to Barend. The photo was taken during the depression years (circa 1933) in Petrusburg. Dolly, an elder sister and Willie, the baby brother, do not appear on the photo.

CLOCK OF CAREL J DE BEER, PETRUSBURG




My grandfather, Oupa Callie de Beer, who lived in Petrusburg, ordered this clock from a Cape Town merchant during the 1930's. On the faceplate one can read that this Swiss clock was assembled in Cape Town. My cousin, Johan de Beer, a deputy school principal at the Central Primary School in Bloemfontein, got the clock serviced and still uses it in his dining room.

Monday 14 March 2011

WOODWORK ARTE FACTS OF KALLIE DE BEER



One of my hobbies is to renovate old Oregon den furniture. Predominantly,I am restoring it simply for my wife's home decorations only. My son, Christo, is more of an artist as well as a woodworker. Working with wood, runs in our family since the first De Beer set foot in the Cape hundreds of years ago.

From Fauresmith to Jagersfontein: Diamond tourist trial



This road sign gives direction to the deepest hand dug diamond mine in the world where some of the most precious stones of DeBeers were discovered. From Jagersfontein via Fauresmith on route to Kimberley, one could also visit the Koffiefontein diamond mines.

Wednesday 9 March 2011

FAURESMITH ON THE DIAMOND TRIAL TO KIMBERLEY



This little southern Free State town where some of my great parents' family was baptized in the impressive white NG Church parish (read Nether Dutch) in the background, is situated between the Koffiefontein- and Jagersfontein diamond mines.(See my Blog elsewhere for Jagesrsfontein's diamonds of the DEBEER's diamond company). My father,Barend Petrus de Beer, who was a steam train driver, told us many stories about international photographers who took pictures of his steam engine in the middle of the town's main street. Amazingly, no accidents were reported in the years that my father steamed through this little town...

LEO KRUGER; MENTOR NUMBER TWO



Leonardus Kruger, our neighbors way back in the railway settlement of Noordhoek in Bloemfontein next to the railway lines to Johannesburg, studied law on a part time basis at the University of the Orange Free Sate. He always encouraged us also to take up part time lectures while working on a full time basis. His encouragement and evidence of his law qualifications inspired me to follow suit. Subsequently his interest in my studies in Political Science and International relations inspired me to complete my doctoral studies as well. Due to Leo's leadership in our railway neighborhood where nobody had any tertiary qualifications except the pastor and the pharmacist, he played a pivotal role to develop our self image. However, Leo was also a very lively person who liked pranks and many other mischievous ideas such as loading the smaller kids into the boot of his car to the drive in theater. It worded like this: " Kids come and wash my car and I will take you to the drive inn. After that, you ask your mother for spending money". Part of our spending money was for his entrance fee. Once inside, we all crawled out of the boot on the dark side of the theater and shared our hot dogs and potato chips while watching the movie for free! We did the same when we traveled with him to Maselspoort, a holiday resort nearby Bloemfontein. Maselspoort is situated next to the well known Boyden Observatory which we sometimes inspected at random. For all of us it was only a secret and eerie place which did not make much sense to us at that stage.(See my Blog elsewhere on the South African Large Telescope for my later interest in Astronomy). Also in his later life, he organized overseas trips for the local farmers of Koffiefontein where Leo practiced as a lawyer. After wards he hired the hotel dining room, projected photographs of the Grecian isles,threw a real Greek party where they smashed the plates and danced on this foreign music in this little Free State town until very late at night... After they calmed down the hotel manager, they promised to settle the Bill for the broken plates the next morning. The famous South African author, Ettiéne Le Roux, who lived nearby on his farm "JA-NEE" (read YES-NO) complimented Leo on his idea of a real Greek party and assured him that it was the best he had ever experienced so near to his farm. (Koffiefontein is very renowned for its diamonds and readers can view some photo's elsewhere on my Blog of where the Diamond Trial for tourists start via Fauresmith and Jagersfontein to Kimberley.)

PAUL LOOTS OF CAPE ST FRANCES, SOUTH AFRICA



On the right of the photograph stands Paul Loots with his family in Germany before boarding a boat on the Rein river. Way back in 1966, I worked for a tire company in Bloemfontein. Paul was a woodwork teacher and came in for a new set of tires where we met for the first time. I admired the wooden dashboard of his Mini Minor and took a keen interest in his career as woodwork teacher at the Dr Viljoen School. He asked me whether I have a matric certificate and said that I could also get a bursary from the Orange Free State Department of Education to study for a woodwork teacher. I gave it a good thought and enrolled the next year in 1967. Subsequently, he mentored me all the way because of my more matured age than my fellow students at the Bloemfontein Teacher's Training College. He gave me some books and notes as well and encouraged me when he detected some hesitant trends in the making. Later in his career, Paul Loots qualified himself in pshycology. We studied both evening lecturers at the University of the Orange Free State when I commenced with my career in Political Science and International Relations. Paul and his wife, has a son and a daughter. Their son, Samuel, is a Boeing pilot who planned the boat trip in Germany.

MATERNITY WARD; BLOEMFONTEIN



The maternity ward where I as well as my two sons, Johan and Christo were born at the National Hospital in Bloemfontein. Currently it is used to consult marginalized patients who are in need of medical treatment. The milk box in front of the entrance is used by the security man to sit down during the night. Still, the building which was build in 1938, holds a special remembrance for the older folks of Bloemfontein where most of the babies were born until the new maternity wards were built elsewhere in the city. Sanmarié, our daughter, was one of the first round of babies to be born in the new Universitas Hospital.

SANMARIé ENJOYS TO BALL'ET


Sanmarié, a professional Modern Dancing instructor, surprised us when she also started off with ballet classes. Christa is very proud of her achievements thus far and hope that Sanmarié will be full filling her dreams in this performing art

Friday 4 March 2011

SANMARIé AND SANé SCHLEBUSCH

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* Children (4)
Johan Barend De Beer B: 1974
Christo De Beer B: 1977
Sanmariè De Beer B: 1979
Reinhardt De Beer B: 2002
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Karel Johannes De Beer

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26 May 1946 in Bloemfontein, Free State, South Africa
D:


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Christina Catharina W Van Wyk B: 6 September 1950 in Johannesburg, South Africa
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Barend Petrus De Beer
1923-


Susanna Wilhelmina Pelser
1925-

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England & Wales, Marriage Index: 1916-2005 Record

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England & Wales, Marriage Index: 1916-2005


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Tuesday 22 February 2011

INDUCTION OF NEW PART TIME LECTURERS AT CUT

ARTICLE BY DR KJ DE BEER
DIRECTOR: ACADEMIC SUPPORT & RESEARCH
CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE
BLOEMFONTEIN 9300
SOUTH AFRICA
kbeer@cut.ac.za

Title :
Induction for part time lecturers facilitating evening classes at regional learning centres of the Central University of Technology, Free State (CUT), South Africa.
Abstract:

The Church father Martin Luther once remarked: “We teach no new thing, but we repeat and establish old things which the Apostles and all Godly teachers have taught us before”. With this in mind we do not try to teach or train the distance trainers from an ivory tower approach at the main campus of the CUT, but diplomatically to orientate them in learning and teaching skills apart from their own respective disciplinary knowledge. We are so aware of the professional skills of people who stand in practise during their daily jobs and who share it academically after hours with part time distance learners. Most of the time not for sake of the relatively average remuneration, but rather for the urge to make a contribution community development. And that is to teach. To add value to their teaching abilities, the CUT offers orientation and induction programmes in learning and teaching at its regional learning centres. The prologue of hand out read: “Thank you that you are prepared to render a special community service for part time students at our Regional Learning Centre. Students come to you for personal development. You were in the privileged situation to obtain you Higher Education qualifications either on a full time or part time basis. Now it is your turn to share your knowledge and work experience with people who wish to further their ambitions. You now become the mentor and the teacher and the example how they want to see themselves. However, we are only human beings with limited teaching and learning skills and knowledge while the industry of knowledge is increasingly growing and expanding. Consequently we work from the known to the unknown. And this is what this compilation of guidelines strives to be: to lead you from that which is familiar to you to a more enhanced level of teaching in Higher Education. Resource based training materials were used to compile the core text of this manual. We hope that this guide will be your partner in a most enriching experience that of shaping the minds of learners.


Orientation on the nomenclature:

Much confusion exists about the latest nomenclature in Higher Education at the moment at our university due to the variety of name changes caused by the transitional changes of government departments, such as the respective Provincial Departments of Education vis a vis the Department of Education (DOE) in the National Government of the Republic of South Africa. Some blurring also exists on the peripheral boarders of Further Education Training Institutions (FETI’s : the former technical colleges) as well as the former technikon’s and the current universities of technology. Especially in Open and Distance e-Learning (ODEL). In addition international nomenclature on Higher Education sets the universal standards of reference. It is thus very crucial for practitioners in Higher Education to take notice of the specific nomenclature, glossary, abbreviations and recognised acronyms for the correct usage in Higher Education. Subsequently we urge part time lecturers to take serious notice of it as part of their induction to Higher Education. They are expected to add the latest terms of reference to list on their own as Higher education terminology is for ever expanding with alongside the rapid development of educational technologies. Most important for part time lecturers is to take definite notice of the Government’s policy documents on Higher Education. Official published Acts and addenda form part of the handouts.

