DR PJ DE MONTFORT'S DOCTORAL THESIS: REFERENCES

List of References

Africa Contemporary Record. 1981. Annual survey and documents. Africana Publishing Company, Volume XII 1979-80, p.C97.

Allen, G. 1998. Supervision. http://ollie.dcc.educ/mgmt1374/book (retrieved. June 4, 2005).

Amersfoort, H., H. Roozenbeek and C. P. M. Klep. 1999. Netherlands peace support operations. Den Haag: Jellema Grafische Groep.

AWL. 2001. Assessment. Modules 1-5.

Badenhorst, J.C.C and K.J. de Beer. 2004. The role of blended learning in supporting learning in higher education. INTERIMI, Interdisciplinary Journal, Year 3 Number 1. Central University Free State.

Baig, K. 2002. Logistical support to United Nations peacekeeping operations. New York: UNITAR POCI.

Bernadin, H.J. and J.E. Russell. 1993. Human resource management: An experiential approach. New York: McGraw-Hill.

Blank, W.E. 1982. Handbook for developing competency-based training programs. Englewood Cliffs: Prentice Hall.

Bless C., and C. Higson-Smith. 1995. Fundamentals of social research methods: an African perspective. Ed 2. Cape Town: Juta & Co.

Boshoff, H. 2004. African peacekeeping force: SA stretched to its limits. Financial Mail, 18 Jun 04, p.25.

Bouvier, A.A. 2000. International humanitarian law and the law of armed conflict. New York: UNITAR POCI.

Boutros-Ghali, B. 1996. In: United Nations. The Blue Helmets: a review of United Nations peacekeeping, 3rd Ed. New York: UN Department of Public Information.

Bramley, P. 1991. Evaluating training effectiveness. Berkshire: McGraw-Hill Book Company.

Briggs, L.J. 1977. Instructional design. New Jersey: Englewood Cliffs.

Brown, F.B. and Y. Brown. 1994. Distance education around the world. In B. Willis (Ed.), Distance education: Strategies and tools (p.3-39). Englewood Cliffs, NJ: Educational Technology Publications.

Buckley, R. and J. Caple. 1992. The theory and practice of training. Reading Mass.: Addison-Wesley

Buur, L, H. Vienola, L. Ohlsson, and A. Terp. 2002. Norcaps PSO: Tactical Volume 1, Ed 3. Gummerus Kirjapaino Oy Jyvaskyla.

Buur, L, H. Vienola, L. Ohlsson, and A. Terp. 2002. Norcaps PSO: Tactical Volume 2, Ed 3. Gummerus Kirjapaino Oy Jyvaskyla.

Camp, R.R., P.N. Blanchard, and G.E. Huszco. 1986. Towards a more organisationally effective training strategy and practice. Englewood Cliffs, NY: Prentice-Hall.

Canada Department of National Defence. 2000. Peace support operations field book. Canada: Peace Support Training Centre.

Carnevale, A.P., L.J. Gainer, and A.S. Meltzer. 1990. Workplace basics training manual. San Francisco: Jossey-Bass.

Chang, R.Y. 1994. Creating high IMPACT training: a practical guide to successful training outcomes. Irvine, CA: Richard Chang.

Charter of the United Nations. 1945.

Cilliers, J. 1999. An emerging South African foreign policy identity? Pretoria: Institute for Security Studies, Occasional Paper No.93 – April.

Cilliers, J. 2003. Peace and security through good governance: a guide to the NEPAD African peer review mechanism. Pretoria: Institute for Security Studies.

Cilliers, J. 2004. Human security in Africa: a conceptual framework for review. Pretoria: African human security initiative.

Cincotta, R.P., R. Engelman, and D. Anastasion. 2003. The security demographic: population and civil conflict after the cold war. Washington: Population action international.

Clark, D. 2000. Introduction to instructional system design. http://www.nwlink.com/.

Collier, P. 2004. Natural resources and conflict in Africa. Crimes of war project: Wars in Africa.

Conoir, Y. 2002. The Conduct of humanitarian relief operations: principles of intervention and management. New York: UNITAR POCI.

Corbett, M and M.K. Le Rog. 2003. Research methods in political science, Ed 5. Canada: Thomson learning.

Daniels, P. 2005. Towards peace and stability In Africa: the role of South Africa. Stellenbosch University: Center for Military Studies (CEMIS),

De Beer, K.J. and H.J. Langholtz. 2003. Co-operative training of African peacekeepers through correspondence instruction. Bloemfontein: Central University of Technology.

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

Deen, T. 2006. UN peacekeepers could reach 140,000. New York: Janes Defence Weekly. Vol 43. Issue 47. Nov 22.