Some of the predominant features are dealt with in detail, for example:
ACADEMIC SUPPORT
Learner counselling, library and information services and tutorial sessions.
ACCREDITATION / RECOGNITION OF PRIOR LEARNING (RPL)
RPL is the universal descriptor for processes and systems to recognise that doing a job equips people with both knowledge and skills that count equally alongside training and education (Race, 1999: 271).
ADVISORY BOARDS
Community leaders who serve on Regional Learning Centre’s boards to help identify community-driven actions in higher education.
ACDE
African Council for Distance Education.
AUTONOMOUS LEARNING
Autonomous learning is very similar to independent learning, except that in the former it is usually implied that learners themselves have a greater role in managing their own learning, including choosing exactly what they are leaning, and how and when their learning may be assessed, measured or accredited. Therefore, autonomous learning is particularly attractive to professional people who wish to have control of their own continuing development. For this to happen, considerably more emphasis will need to be placed on the requirement to equip people to function effectively as autonomous learners, and to develop the self-organisation and study-related skills which will enable them to manage their own learning successfully (Race, 1999:270).
OPEN AND DISTANCE E-LEARNING (ODEL)
This is the term usually applied to open learning, which takes place at a distance from the provider of the learning materials. Examples include the Open University in the UK, and correspondence courses throughout the world (Cf. Race 1998:7). Three generations of distance ODEL methodologies distinguishes itself, namely:
First generation modes (pure correspondence instruction);
Second generation modes (dual contact face to face lectures); and
Third generation modes (a form of Blended education which entails a variety of electronic support methodologies). (Badenhorst. 2006).
ODEL methodologies could thus be characterised by:
The quasi-permanent separation of lecturer and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education.
The influence of an educational organisation both in the planning and preparation of learning materials and in the provision of student support services; this distinguishes it from private study and teach-yourself programmes.
The use of technical media: print, audio, video and computer, to unite lecturer and learner and carry the content of the course.
The provision of two-way communication so that the student may benefit from, or even initiate, dialogue; this distinguishes it from other uses of technology in education.
The quasi-permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups, with the possibility of occasional meetings for both didactic and socialisation purposes (Edwards, 1991: 36-42). (Cf Badenhorst.2005).
Books in electronic form, transmitted by digital distributors via a communication satellite for sale to readers. They may be copied into a disk; the data-displaying apparatus is approximately the same size and shape as a standard, hardcover book (Report of the Task Team of the Library and Information Centre 1999:5).
Cf. INNOPAC www.cut.ac.za (Cf. Academics and Research).
FLEXIBLE LEARNING
This term includes the sorts of learning involved in open and distance learning provision, but additionally relates to learning pathways in traditional schools, colleges and universities, where learners have some control of the time, place, pace and processes of their study of particular parts of their curriculum. It is sometimes regarded as a management tool for institutions, with its uses including removing barriers to access, improving choices for students and widening participation in further and higher education. Flexible learning has become another umbrella term, usually in the context of structured college-based systems of resource-based learning and learning support (Cf Race 1998:8).
Flexible learning is a philosophy of education that refers to a learner-centred approach to instruction and learning. This learner-centred approach allows flexibility in terms of aspects such as:
Exit from and entry to academic programmes;
Portability and accreditation;
Education/delivery modes;
Time, place and pace of study; and
Styles and strategies of learning (Brown 1999).
Flexible learning is an umbrella terminology that is used to describe a mixed or multi-mode of education. It includes all contact education and distance education modes, as well as all possible combinations thereof (Brown 1999).
Literature on flexible learning confirms that there is no single definition for the term, which can be interpreted very loosely. This term indicates improved access to, and the expansion of, higher education. The term ‘flexible learning’ covers all situations where students have a say as to how, when and where learning takes place within the context of traditional contact education or within a non-traditional learning context (Report of the Task Team of the Library and Information Centre, CUT, 1999:4).
GROUP LEARNING, COLLABORATIVE LEARNING, CO-OPERATIVE LEARNING
Though it is possible to draw distinctions between learners co-operating and collaborating, these forms of learning involve learners learning from and with each other. In some parts of the world, the term ‘collaboration’ has an unfortunate history, and ‘collaborative learning’ is unwelcome as a concept. Similarly, ‘co-operative’ learning for some implies ‘unfair’ co-operation (i.e. cheating, plagiarism), therefore it is preferable to use the term group learning. Learning has happened in groups for most recorded education history, with groups in classrooms, lecture theatres, laboratories, and so on. However, not all of this learning could be considered to have been group learning in its truest sense. Group learning is now regarded as that where people are learning significantly from each other, as well as from instructors, trainers or learning resource materials. Group learning (as opposed to learning in groups) is particularly important in areas of continuing professional development which focus on interpersonal skills, communication skills and leadership development (Race, 1999:266).
INFORMATION LITERACY
A definition of an information-literate person also reflects what is meant by ‘information literacy’, an information-literate person is someone with the ability to realise when information is needed; who knows how to locate, evaluate and use the information effectively; and knows when it is appropriate to use the services of an information professional, so that students can develop a high expectation of the type of services they will receive from libraries and information services in the future (Report of the Task Team of the Library and Information Centre 1999:5).
INNOPAC
INNOPAC is an integrated library system, which was developed by Innovative Interfaces, Inc. in the USA. It is used on a world-wide basis, mostly by academic libraries, and is a dynamic library system which is continually developed and upgraded (Report of the Task Team of the Library and Information Centre 1999:5).
INTERACTIVE (PARTICIPATORY) LEARNING
A key feature of well-designed open or flexible learning materials is that learners interact with them. In short, learners are given things to do as a primary means to help them learn, and are then provided with feedback to help them see how they have done (or what they may have done incorrectly) (Race 1998:9).
LEARNER-CENTRED (STUDENT-CENTRED)
In the learner-centred approach learner activities enjoy priority when instruction is planned. The active involvement of the learners should be very clear from the beginning to the end of the instructional-learning session. The participatory approach emphasises a shift from instructor-centeredness to learner-centeredness in instructional-learning activities. However, the role of the facilitator still remains very important (Jacobs & Gawe, 1998:127, 141).
The purpose of CUT centres is to support and encourage collaborative activities, and to provide the underpinning for specific specialised activities related to teaching, research and community service.
MEANINGFUL LEARNING
This indicates learning that makes sense to the learners, which is worthwhile and useful in their own lives and is of lasting value. Meaningful learning can be explained by comparing it to meaningless learning, also known as rote memorisation (Jacobs & Gawe, 1998:67).
OPEN LEARNING
This is normally taken to mean provision for learners where they have some control regarding how they learn, where they learn, when they learn and the pace at which they learn. Open learning sometimes also involves learners having some control over what they learn and how (or if) their learning will be assessed (Bezuidenhout, 2004).
Open learning enables the learner to learn at the time, place and pace which satisfies his/her circumstances and requirements
It is learner centred
Covers a wide range of instruction/learning strategies
Removes restrictions/barriers to learning
Has to do with access, structures, and presence of dialogue support systems (Lewis, 1992, 12).
THE RELATIONSHIP BETWEEN OPEN LEARNING, FLEXIBLE LEARNING AND INDEPENDENT LEARNING
According to Race (1999:265) the meanings of these terms are so similar that it is unwise to try to define them separately. Any of these is usually defined as provision which allows learners more opportunity to learn at their own pace, and at times and places of their own choosing. In some circumstances, they are characterised by being genuinely open to all, including people who have not got an academic background or relevant pre-entry qualifications. Flexible learning is increasingly used as a descriptor for particular parts of educational and training programmes that are learned in a learner-centred way, often alongside other elements that are class-based and employ more traditional instructional/learning processes. Flexible learning is usually resource-based, with learning materials being print-based or computer-based, or a mixture of both of these. There are further alternative names for independent learning, including individualised learning, supported self-study and autonomous learning. Essentially it is, again, about people learning on their own steam, often as part of open or flexible learning provision.
Convergent distance education methods are the respective use and merging of first, second and third distance education methods.
OUTCOMES-BASED EDUCATION
Education – the process of teaching and learning – is outcomes-based when it accepts as its premise that the definition of outcomes should form the basis of all educational activity, including the description of qualifications, the development of curricula, the assessment of learners, the development of educational structures and institutions, and even the planning of finances, buildings and other resources (Malan, 1997:10).
The term outcome is loosely used to refer to the result / product / output of some or other process (Malan, 1997:15).
Outcomes-based learning signifies the approach whereby curriculum or course design, planning and offering of education and training, and assessment and advancement of learners is based on the demonstration or the achievement of outcomes. The achievement includes the process of achieving as well as the final submission/provision/reaching, etc. of the outcome (Olivier 1998:2).
Since the outcomes-based curriculum emphasises a holistic and integrated approach towards learning, which entails mastering of content, competencies and processes within a specific context, it will also have an influence on how and what learners will learn and achieve (Olivier 1998:2).
RESOURCE-BASED LEARNING
This normally refers to learning pathways where learners are supported mainly by learning resource materials, which can range from textbooks to open learning packages, and can range from print-based to computer-based formats. It includes just about all learning situations that go under the names of open or flexible learning (Race 1998:8).
The term ‘resource-based learning’ is a broad one, encompassing a wide range of means by which students are able to learn in ways that are on a scale ranging from those that are mediated by tutors, to those where the students learn independently. Resource-based learning actively involves students in the complex process of recognising the need for information, identifying and finding the relevant information, evaluating it, organising it and using it effectively to address problems (Report of the Task Team of the Library and Information Centre 1999:6). Resource-based material, Source-based learning material.
SELF-PACED (SELF-REGULATED) LEARNING
Self-paced learning has a flexible schedule: a student performs the work involved when he/she has time available. The student is not expected to proceed through his/her self-paced course with a cohort or group. Often, there is a maximum time limit for the student to complete the class. However, this time limit is usually far longer than the time it actually takes to complete the material. A correspondence course is one example of such learning (Report of the Task Team of the Library and Information Centre 1999:6).
(Self-paced learning could also be described as Learner-centred (independent) education).
SERVICE POINT
Delivery points for distance education courses/modules at public libraries and in service training facilities such as laboratories, distance education facilities, and special residential education.
The rental of existing educational facilities such as schools, technical colleges or other premises.
STUDY GUIDE
A study guide is what the name implies - a guide that directs students in their study of course content. Think of it as a road map. It directs students to the most effective route in order to complete a course. (Greyling, 1995:1). The study guide usually supplements the subject content, such as lectures, textbooks, articles and so on. Study guide also refer to the main demarcation of the headings of learning content with a prescribed source list.
SUPPLEMENTAL INSTRUCTION
Supplemental education for learners in risk courses.


TRANSFERABLE SKILLS AND KEY SKILLS
These have for too long been treated as the poor relations of subject-specific knowledge and skills. It is increasingly recognised that they are every bit as important. Transferable skills include written communication skills, oral communication skills, self-organisation skills, study skills, the ability to work in teams, including leadership attributes and collaborative and co-operative skills, as well as problem-solving skills. They were normally needed to succeed in most conventional educational or training settings, but until relatively recently tended to be neglected in the assessment or accreditation of learning. The term ‘transferable’ was meant to indicate that many of these skills can be learned in one context (such as a technikon-based course), but can be applied and developed further in many other contexts. Essentially, ‘key skills’ are virtually indistinguishable from transferable skills, except perhaps that the word ‘key’ reflects the deepening view that they are particularly important (Race, 1999:268, 270).
WEB-BASED (INTERNET-BASED) LEARNING
The Web-based platform for this virtual campus will consist of five key areas, viz. Faculties, Academic Information Service, Academic Administration, Financial Administration, and Telematic Education (Brown 1999). Web CT = Software developed in America that enables the delivery and control of course material over the Internet.
WIDENING PARTICIPATION
This is essentially about open access, open learning practices, lifelong learning, including continuing professional development, but it is underpinned by the philosophy that everyone should be drawn into education and training at the higher levels, rather than a self-selecting (or wealth-selected) cross-section of humanity (Cf Race, 1999:270).





Differentiation of training sessions:

For practical reasons, we cannot discuss all the relevant themes and units for this article in detail, however, for completeness; we want to give a unity of impression to the reader with the following column:

THEME ONE: ORIENTATION

Unit One: Teaching and Learning Practices at the Central University of Technology, Free State

Unit Two: Educational values in Teaching and Learning: our starting point

Unit Three: Outcomes-Based Education and Training: our approach to curriculum development

Unit Four: Methods of Teaching and Learning

Unit Five: Organisational Infrastructure for the enhancement of Academic Development

THEME TWO: OPTIMISING THE STUDENT’S EXPERIENCE OF PART TIME LEARNING IN OPEN AND DISTANCE E-LEARNING (ODEL)

Unit One: Understanding Student Learning

Unit Two: Student Learning: Diversity in lecture rooms

Unit Three: Individual approaches to learning

Unit Four: How to Improve Lecturing

THEME THREE—LEARNER CENTRED DEVELOPMENT

Unit One: Reasons for under achievement of learners

Unit Two: What motivates part time students to attend part time classes and learn?

Unit Three: What type of personality development do part time students undergo during their years at university?

Unit Four: What are the foremost components of learning in the Higher Education situation?

THEME FOUR:TEACHING OUTCOMES AND LEARNING OUTCOMES

Unit One: The Social Constructivist Paradigm that underpins re-curriculation at the CUT

Unit Two: Implementation of CUT’s Graduate Qualities

Unit Three: Higher Education Quality Committee’s Criteria for Programme Accreditation

THEME FIVE: GOAL FORMULATION

Unit One: Types of Goals

THEME SIX:BLOOM’S CLASSIFICATION OF LEARNING GOALS AND OBJECTIVES (READ OUTCOMES)

Unit One: The Cognitive Category (intellectual outcomes)

Unit Two; The Affective Category (emotional efficiency goals.)

THEME SEVEN: THE LECTURING PORTFOLIO

Unit One: Operational Definitions of Lecturing Portfolios

THEME EIGHT :--SELECTING APPROPRIATE LEARNING MATERIAL

Unit One: What is module selection?

THEME TEN: LECTURING METHODS (LEARNING OPPORTUNITIES)

Unit One: Lecturing Methods; ”The Lecture”

THEME ELEVEN: THE ART OF QUESTIONING

Unit One: Why are Questions Posed to Students Important ?

Unit Two: Preparing Questions for Part Time Learner
Discussions

Unit Three: Handling of Answers of Students in Part Time Lectures

THEME TWELVE : LEARNER CENTERED DEVELOPMENT

Unit One: Reasons for Under Achievement

Unit Two: What Motivates Distance Students to Attend Part time lectures and learn?

Unit Three: What Type of Personality Development Do Part Time Students Undergo During Their Years At University?

Unit Four: What are the Foremost Components of Learning in the Higher Education Situation ?

THEME THIRTEEN: GROUPWORK

Unit One: The Role of Groupwork in Enhancing Learning

Unit Two: The Round Table Class Discussion Method (Horseshoe group work)

THEME FOURTEEN: SELF –STUDY AS TEACHING METHOD

Unit One: Multimedia Learning Methods (Self-study Methods)

THEME FIFTEEN: MULTIMEDIA LEARNING MODULES

Unit One: Multi Learning Modules At The CUT

THEME SIXTEEN: ASSESSMENT PRACTICES

Unit One: Objectives of Learning Evaluation

Unit Two: Kinds of Test Items

Unit Three: A Few Important Practice Matters on Learning Evaluation

Unit Four: The Analysis and Interpretation of Test and Examination Results

Unit Five: Guidelines for Moderators and External Examiners

APPENDIX A: ACADEMIC POLICY OF THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE (CUT) WWW.CUT.AC.ZA (ONLY INCLUDED IN THE HANDOUT SESSIONS)



Conclusion:
Although part time lecturers still tend to cling to formal lecture methods rather than centralised methods, there are other miscible forms (with, for example, the group method) by which the effectiveness of lectures can be increased. Subsequently, the aforementioned guidelines endeavour to orientate part time lecturers about learner centeredness. Although the emphasis shifts from the lecturer to the learner (read student), the part time lecturer should be very sensitive to the learning needs of her or his students. One of the most far-reaching modern tendencies in tertiary education is exactly this shift in emphasis from teaching to learning. Previously, the lecturer was seen as a professional who communicated specialised knowledge. The logical consequence of such a view is a lecturer-centred approach to teaching. At present, the lecturer is seen as a facilitator of learning who sets goals in terms of the content and learning facilitation. The logical consequence of such a view is a learner-centred approach to teaching.
The lecturer wishing to follow a learner-centred approach with the emphasis on the facilitation of learning needs a basic knowledge of students’ learning processes needs and problems. This guide provides a concise reflection of basic information on learning, as well as guidelines for the application thereof. The following issues were addressed:
• Why do students fail or under-achieve academically?
• What motivates students to attend university and to learn?
• What type of personality development do students undergo during their years at university?
• What are the foremost components of learning in the tertiary situation?
It is a fact that lecturers cannot secure learning outcomes unless they contribute primarily to students by means of a healthy study culture. During research on the study culture of students at the UFS (University Free State Orientation, 1998), it was found that one of the reasons why student attendance at lectures was low could probably be attributed to the weak presentations by lecturers.
Lecturers should take note of the fact that students are having more and more democratic input at management level, resulting in participating evaluation of lecturers at lecture level. As such, this forms part of institutional self-assessment to ensure quality education within the framework of a highly competitive new system in higher education.
According to Bitzer and Venter (2002), lecturers can assess themselves with the assistance of:
• Self-assessment;
• video recordings ;and
• Colleague feedback.

There is nothing wrong with regular and healthy introspection, because “ Higher Education is as much an art as science, and we will also create a spiritually impoverished community if we evade assessment and evaluation of teaching and other practical forms of art” (University of the Free State New Lecturer Orientation, 2000).

As already emphasised, the modern higher education methodology focuses on student centralised trends, however, the problem remains that many part time lecturing is still very much lecture centralised. To overcome this transformation phase for students who also prefer the so called “talk and chalk methods”, the CUT continuously researches how to address the situation, inter alia to:

• Determine the value of formal lectures;
• Emphasise an enthusiastic and positive awareness of Blended options;
• Identify the mechanical phases of the formal lecture, and
• Provide continuously suggestions with regard to the dynamic aspects of Open Distance and e-Learning (ODeL) methodologies supported with Open Education Resources (OERS).
-----------------------------------------------------------------------------------------------------------------
References and further reading list for part time lecturers at the CUT regional learning centres:
Badenhorst, JJC and De Beer, K.J. (2004) Supporting higher education using e-learning within a multimode delivery system. 21st ICDE World Conference on Open Learning and Distance Education. Lifelong Learning in the Networked World. The Open University of Hong Kong. 18-21 February.
Badenhorst J.J.C. and De Beer K.J. (2004) The Role of Blended Learning in Supporting Learning in Higher Education. INTERIMI, Interdisciplinary Journal , Year 3 Number 1.Central University Free State . ( ISSN 1684 498 )
Badenhorst JJC and De Beer KJ (2004) Blended Learning at the Central University of Technology, Free State. e/merge 2004 Conference. Blended collaborative learning at Southern Africa. 28 June – 10 July.
Baird, N. 2006. Instructional Design for Lecturing. Centre for E-Learning and Educational Technology. Central University of Technology, Free State. Bloemfontein.
Bisschoff, TC (Editor). 1992. Teaching commercial subjects. Three Rivers East: Oikospaisago Publishers
Bitzer, E and Venter, J. 2000/1. Unpublished handout notes for lecture orientation. University of the Free State. Bloemfontein.
Bloom, BS 1956 Taxonomy of Educational Objectives. Lonhgman. London.
Brown, T. 1999. Telematic education at the University of Pretoria. http://www.up.ac.za/telematic