De Munnik, E.O. 1997. Outcomes-based education and training. Pretoria: SANDF bulletin for educational technology, Oct 97.

De Vries, R. 1997. South African Department of Defence: education, training and development in transformation. Pretoria.

De Cenzo, D.A. and S.P. Robbins. 1994. Human resources management concepts and practices. New York: John Wiley and Sons.

Dick, W., and L. Carey.1996. The systematic design of instruction. New York: Harper Collins.

Donoghue. M and A. Wilkinson. 2003. Mine Action: Humanitarian impact, technical aspects, and global initiatives. New York: UNITAR POCI.

Engelbrecht, L. 2002. Towards an indigenous military: peacebuilding initiative for Africa. African Armed Forces 30 June, p. 22

Ernst, E.A. 2000. Skills development: handbook for SETA’S, employers, and employees in South Africa. Pretoria: College for Comptence.

Erasmus, B.J., and P.S. Van Dyk. 1999. Training management in South Africa. Ed 2. Cape Town: Oxford University Press.

Fabricius, P. 2003. Africa looking to enforce the peace. Cape Times, 28 May, p. 11.

Faure, J.M. 1996. Commanding United Nations peacekeeping operations: methods and techniques for peacekeeping on the ground. New York: UNITAR POCI.

Forster. L. 1997. UN civilian police: restoring order following hostilities. New York: UNITAR POCI.

French Ministry of Defence, Presentation of a talk concerning the concept of the use of French troops in PSO, paper presented at the UNIDIR Workshop on differing national perspectives on UN PSO, op. cit.

Galbraith, J.K. 1967. The new instructional state. Boston: Houghton, Mifflin.

Gilley, J.W. and S.A. England. 1989. Principles of human resource development. Reading: Addison-Wesley.

Gilbert, T. 1998. A leisurely look at worthy performance. The 1998 ASTD training and performance yearbook. Woods, J. & Gortada, J. (editors). New York: McGraw-Hill.

Gleichmann. C, M. Odenwald, K. Steenken and A. Wilkinson. 2004. Disarmament, demobilisation and reintegration a practical field and classroom guide. Frankfurt: Druckerei Hassmüller Graphische Betriebe GmbH & Co. KG,

Goodwin-Davey, A. 2004. Quality assessment in distance education: Principles and processes. Pretoria: UNISA, Institute for Curriculum and Learning Development.

Hayes, M. 2003. Just who's talking return on Investment? Information Week. Feb 03, p.18.

Hårleman, C. 2003. An introduction to the UN System: orientation for serving on a UN field mission. New York: UNITAR POCI.

Hårleman, C. 1997. UN military observers: methods and techniques for serving on a UN observer mission. New York: UNITAR POCI.

Harrison, R. 1989. Training and development. London: IPM.

Heinrich, R., M. Molenda, J.D. Russell, and S. Smaldino. 1999. Instructional media and technologies for learning, Ed 4. Upper Saddle River, NJ: Merrill/Prentice-Hall.

Heitman, Helmoed-Römer, 2003. Analysis: rebirth in Africa. Janes Defence Weekly. Vol 40. Issue 2. 16 July 2003.

Heitman, Helmoed-Römer, 2005. Interview, Lieutenant General Solly Shoke, Chief of the South African Army, We see ourselves as a defence partner in Africa. Janes Defence Weekly. Vol 42. Issue 29. 20 July 2005a.

Heitman, Helmoed-Römer, 2005. Africa: security is the key. Janes Defence Weekly. Vol 42. Issue 29. 20 July 2005b.

Herrly, P.F. 2005. The Impact of peacekeeping and stability operations on the armed forces. Heritage Foundation Lecture No. 915.

Higate, P. 2004. Gender and peacekeeping: case studies: the Democratic Republic of the Congo and Sierra Leone. Pretoria: Institute for Security Studies.

Honey, P and A. Mumford. 1986. The manual of learning styles. Maidenhead, Berkshire: Honey.

Huldt, B.O. 1995. Working multilaterally: the old peacekeepers' viewpoint, in Donald C F Daniel and Bradd C Hayes (eds.), Beyond Traditional Peacekeeping, New York: St. Martin's Press, p. 103.

International Quality and Productivity Centre. 2006. Peacekeeping, reconstruction and stability operations in Africa: deploying successful support, peacekeeping and developmental Missions in Africa. Johannesburg: iqpc.co.za (accessed 28 Feb 2006).

James, A. 1990. Peacekeeping in international politics. London: Macmillan and the International Institute for Strategic Studies.

Jankielsohn, R. 2003. SANDF is becoming overstretched, underfunded, DA. Citizen, 15 December. p. 21.