Bureau for Academic Support. Orientation Materials for New Lecturers. Information Service on Higher Education. University Fof the Free State. Bloemfontein.
De Beer, K.J. (1993) "Guidelines for the use of Oral Evaluation", NASD, Journal of the National Association for Staff Development, No. 29, Southgate College, London. June.
De Beer, K.J. (1995) "Distance (contact) teaching at the Technikon OFS branches." in Selected conference papers of the 17th World Conference of the International council for Distance Education, Birmingham, United Kingdom. June.
De Beer, K.J. (1995) "An Introduction to bridging education at the Technikon Free State" in Putting the Student First; Learner-Centred Approaches in Open and Distance Learning, Open University of East Anglia, Cambridge, United Kingdom, July.
De Beer, K.J. (1996) “Quality Assurance in Distance Education Programmes At Technikon Free State” in Quality Assurance in Distance Education, University of Sheffield, United Kingdom, September.
De Beer, K.J. (1997) “UNESCO’s UNITWIN-project for Distance Teaching in Southern Africa” in Selected papers on CD-ROM of the ICDE, Penn State USA, June.
De Beer, K.J. (1997) “A Case Study of the Convergence between Distance and Conventional Education” (Co-worker of Le Roux, P G) in Collected Conference Papers; The Convergence of Distance and Conventional Education: Patterns of Flexibility for the Individual Learner, Open University Cambridge, United Kingdom, September.
De Beer, K.J. (1998) “UNESCO and Higher Distance Education in Sub-Saharan Africa” in On the Threshold, published conference papers of the World Federation of Technology Organisations 1998 International Symposium, Cape Technikon and UNESCO, Cape Town.
De Beer, K.J. (1999) “Learner Support in Course Delivery At the Technikon Free State and Technikon Southern Africa” in Pan Commonwealth Forum On Open Learning Case Studies, Empowerment through Knowledge and Technology, Bandar Seri Begawan, Brunei Darussalam, 1-5 March. Reproduced in 2000 by the Distance Education Centre, The University of Southern Queensland, Australia, May.
De Beer, KJ. 1999. “The convergence between distance and conventional education in a developing South African region” at the 11th Biennial Congress of the South African Association for Research And Development In Higher Education. The Reconstruction of Higher and Further Education In South Africa And The Role Of SAQA And The NQF. Peninsula Technikon. 29-30 June to 1 July.
De Beer, KJ. 1999. “UNESCO-Africa and the world technological university movement” An International seminar on the concept of a Technological University Transforming institutions of higher learning into technological universities. Technikon Free State, Bloemfontein, South Africa 27-28 October.
De Beer, K.J. and Thulare, S.M. 2001. “Africanisation of Higher Level Distance Education Through United Nations structures” 20Th World Conference on Open Learning and Distance Education, Düsseldorf, Germany, 01-05 April.
De Beer, KJ. (2006) Open Access Retention And Throughput at the Central University of Technology, Free State. South African Journal for Higher Education. University Stellenbosch.
Greyling, ESG. 1995. Guidelines for study guide design. Johannesburg: RAU
Human. J. 2003. Unpublished handout notes for lecture orientation at the Technikon Free State. Bloemfontein
Jacobs,H. 2005. Co-operative Education at the Central University of Technology, Free State. Bloemfontein.
Jacobs, M & Gawe, N. 1998. Teaching-learning dynamics: a participative approach. Johannesburg: Heinemann
Lewis, Roger. 1992. What is open learning? In: Key issues in open learning - a reader. Edited by Alan Tait. Harlow: Longman
Mahllomoholo, S. 2006. Steps to Recurriculate. Unit for Academic Development. Central University of Technology, Free State. Bloemfontein.
Malan, B. 1997. Excellence through outcomes. Pretoria: Kagiso Tertiary
Mudge, SM. 1999. Delivering multimedia teaching modules via the internet. IETI, Vol. 36, No. 1, p. 11-16
National Association for Distance Education and Open Learning of South Africa. 2005. NADEOSA: http://www.nadeosa.org.za
Olivier, C. 1998. How to educate and train outcomes-based. Pretoria: Van Schaik
Phatang JJS and De Beer, KJ. 2000., QwaQwa Distance Campus) “ A Southern African model in Distance Education in a developing South African sub-region” 2nd National Conference of the National Association for Distance Education Organisations of South Africa, Pretoria, 6 August.
Race, Phil. 1998. 500 tips for open and flexible learning. London: Kogan Page
Race, Phil. 1999. An education and training toolkit for the new millennium? IETI, Vol. 35, No. 3, p. 262-271
Report of the Task Team of the Library and Information Centre. 1999. Bloemfontein: Technikon Free State
Rumble, Greville. 1992. Open learning, distance education and the misuse of language. In: Key issues in open learning - a reader. Edited by Alan Tait. Harlow: Longman
Selesho, J.M. and De Beer, K.J. 2003. Total Quality Management for Technikon’s and Off-Campus Programmes. INTERIM, Interdisciplinary Journal, Year 2 Number 1. Technikon Free State. (ISSN 1684-498x)
Selesho, J.M. and De Beer, K.J. 2003. Building Quality into Academic Programmes using Quality Models. INTERIM, Interdisciplinary Journal, Year 2 Number 1. Technikon Free State. (ISSN 1684-498x)
University of the Free State New Lecturer Orientation. C. 1995/2000. Unpublished handouts. Bloemfontein.
University of Hartford. Libraries and Learning Resources: Electronic reserves. 2000:05:04 (wysiwyg://12/http://libaxp.hartford.edu//llr/courrese.htm)
Van der Merwe, BC. 2005. Manual for lecturing. Unit for Academic Development. Central University of Technology, Free State. Bloemfontein.
Venter,J. 2002. Unpublished handout notes for lecture orientation at the University of the Free State. Bloemfontein.

Monday 14 February 2011

DE BEER CONTACTS: SOUTH AFRICA

From: Pottas Eureka
Sent: 13 July 2010 09:53 AM
To: De Beer Kallie
Subject: RE: [Karel de Beer] New comment on De Beer Family Crest.

Kallie

Sien hieronder wat Johan sê. Hoop jy kom reg.

Lekker dag

Eureka


Die persone wat hy moet kontak oor die DE BEER familie is:

DE BEER, Jaleen
011-6742818
fdebeer@netactive.co.za

of

DE BEER, Diwwie
debeerdw@lantic.net


Hulle twee werk saam en het die mees onlangse DE BEER register gepubliseer.






Johan J Pottas IKT / ICT
Universiteit Vrystaat / University Free State
Tel: +27-51-401-2767 werk
Tel: +27-51-522-7329 huis
Tel: +27-82-569-3727 sel
Faks: +27-51-401-2765 werk
Posbus 34559, Faunasig, 9325

>>> "Eureka Pottas" 7/13/2010 9:41 AM >>>
Spokie

Lees maar en kyk of jy iets weet!!!

xxxxxx

-----Original Message-----
From: De Beer Kallie
Sent: 13 July 2010 09:36 AM
To: Pottas Eureka
Subject: FW: [Karel de Beer] New comment on De Beer Family Crest.

Beste Eurica

Kan jy moontlik jou man vra of hy die ou se navorsing oor die De Beers ken?
(My Blog-kontak antw my nie).

Groete.

Kallie

Dr KJ de Beer


-----Original Message-----
From: De Beer Kallie
Sent: 23 March 2010 08:18 AM
To: debeerpieter@gmail.com
Cc: ben@tjokkies.fs.school.za; chosenbygod@mtnloaded.co.za;
Fonnie.deBeer@transnet.net; JohanB.DeBeer@eskom.co.za; De Beer Kallie;
mvdannemarie@iafrica.com; nelliepeyper@lantic.net
Subject: FW: [Karel de Beer] New comment on De Beer Family Crest.



Dr KJ de Beer

-----Original Message-----
From: De Beer Kallie
Sent: 21 March 2010 08:54 PM
To: Albert
Subject: Re: [Karel de Beer] New comment on De Beer Family Crest.



> -----Original Message-----
> From: Albert
> Subject: [Karel de Beer] New comment on De Beer Family Crest.
> Date: Sat Mar 20 22:34:41 SAST 2010
> To: De Beer Kallie
>
> Albert has left a new comment on your post "De Beer Family Crest":
>
> Kallie,
>
> You should contact Prof Jan de Bruyn, past deputy vice-chancellor of
> Stellenbosch University, regarding the family history of the De Beer
> family. He did mammoth research into it. He is now retired but I can
> supply his contact details.
>
> Regards,
>
> Albert de Beer
>
> Moderate comments for this blog:
> http://www.blogger.com/moderate-comment.g?blogID=23279403
>
> Posted by Albert to Karel de Beer at Sat Mar 20, 01:34:00 PM PDT




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Please refer to http://www.ufs.ac.za/disclaimer for full details.

Universiteit van die Vrystaat:
Hierdie boodskap en sy inhoud is aan 'n vrywaringsklousule onderhewig.
Volledige besonderhede is by http://www.ufs.ac.za/vrywaring beskikbaar.
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Curriculum Vitae: Karel De Beer

CURRICULUM VITAE

Doctor Karel Johannes De Beer

FEBRUARY 2011





CURRICULUM VITAE

Doctor Karel Johannes De Beer
(Ph.D: MA (cum laude) BA Hons: (H.P.T.C)

Surname De Beer

First Names Karel Johannes

Residential Address 6 Bruwer Street
Fichardtpark
Bloemfontein
9301


Postal Address Private Bag X20539
BLOEMFONTEIN 9300


Email and Blog Address kbeer@cut.ac.za; and www.kareldebeer.blogspot.com

Telephone Number 082 789 7357

Date of Birth 1946/05/26

Identity Nr 4605265003089 - South African Citizen

Gender Male

Marital Status Married

Drivers Licence Yes

Language Proficiency Afrikaans/English/Dutch (Reading knowledge of German)

Health Good

Academic History

Secondary Schooling


School J.B.M Hertzog High School
Years Attended 1959-1963
Qualifications Obtained Matric
Subjects Afrikaans, English, German Special (for University exemption), History, Science, Geography and Book keeping

Tertiary Education

Institution Bloemfontein Teacher's Training College
Years Attended 1967-1969
Qualification Obtained Student in English and Woodwork courses
Higher Secondary Education Diploma, Technical subjects.
Subjects Afrikaans, English, Technical Drawing, Woodwork, History of Pedagogy, History, Geography, Nature study, Education and Religion, Psychology

Institution University of the Free State
Years Attended 1974
Qualification Obtained BA
Subjects Political Science III, Bible Studies III, Afrikaans Netherlands I, German I, English I, Geography I, Psychology I

Institution University of the Free State
Years Attended 1974
Qualification Obtained BA Honours 1974.
Subjects International Relations
State Philosophy
Politocology

Institution University of the Free State
Years Attended 1978
Qualification Obtained MA (cum laude)
Title Dr DF Malan as Minister for Foreign Affairs

Institution University of the Free State
Years Attended 1980
Qualification Obtained Ph.D.;
Title The Diplomatic Strategy of Dr Hilgard Muller as Minister for Foreign Affairs against the Total Onslaught of the Republic of South Africa.

Further In-Service Training

 Management Course for School Head Masters, Education Centre, Bloemfontein 26 May 1988.
 Special Joint Course (16/90) at the SANDF- College, Pretoria, 7-18 May 1990.
 Orientation course for newly-appointed lecturers, Bureau for Academic Support, University Free State, Bloemfontein 20-25 February 1992.
 Course on Research Methods (EXPD 701), Faculty of Dentistry, University of the Witwatersrand, Johannesburg, 11-13 May 1992 and 8-10 June 1992.
 Courses in Southern Sotho, Nov 1995 and May – July 2002, Technikon Free State.
 Short attendance courses in MS Word, Power point and Excel.
 Accredited Certificate Course for Distance Education Practitioners NQF Level 5 (120 Credits) UNISA. Student number 7171-003-5 CDEPO1-Q (With Distinction)
 Assessors Course, NQF Level 5, Tsela Training Consultants, 2008-08-25, Bloemfontein, Certificate number: AC/08/OAO1942, EDTP SETA.
 Moderators Course, NQF Level 5, Seoposengoe Training Consultancy, Certificate number: 2008/11/DRKAJO/MOD SOR number198405, EDTP SETA.
 Registered at the Local Government Sector Education Training Authority (LGRS-A1101-1431);
--ETQA ID 597;
-- Qualification ID’s 50205 & 48965.

Membership of associations and appointments

Public Relations Institute of South Africa (1989-1992).
Political Science Association of South Africa (1990-2000).

South African Academy for Science and Arts (1980-2002).

Strategic Management Society of South Africa (Johannesburg 1990).

SA Association for Research and Development in Higher Education (Co-ordinator for Distance Education Research in the Free State and Northern Cape regions, (1991-1996).

\National Research Foundation, Human Science Research Council, Pretoria, (1995- 2005). Log in 460 526 5003 08 9 NRF Online Support.

Executive Management of the National Distance Education Organisation of South Africa (NADEOSA) Co-ordinator of the National Forum for Satellite Campus Directors and Regional Learning Centre Managers (2000- 2005) .

Interim board director: Harmony Jewellery School (2002-2003).

Category C-member: “Erfenisstigting” (2004 - present).

Governmental appointments

Founder member of the Technikon of the Orange Free State and appointed by the Minister of National Education as the First Secretary of the Board of Control, 1979-1981.

Main co-ordinator of the literature study group for Political Science as a school subject on the ad hoc curriculum committee of the Department of Education and Culture, 1986-1989.

Research member of the Commission for Distance Education in the Northern Cape, Development Bank of South Africa (DBSA), November 1994.

Research projects

Oral history in South African Politics and SA Foreign Relations (1910-1977).

The Free Enterprise System in South Africa, 1978.

Bibliographies on South African Political History in the Periodical Literature since 1902.

Youth Preparedness curriculum for the Orange Free State Department of Education 1984-1989.

Political risk analyses in Southern Africa (1989-1991).

Institutional Self-evaluation in Higher Education (1991).

UNESCO-project (UNITWIN) on Higher Level Distance Teaching for Technikons in Southern Africa; Lesotho and Mozambique (1993-2000).

Quality Assurance in Higher Education (1993-2004).

The Training and Research Programme of Correspondence Instruction in Peace-keeping Operations for Africa, United Nations Institute for Training and Research with special focus on political literacy (civil education) for communities in southern Africa. (1997 – 2009).

Conflict resolution via Open and Distance E-Learning (ODEL) and Open Education Resource (OER) support in open civil education (Political Literacy) community programmes in collaboration with the Commonwealth of Learning, Vancouver, Canada.

Book publications with International Standard Book Numbers (ISBN)

Secondary works (Afrikaans titles):

Co-author: The National Party, Part 4, 1934-1940, University of the Orange Free State, Bloemfontein, 1986.

Co-author: Gen. JBM Hertzog - His Strife and Struggle, Volumes 2 + 1, Johannesburg, 1987.

Co-worker: The South African Biographical Dictionary, Human Sciences Research Council, Pretoria, 1984-1985.

Author: Diplomatic Schooling of the Youth in South Africa, Acta Academica, UOFS, Bloemfontein, 1987.

Author: A Pocket Guide to Black Political Groupings, Cape and Transvaal Book Printers, Parow, 1991 (ISBN 0-620-15707-0).

Co-worker: Published report of the biennial congress of the South African Association for Research into Higher Education, Bloemfontein, September, 1992.

Co-worker: A Guidebook for Teaching-Learning Assistants in the Guardian Tutor
Programme, Bureau for Academic Support, University Free State, February 1993.

Co-worker: Technikon Free State – A Historical Structural Analysis. A Case Study in Philosophical Ideas. Political and Philosophical Influences on Technological Higher Education. Lategan, L. and Smit, K. (editors) The Landscape for Ideologies in South African Higher Education: Context and Contents. Number Two. Technikon Free State. Bloemfontein. ISBN: 0-620-24812-2.

Co-author : Learning to live Together: using distance education for community peacebuilding. Editors: T. Munro (Common wealth of Learning) and R. Baksh (IDRC) Publisher: Commonwealth of Learning. 1055 West Hasting Street, Vancouver. Web: www.col.org ISBN 978-1-894975-35-3.

Publications in international journals in selected conference papers, cd-rom with on line references, magazines and newspapers

NB: *ACCREDITED PUBLICATIONS ARE INDICATED WITH AN ASTERISK *

Altogether 25 academic articles were published respectively before 1990 in the Journal for Contemporary History, Creata, Acta Diurna Historica, Acta Academica, Parade and various other Afrikaans educational periodicals).


 De Beer, KJ: Editor of the Journal for Contemporary History,* UOFS, 1982-1983.
 De Beer, KJ: Representative of the Orange Free State Department of Education for Creata, journal for gifted child education in South Africa, 1987-1989.
 De Beer, KJ. 1984. "The Geneva Conference on South West Africa/Namibia of January
1981", Journal of Contemporary History*, is quoted by the Official Year Book of the Republic of South Africa, 1984, p. 275.
 De Beer KJ on editorial staff: Learning and Teaching, UOFS, 1991-1993.
 De Beer KJ on editorial And Research Committee, South African Journal Of Higher Education*, Bureau for University Teaching, University of South Africa, Congress Edition, 1992.
• De Beer, KJ. 2006- 2007. Co-worker for the internal magazine of the Unit for Academic Development, WHAT’s UP?. Central University of Technology, Free State.

De Beer, K.J. 1984. "Constitutional Development in the Republic of South Africa", *World Review*, Volume 23 no, University of Queensland, Australia. August, 3.

De Beer, K.J. 1986. "Netherlands and South Africa", in No Church Money for Violence (Dutch title), Volume, 34, Amsterdam, Holland. September.

De Beer, K.J. 1987. “The Total Onslaught on South Africa", *World Review*, vol. 26 no. Australia. June. (The paper was published by the University of Queensland, Australia, after it could not be delivered to the American Security Council Foundation, Boston, Virginia, due to the USA boycott on South Africa during that period).

De Beer, K.J. 1992. “Institutional Self-Evaluation", Review in Quality Assurance Agencies in Higher Education*, no. 2, Ruttonjee House, Hong Kong. September.

De Beer, KJ. 1992. Introduction of the lecturer and tutor development programme at the University of the Orange Free State (South Africa). Discourse. Newsletter of the TLSC, Rhodes University. 3(ii), pp.2-19.

De Beer, KJ. 1992. Onderwysgroep bereik mylpaal. Democracy in Action. Journal of the Institute for a Democratic Alternative for South Africa, 6 (vii), pp. 27.

De Beer, KJ. 1992. Mondelinge Evalueringspraktyk. Didaktikom. Blad vir Universiteitsonderwys. Potchefstoomse Universiteit vir Christelike Hoër Onderwys, 13(i), pp. 17-21.
De Beer, K.J. 1993. “Guidelines for the use of Oral Evaluation", NASD, *Journal of the National Association for Staff Development*, No. 29, Southgate College, London. June.

De Beer, K.J. 1994. "A Form of Distance Teaching At the Technikon OFS, Qwaqwa and Northern Cape" in Adey, D., et al. State of the Art in Higher Education, Ninth biennial congress of the SA Association for Research into Higher Education, Cape Town, June.

De Beer, K.J. 1995. "Educational Development through the Community College in a Developing Region of South Africa", *Community College Journal of Research and Practice* Volume 19, No 2, University of North Texas, United States of America. March.


De Beer, K.J. 1995. "Distance (contact) teaching at the Technikon OFS branches." in Selected conference papers of the 17th World Conference of the International council for Distance Education, Birmingham, United Kingdom. June.

De Beer, K.J. 1995. "An Introduction to bridging education at the Technikon Free State" in Putting the Student First; Learner-Centred Approaches in Open and Distance Learning, Open University of East Anglia, Cambridge, United Kingdom, July.

De Beer, K.J. 1996. “Quality Assurance in Distance Education Programmes at Technikon Free State” in Quality Assurance in Distance Education, University of Sheffield, United Kingdom, September.

De Beer, K.J. 1997. “UNESCO’s UNITWIN-project for Distance Teaching in Southern Africa” in Selected papers on CD-ROM of the ICDE*, Penn State USA, June.

De Beer, K.J. 1997. “A Case Study of the Convergence between Distance and Conventional Education” (Co-worker of Le Roux, P G) in Collected Conference Papers; The Convergence of Distance and Conventional Education: Patterns of Flexibility for the Individual Learner, Open University Cambridge, United Kingdom, September.

De Beer, K.J. 1998. “UNESCO and Higher Distance Education in Sub-Saharan Africa” in On the Threshold, published conference papers of the World Federation of Technology Organisations 1998 International Symposium, Cape Technikon and UNESCO, Cape Town.

De Beer KJ. 1998. in *The International Who’s Who in Distance Learning*, Verlag Publishers, Am Hofgarten, Bonn.

De Beer, K.J. 1999. “Learner Support in Course Delivery At the Technikon Free State and Technikon Southern Africa” in Pan Commonwealth Forum On Open Learning Case Studies, *Empowerment through Knowledge and Technology*, Bandar Seri Begawan, Brunei Darussalam, 1-5 March. Reproduced in 2000 by the Distance Education Centre, The University of Southern Queensland, Australia, May.

De Beer, K.J and Langholtz, H.J. 1999. “United Nations Peacekeeping Distance Instruction For Sub-Saharan Africa” the 19th World Conference On Open Learning And Distance Education. The New Educational Frontier: Teaching and Learning in a Networked World. Vienna. Austria. Selected Papers on CD-Rom, ICDE. June 20-24*

De Beer, K..J. 2000. “Co-operative Education on Peacekeeping Training” CD-Rom, Technikon Natal, SASCE Conference Durban. April.

De Beer, K.J. and Thulare S.M. 2001. Africanisation of Higher Level Distance Education Through United Nations Structures, *Conference proceedings of the 20th World Conference on Open and Distance Education*, Düsseldorf, Germany, April 01-05. (CD. Rom)

De Beer, K.J. and Langholtz H.J. 2003. Co-operative Training of African Peacekeepers through Correspondence Instruction. INTERIM, Interdisciplinary Journal. Year 2, Number 1. Technikon Free State (ISSN 1684-498x)

Selesho, J.M. and De Beer, K.J. 2003. Total Quality Management for Technikon’s and Off-Campus Programmes. INTERIM, Interdisciplinary Journal, Year 2 Number 1. Technikon Free State. (ISSN 1684-498x)

Selesho, J.M. and De Beer, K..J. 2003. Building Quality into Academic Programmes using Quality Models. INTERIM, Interdisciplinary Journal, Year 2 Number 1. Technikon Free State. (ISSN 1684-498x)

Badenhorst J.J.C. and De Beer K.J. 2004. The Role of Blended Learning in Supporting Learning in Higher Education. INTERIM, Interdisciplinary Journal, Year 3 Number 1.Central University Free State. ( ISSN 1684 498 )

De Beer, K.J. and Matshebula, M.R. 2004. In Search of Universal Guidelines for the Management of a Satellite Campus for Higher Education. INTERIM, Interdisciplinary Journal. Year 3. Number 1. Central University Free State. (ISSN 1684-498)

Duvenhage, C.J. and De Beer, K.J. 2006. Research on Quality Assurance at the Regional Learning Centre Kimberley, Central University of Technology, Free State. INTERIM. Interdisciplinary Journal. Year 5. Number 1. Central University of Technology, Free State. (ISSN 1684-498X)

De Beer, K.J. 2006. Fredericks, B. and Bohloko, G. (2006) The In-Service Training of Correctional Services Staff At The Satellite Campus and Regional Learning Centre, Kroonstad. INTERIM. Interdisciplinary Journal. Year 5. Number 2. (ISSN 1684-498X)

De Beer, K.J. 2006. Open Access Retention and Throughput at the Central University of Technology, Free State. *South African Journal of Higher Education*. Vol. 20. No 1. ( ISSN 101-3487)

De Beer, K.J. and Bezuidenhout, J. 2006. The Context of Open Learning. *Progressio*. UNISA.

Mohele, I. and De Beer, K.J. 2007. The Use of Information and Communications Technology (ICT) in E-Service Delivery and Effective Governance in South Africa. INTERIM. Year 6 Number 2 ( ISSN 1684-498 X)

De Beer, KJ. 2007. Articles and Papers in: African Higher Education Research On-Line (AHERO) http://ahero.uwc.ac.za

De Beer, K.J. and Langholtz, H.J. 2005. Peacekeeping Instruction. SA Soldier. The Official Monthly Magazine of the Department of Defence. June and July, pp. 43-45.

De Beer, KJ. 2006. Open Access Retention and Throughput at the Central University of Technology, Free State. *South African Journal for Higher Education*. University Stellenbosch.

De Beer, KJ (2007) Assess article on “Political Transformation: an Ideological Framework, an Analytical Reconstructivist Perspective”. *KOERS*. Bulletin for Christian Scholarship. University of North West.

De Beer, K.J. 2007. Assess article on “African Trends in Politics…”. *KOERS*. Bulletin for Christian Scholarship. University of North West.

De Beer, K. J. 2007. Assess article on : “ A Post Polokwane ANC…*KOERS*. Bulletin for Christian Scholarship. University of North West.

De Beer, K.J. and Hofffman, M.J. 2007. An African Study of Astronomical History in The Northern Cape. African Skies / Ciex Africains. No.11, July. Cape Town. ISSN 10278389.

De Beer, KJ 2008. Assessed respectively two articles for the *Journal New Generation Sciences* at the Central University of Technology, Free State.

Esterhuizen, HL, De Beer, KJ and Baird. 2008. The Historical Development of Supplemental Instruction at the Central University Of Technology, Free State. INTERIM. Interdisciplinary Journal. Year 7 No 2.

De Beer, KJ. 2009. E-Learning at the Central University of Technology, Free State, PROGRESSIO. ISSN 0256-8853 Vol 31 (1&2). UNISA. Pretoria.

Baird, N. and De Beer, KJ. 2009. Why Podcasting In Open Higher Distance Learning ? INTERIM. Interdisciplinary Journal. Year 8. No. 2. Central University of Technology, Free State. Bloemfontein.

Pachagadu, S. and De Beer, KJ. 2009. Academic literacy program model design INTERIM. Interdisciplinary Journal. Year 8. No. 2. Central University of Technology, Free State. Bloemfontein.

Academic lectures; congresses, papers, posters and public speeches

A variety of 25 public speeches were delivered by De Beer, K.J. at various academic and cultural events with political science and educational purviews since 1980 up to date.

De Beer, K.J. 1978-1985. Co-ordinator for the C.R. Swart annual seminar in International Relations. Department: Political Science. University of the Free State.

De Beer, K.J. 1987-1989. Speaker on political literacy lectures in gifted child education re: State Philosophy, Politicology, International Relations and Strategic Studies. Centre for Gifted Child Education. Deale Road. Bloemfontein.

De Beer, K.J. 1992. Member of the Congress Committee for The Eighth Biennial Conference of the SA Association for Research and Development in Higher Education (SAARDHE), 1-2 October, University of the Orange Free State, Bloemfontein.

De Beer, KJ. 1992. Presentation on Politics in Education, Bophuthatswana Teachers Association, Thaba Nchu, 2 October.

De Beer, K.J. 1994. Presentation on A Tutorial system in Affirmative Action for Public Administration Students at Technikons, Research Colloquial of the South African Association for Political Studies, 6 October, Broederstroom.

De Beer, K.J. 1994. Political Leadership Programme Lectures for the Hans Seidel Stiftung at the Institute for multi-party democracy. Workshop 06. 26, 27, 28 August 1994, Bloemfontein Civic Centre; 18-20 November in Kimberley and May 1995 at Aliwal North.

De Beer, K.J. 1995. Workshops of the pre-and post international conferences of the University of Birmingham (25-26 June) and the Open University of East Anglia, Cambridge (3-5 July) respectively on Research and Development of Distance Education and learner centered approaches to Distance Education.

De Beer, K.J. 1995. Convenor at the annual conference for the SA Association for Political Studies, University of Stellenbosch, 27-29 September.

De Beer,K.J. 1996. Convenor at the annual conference for the SA Society for Cooperative Education, 14 March , Technikon Free State.

De Beer, K.J. 1997. Paper on “Partnerships in Quality Assurance at Technikons”, The 11th Biennial SAARDHE Congress, 18-20 April, Johannesburg.

De Beer, K.J. 1997. Panel moderator: “How does the independent entrepreneur of Open Distance Learning negotiate in the International marketplace?”, 18th World Conference of the International Council for Distance Education, The Pennsylvania State University, USA, 5 June.

McGreal,R (Canada). presented a paper on behalf of Mostert, J W and De Beer, K.J. 1998. “An integrated Flexible Learning System for the Free State Consortium for Higher Education” 14th Annual Canadian Association for Distance Education Conference, Athabasca University, Canada, 21 – 24 May.

De Beer, KJ. 1999. “The convergence between distance and conventional education in a developing South African region” at the 11th Biennial Congress of the South African Association for Research and Development in Higher Education. The Reconstruction of Higher and Further Education in South Africa and the Role of SAQA and the NQF. Peninsula Technikon. 29-30 June to 1 July.

De Beer, K.J. 1999. “UNESCO-Africa and the world technological university movement” An International seminar on the concept of a Technological University Transforming institutions of higher learning into technological universities. Technikon Free State, Bloemfontein, South Africa 27-28 October.

De Beer, K.J. 1999. Artefact: “A New Railway Ladder Track.” Innovations for Development Association. Research and Development. Sweden/South Africa Partnership. Swedish International Development Co-operation Agency. Swedish Embassy. Pretoria. 24 November.

De Beer, K.J. 1998. “UNESCO and Higher Distance Education in Sub – Saharan Africa,” World Federation of Technology Organisations 1998 International Symposium; On the Threshold, Cape Technikon and UNESCO, Cape Town.

De Beer, K.J. 1998. “Global Imperialism through Distance Education” South African Political Society Colloquium, Hammanskraal Campus of the University of Pretoria, 9-11 September.

Mostert, J W and De Beer, KJ. 1998. A proposed flexible learning mode for the further and higher education institutions of the Free State. LINKS/SAAD/SAARDHE CONFERENCE, University of the Free State Bloemfontein, 24 September.

Frey, B. Presented a poster on behalf of De Beer, KJ and Langholtz, HJ 1999. “Bend your Swords into ploughshares.” Out of Africa Technikon Research and Development Expo. South Africa House. London. 15-16 September.

Phatang, J.S.S. and De Beer, K.J. 2000. “ A Southern African model in Distance Education in a developing South African sub-region” 2nd National Conference of the National Association for Distance Education Organisations of South Africa, Pretoria, 6 August.

De Beer, K.J. 2001. Chairing a workshop at the SAARDHE Conference at the University Free State, 21 March:

• Globalisation and higher education restructuring in South Africa: is democracy under threat?
• Quality in higher education issues in the examination of dissertations and theses (Workshop).
• Is the proliferation of private colleges spelling doom for South African public higher education?

De Beer, K.J. and Thulare, S.M. 2001. “Africanisation of Higher Level Distance Education through United Nations structures” 20Th World Conference on Open Learning and Distance Education, Düsseldorf, Germany, 01-05 April.

De Beer, K.J. 2001. Chairing parallel sessions of the NADEOSA 2001 Conference at the University Witwatersrand, 28 August:

• Assessing the significance of research on web-based learning
Rita Kizito, University of South Africa;

• How supportive is “support”?-
A.D. Elliott and N.A. Corry, University of the Witwatersrand;

• Supporting distance learners: meeting the information needs-
Nyameka Jabane, University of Fort Hare; and

• Fabulous freebies on the internet: cost effective online teaching and learning environments
Linda van Ryneveld, Technikon Pretoria.

Duvenhage, C. and De Beer, K.J. 2002. Quality Assurance at Technikon Free State Distance campuses. International Council for Distance Education (ICDE). “Canadian ACED Conference, May. “

Sedibe, E.M. and De Beer, K.J. 2002. ICDE. Career choice through Educational Television. Canadian ACED Conference, Australia, May.

De Beer, K.J. 2002. Chairing workshops at the Transformation Education for Development Pan-Commonwealth Forum on Open Learning, International Convention Centre, Durban, South Africa, 29 July – 2 August:

• Reaching the unreached: Indian experiences;
• Training of trainers towards capacity building for distance training of state and local government functionaries;
• The centrality of learner support in open and distance learning: A paradigm shift in thinking;
• Modelling learner support systems for open and distance learning;
• Using ICT in open and distance learning to curb neo-elitism and build human infrastructure;
• Designing an online learning environment for participatory management of displacement, resettlement and rehabilitation; and
• Evaluation of open/networked e-learning.

De Beer, K.J. 2004. Chairing a workshop at the Annual Conference of the National Association of Distance Education and Open Learning of South Africa. August. Johannesburg:

• Curriculum responsiveness in programme materials development for distance teacher education.

Selesho M. and De Beer, K.J. 2003. Building Quality into Academic Programmes using Quality Models, International Conference on Quality Assurance, University Western Cape,
1 July 14-16.

Mathebula, M.R. and De Beer, 2003. In Search of Universal Guidelines for the Annual Conference of the National Association for Distance Education Organisations of South Africa (NADEOSA), Management of a Satellite Campus for Higher Education, Johannesburg, August 27-28. (Cf. NADEOSA. Website: www.nadeosa.org.za Pre-workshop documentation.)

Badenhorst, JJC and De Beer, K.J. 2004. Supporting higher education using e-learning within a multimode delivery system. 21st ICDE World Conference on Open Learning and Distance Education. Lifelong Learning in the Networked World. The Open University of Hong Kong. 18-21 February.

Langholtz, H.J., De Beer, KJ and Mostert, J.W. 2004. Co-operative training of African peacekeepers through Correspondence instruction. SASCE- Conference publication: Plenary session. Tswane University of Technology. Pretoria. 6 April.

Badenhorst, J.J.C. and De Beer, K.J. 2004. Blended Learning at the Central University of Technology, Free State. E/merge 2004 Conference. Blended collaborative learning at Southern Africa. 28 June – 10 July.

Nel,J. and De Beer K.J. 2004. National Institutes For Higher Education or Eduparks For Extended Higher Education Services or Satellite Campuses: Quo Vadis? Interim. Central University of Technology, Free State.

De Beer, K.J. 2005. Charing sessions at the 11th Association of African Universities, University of Cape Town. 21-25 February:

• Quality Assurance Monitoring of Transnational On-Line Teaching;
• Access Efficiency and Equity Considerations of the World Bank’s African Virtual University;
• Access Limitations and the AVU; ODEL Solutions; and
• Workshop to establish an African Universities Quality Assurance Network (AUQANET).

De Montfort, P.J. De Beer, K.J. , Mostert, J.W. and Langholtz, H.J. 2005. Curriculum on Global Peace Support Operations; A Work-Integrated Learning Model For African Higher Education Institutions And The United Nations Institute For Training And Research. World Association for Co-operative Education (WACE) World Conference. Boston. USA.29-30June.

De Beer, K.J. 2005. Open Access, Retention and Throughput at the Central University of Technology, Free State. SAARDHE Conference. University of KwaZulu-Natal. Durban. 26-29 June.

De Beer, K.J. and Mostert, J.W. 2005. Poster: Collaboration for higher education distance education through United Nations structures in Africa. SAARDHE- Conference. University Kwazulu-Natal. Durban. 26-29 June.

De Beer, KJ. 2005. Rapporteur: Governance and Civil Society. Inaugural Annual Conference of the African Council of Distance Education (ACDE). University of South Africa. Pretoria. 9-12 August.

K.J. de Beer (author) and M.J. Hoffman (co-worker). (2005) An Africanised Study of Astronomical History in the Northern Cape, South Africa, for Purposes of
Secondary and Higher Education Programmes in Tourism Management. African Astronomical History Symposium. Cape Town. 8-9 November.

De Beer, KJ. and De Montfort, PJ. 2006. A Model of Co-operative Education on Peace Support Operations in Africa. South African Association for Co-operative Education (SASCE) International Conference, Vaal University of Technology.17-18 April.

De Beer, KJ and Fredericks, B. 2006. The In-Service Training of Correctional Service Staff at the Kroonstad Satellite Campus of Correctional Services. South African Association for Co-operative Education (SASCE) International conference, Vaal University of Technology. 17-18 April.

Baird, N. and De Beer, K.J. 2006. Podcasting in Higher Education. NADEOSA conference, CSIR, 23-24 August.

De Beer, K.J. and De Montfort, P.J. 2006. Curriculating Peacekeeping Operations Support courses. African Curriculation conference. UNISA. 19-20 September.

Hay, H.R. ,Van der Merwe and De Beer, K.J. (co-worker) 2006. Factors Influencing The SA Higher Education Landscape: A Case Study. HELTASA Conference. TUT. 26-29 November.

De Beer, KJ and Badenhorst, J. 2007. Online Assessment for Co-operative Education, HELTASA Conference. CUT. 18-21 November.

De Beer, KJ. 2007. Chairing parallel sessions on the Developing Students cognition, skills and knowledge for Higher Education Achievements & Enhancing the analytical skills of scholars. HELTASA Conference. CUT. 18-21 November

De Beer, KJ. and De Montfort, PJ. 2008. Open and Distance E-Learning Support for Peacekeeping Operations.5th Pan-Commonwealth Forum. University of London. 14-16 July. http://www.wikieducator.org/pcf5:Community /Needs/Co-operative Education.

De Beer, KJ. 2008. Chairing workshop sessions at the NADEOSA Annual Conference. Innovation in Open and Distance Education. University of Pretoria. 17-18 August.

De Beer, KJ and De Montfort, PJ. 2008. A Curriculum Model for Co-operative Education on Peace Support Operations in Africa. Higher Education Learning and Teaching Association for Southern Africa (HELTASA). Rhodes University, Grahamstown. 01 December.

De Beer, KJ and Mokoma, B. 2009. A case study of work integrated learning (WIL) of the Central University of Technology Free State (CUT) in the largest geographical province of South Africa, Northern Cape. Round Table Session. 16th World Conference on Cooperative Education and Work Integrated Learning (WACE). An International Dialogue in Vancouver, June 23-26.

De Beer, KJ and De Montfort, PJ. 2009. Community needs for Co-operative Peacekeeping Training with Open and Distance E-Learning (ODEL) modes and Open Education Resources (OER) on the African Continent (II). Colloquium on Creating Sustainable Empowering Learning Environments through Scholarship of Engagement. School of Education. North-West University. Potchefstroom Campus. 21-22 August.

De Beer, K.J 2009. Review article for Journal for New Generation Sciences: Conceptualising stakeholder relationships in education as “expansive learning”: A case study from animal health education, Central University of Technology, Free State.

De Beer, K.J. 2009/10. Reviewer of papers; WACE CONFERENCE IN HONG KONG 2010. Email: m.hansford@neu.edu www.waceinc.org

Pachagadu, S., Baird, N. and De Beer, KJ. 2010. Audio as support medium at a higher education institution Poster session at the NADEOSA International Conference, University of the North West. Potchefstroom. 6-8 September

Baird, N. and De Beer, KJ. 2010. Audio as medium for content distribution (giving access to knowledge) Paper at the Open-Ed Conference, Barcelona, Spain, 3 October.

Pachagadu, S., Baird, N. and De Beer, K. 2010. Audio as support content delivery medium at a South African higher education institution. Poster session at the ICERI-Conference, Madrid, Spain. 15 October.

Baird, N. and De Beer, KJ. 2010. DEVELOPING A CLASSROOM FOR THE FUTURE (ENGAGING STUDENTS IN LEARNING.) Paper at the ICERI-Conference, Madrid, Spain. 17 October.

De Beer, KJ 2011. . Reviewed article for Journal of Educational Studies. Perception of high school learners of teaching as a profession. University of Venda. (January).

Assessor and external moderator

Several post-graduate candidates in Political Science were assessed and moderated for their Masters and Doctoral studies for the Department Political Science, University Free State (1980-2008 and up to date)

Co-examiner for Drs J Chadinha for a tentamen to the doctoral studies of the Department of Political Science at the University of the Orange Free State,1983

Co-examiner for Drs F Malan for a tentamen to the doctoral studies at the Department of Political Science at the University of the Orange Free State, 1985.

Co examiner for: a D. Tech-dissertation of Drs J Bezuidenhout (020158963) on Distance Education, Faculty of Human Sciences, Technikon Free State (2002-2004 )

Study leader for: a D. Tech –dissertation of Col. PJ De Montfort on Peacekeeping Training in the SANDF, Faculty of Management Sciences. Central University of Tech, FS (2004- )

External moderator for: a D Ed-dissertation of M.J. Sesemane on the Overload in Hypermedia. Faculty of Nursing and Education. Johannesburg University (2005).

External moderator for a PhD dissertation of J A Smiles on Transformation and Democratisation of South African Sport in the new Constitutional Dispensation, with special reference to Rugby as a Sport code. Department of Political Science. University of the Free State. (Candidate still in the process of completing his dissertation in 2010--).

Study leader for S Jonkers for a doctoral thesis in Governance (2010- ) (Research protocol still under review).

Co-assessor for the following candidates’ Magister Artium in Political Science and Government and Political Transformation:
Student: JSS Phatang
University Free State

MA dissertation: MGT 791 dissertation demarcation of the new municipality boundaries: A case study of Mangaung Local Council and Motheo District.
Student: Mr PTL Fink
Student nr: 2001040571
University Free State

MA dissertation: Programme in governance and political transformation MGT 791 The reconstruction and development programme in the Northern Cape: Success or failure?
Student: Samantha Titus
Student number: 2001048236
(University of the Free State)
University of the Free State/Department of Political Science

MA dissertation: Governance in South Africa: A critical analysis of the underpinning value system
Name of student: M.S. Phera
Student number: 2001046156
Module: MGT 791
Lecturer: Prof D Wessels/External Examiner Dr KJ de Beer
Date of submission: 28 February 2003. University of the Free State/Department of Political Science


MA dissertation: Co-operative government and intergovernmental relations: A Central Thrust for Political Transformation in the Republic of South Africa.
Name of student: R.M. Moropa (NAMP)
Student number: 2001104344
Supervisor: Prof D P Wessels/External Examiner Dr KJ de Beer
Date of submission: 17 February 2003
University of the Free State/Department of Political Science

MA dissertation: The electoral system of South Africa – A critical assessment.
Name of student: RM Moleme
Supervisor: Prof DP Wessels/External Examiner. Dr KJ de Beer
Date of submission: November 2003.
University of the Free State/Department of Political Science

Hons Scription: The role of the Southern African Development Community (SADC) In Advancing The NEPAD Objectives: A Case Study.
Name of student and number: DA Kganare, 2000054508
Supervisor: Mr NL Combrink / External Examiner Dr KJ de Beer
Date of submission: July 2004.
University of the Free State/Department of Political Science

MA dissertation; A Critical Analysis of Political Decay in Zimbabwe.
Name of student: D.P. Thulo
Student number: (?)
Lecturer: Mr J. Smiles / External Examiner Dr K.J. De Beer.
Date of submission: 1 August 2005. University Free State /Department of Political Sciences.

MA dissertation: Local Governance in Lekwa-Teemane Municipality.
Na Name of student: MG Kegakilwe 2003058670
Lecturer: Mr JD Joubert / External Examiner Dr KJ De Beer
Date of submission: 9 January 2006. University Free State /Department of Political Science.

MA dissertation: The Transition to Democracy: The Case of Taiwan 1980-2005.
Name of student: I Scheurkogel.
Lecturer: Dr Tania Coetzee.
Date of submission 31 April 2006. University Free State /Department of Political Science.

MA dissertation: Political Transformation and Affirmative Action in SA: A Critical Assessment
Name of student: NJ Mkoena
Lecturer: Prof A Duvenhage
Date of submission 20 November 2006. UOFS. Dept Political Transformation.

Short post graduate assignment on the : “Political Transition in the SA Government”
Name of student: OP Mokobo (2003058910)
Lecturer:: Prof A Duvenhage
Date of submission: 17 September 2007 UFS Programme for Governance and Political Transformation

MA dissertation: Public Participation in Transformational Municipal Government in Limpopo: A Conceptual and Comparative Assessment
Name of student: ND Matumane (2005136235)
Lecturer: Dr T Coetzee
Date of submission: October 2007. UFS Programme for Governance and Political Transformation.

MA dissertation: An Investigation on the Implementation of BEE in the North West Province Department of Roads and Public Works: A Case Study
Mr JD Thibedi (2001048244)
Date of submission: November 2007. UFS Programme for Governance and Political Transformation.

Assessed presentation for B Tech practicals, 2007. An Evaluation of Immobilization Devices for Head and Neck Radiation Therapy at the Universitas Annexe. Prestige Research Day. Faculty of Health and Environmental Sciences. CUT.11 October.

MA dissertation: Provincial Border Demarcations in the North West Province: An Analysis of the Impact on Democratic, Economic and Service Delivery Imperatives.
Name of student: LD Mcameni (2005038845)
Date of submission: 15 April 2008 UFS Programme in Governance and Political Transformation

MA dissertation: The Separation of the Ruling Part from the State: With reference to the ZANU-PF and the ANC
Name of student: TSB Vukaphi (2004202178)
Lecturer: Dr T Coetzee
Date of submission: 7 November 2008. UFS. Programme in Governance and Political Transformation.

MA dissertation: An application of Paul Lederach’s Pyramid model
Name of student: Mr. K Tladi (2000038105)
Date of submission: 10 December 2008. UFS Programme in Governance and Political Transformation.

MA dissertation: The political decay in the Eastern Cape: An assessment of political instability, economic decline and social disintegration.
Name of student: JS Toko (2003058860)
Date of submission: 8 January 2009. UFS Programme in Governance and Political Transformation.

MA dissertation: Local Governance in the Bophirma District: An Assessment of Autonomy, Accountability and Effective Service Delivery
Student: Confidential due to arbiter case
Date of arbitrating: 10 January 2009. UFS Programme in Governance and Political Transformation.

MA dissertation: Study of the Educational system in South Africa during Apartheid and up till present (focus on Black Africans): Is it preparing Black Africans to participate in Government?
Student: AN Eyth (2008099034)
Date of submission: 04-01-2010. UFS Programme in Governance and Political Transformation.

MA dissertation: Institutional leadership—Challenges in a Democratic South Africa: A Case Study in the Xhariep District
Student: D Hlabahlaba ( 1996592265)
Date of submission (Still in progress) UFS Programme in Governance and Political Transformation.

MA dissertation: The Impact On Historically Disadvantaged Public Primary Schools Since The Democratic Elections In The Vryheid District (KZN)
Student SV Mbuli (2009075918)
Study Leader: Mrs. M Malatje.
Date of submission: 24-11-2010 UFS Programme in Governance and Political Transformation.

MA-dissertation: Free Education Vis-à-vis the Role of School Governance.
Student: KJ Moshotle (1997715303
Study Leader : Dr. T. Coetzee.
Date of submission: 1-12-2010. UFS Programme in Governance and Political Transformation.

MA-dissertation:Employer and Employee Relationship as Regulated by Labour Relation Act 66 of 1995.
Student: R. Motingwe.(2008087187)
Study Leader: Ms. Dalton-Brits
Date of submission: 03-01-2011. UFS Programme in Governance and Political Transformation.

MA-dissertation:
Student: BB Lubisi (2009115680).
Study leader: Ms Dalton-Brits.
Date of submission: 03-01-2011. UFS Programme in Governance and Political Transformation.

MA-dissertation:
Student: M.S.D. Dosoudil (200313014) The Role of Street Committees in Deepening Democracy and Good Governance; The Case of the Emfulei Local Municipality
Study leader: Dr. T. Coetzee
Date of submission: 2011-01-31 UFS Programme in Governance and Political Transformation.

Miscellaneous

Sport

Organiser of swimming galas: Seals swimming club; 1967-1969. Teacher's College Rugby, 1967-1969.
Free State soccer coach for Bloemfontein primary schools, 1980-1982.
Club Centurion, SA National Defence Force, Tempe Military Base. 1992-


Employment History

• Operations and Intelligence Clerk
Air Force Gymnasium, Pretoria
1964

• Teacher in Technical subjects.
Brebner and Technical High Schools
Bloemfontein
1970-1975

• Senior Lecturer/Research Worker South African political history and foreign relations at the Institute for Contemporary History, University (INCH), University of the Orange Free State (UOFS) (1975-1986).

• Head of the Department for Political Science and Head External Relations Bloemfontein Educational Centre for Gifted Child Education;
Bloemfontein

 Civilian Appointment as First Military Official in the South African Defence’s Military Intelligence Headquarters, Pretoria (1987-1991)
.
• Senior Researcher
Bureau of Academic Support,
1991-1993.

• Director Distance Education,
Central University of Technology, Free State
July 1993 – 2005

• Director: Director Academic Support and Research,
Academic Development and Support
Central University of Technology, Free State
2006 - present


References

Dr B.C. van der Merwe
Director: Teaching and Learning
Central University of Technology, Free State
Tel: 051 – 507 3444
E-mail: bvdmerwe@cut.ac.za

Prof A. Duvenhage
Director Research: Sustainable Social Development
Tel: 018 – 299 1111
E-mail: Andre.Duvenhage@nwu.ac.za

Dr T. Coetzee
Programme Director: Programme in Governance and Political Transformation.
Faculty of Humanities
University of the Free State
Tel: 051 – 401 2628
E-mail: coetzeet.hum@ufs.ac.za


DATE: 2011-02-14