Jerling, K. 1999. Education, training and development in organisations. Cape Town: Kagiso Tertiary.

Katzenellenbogen, J. 2004. SA’s peace role ‘at its peak’. Business day, 07 April 2004, p.3.

Kent, V and M. Malan. 2003. Decisions, decisions South Africa's foray into regional peace operations. Pretoria: Institute for Security Studies.

Kirkpatrick, D. 1994. Evaluating training programs. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Klasen, S and F. Zulu. nd. Poverty, inequality and security in South Africa. p. 43-62.

Klingebiel, S. 2005. Africa’s new peace and security architecture: converging roles of external actors and African interests. African Defence Review Vol 14, No2.

Knirk, F.G. and K.L. Gustafson. 1986. Instructional technology: A systematic approach to education. New York: Holt, Rhinehart, and Winston.

Kruys, G. 2004. Lessons from African wars: implications for the SANDF. Pretoria: Institute for Security Studies University of Pretoria, Strategic Review for Southern Africa, Vol XXVI, No 1.

Langenbach, M. 1993. Curriculum models in adult education. Malabar: Krieger.

Langholtz H.J., K.J. De Beer, and J. Mostert. 2003. Co-operative instruction for African soldiers in peacekeeping operations. New York: United Nations Institute for Training Research.

Langholtz H.J., K.J. De Beer, and J. Mostert. 2005. Co-Operative education for African militia. Abstract for the Co-operative Education Conference Boston USA 2005.

Lategan L. O. K., W. Vermeulen, and M. Truscott. 2003. Research made easy; a general overview of the research process and context. Bloemfontein: Tekskor BK.
Leslie. D. 2004. The provision of troops and contingent-owned equipment and the method for reimbursement. New York: UNITAR POCI.

Leslie. D. 1999. Operational logistical support of UN peacekeeping missions: intermediate logistics. New York: UNITAR POCI.

Liu. F.T. 1999. The history of UN peacekeeping operations during the Cold War: 1945 to 1987. New York: UNITAR POCI.

Liu. F.T. 1998. The History of UN peacekeeping operations following the Cold War: 1988 to 1997. New York: UNITAR POCI.

Lykke. A.F. 1997. Defining military strategy. Military Review January – February 1997.

Malan, M. 1996. Surveying the middle ground: conceptual issues and peacekeeping In Southern Africa. Pretoria: Training for Peace Project, Institute for Defence Policy Occasional Paper No 2 - March 1996, p.11.

Malan, M. 1998. Peacekeeping in the new millennium: towards 'fourth generation' peace operations. African Security Review, Vol 7, No3.

Mandela, N. 1993. South Africa’s future foreign policy. Pretoria: Foreign affairs. Vol 72-5. Nov-Dec.

Markus, H. and A. Ruvulo. 1990. Possible selves. personalized representations of goals; goal concepts in psychology. Hillsdale, NJ: Lawrence Erlbaum. Pp. 211-241.

Medhurst. P. 2002. Global terrorism. New York: UNITAR POCI.

Medhurst. P. 2002. Security for UN Peacekeepers. New York: UNITAR POCI.

Ministry of Defence United Kingdom. 2003. Peace support operations. Llangennech: MOD CSE Joint warfare publication 3-50.

Modise, J. 1997. Facing the future, presentation on the South African Army and transformation. Pretoria: ISS papers 21 Apr. p. 2.

Morris, M. 2003. Shouldn’t we first solve our own problems? Cape Argus 19 Aug, p.12.

Mouton, J. 2001. How to succeed in your master's & doctoral studies; a South African guide and resource book. Pretoria: Van Schaik.

Nadler, L. 1982. Designing training programmes: The critical events model. Reading, Mass.: Addison-Wesley.

Neethling, T. 1999. Suid Afrika en vredesteunoperasies: perspektiewe op uitgangspunte en oorwegings. Bloemfontein: University of the Free State.

Nel, P.S., P.D. Gerber, P.S. van Dyk, H. Schultz, and T.J. Sono.2001. Human resources management. Cape Town: Oxford University Press.

Newby, T.J., Stepich, D.A., Lehman, J.D, and Russell, J.D. 2000. Instructional technology for teaching and learning, Ed 2. New Jersey: Prentice Hall.

Netherlands Ministry of Defence. 2000. Peace operations, army publication part III. Netherlands.

Olivier, C. 1998. How to educate and train outcomes-based. Pretoria: Van Schaik.

Pan, E. 2005. African peacekeeping operations council on foreign relations. http://www.cfr.org/publication/9333/african_peacekeeping_operations.html.

Papp, D.S. 1988. Contemporary international relations: frameworks for understanding, Ed 2. New York: MacMillan.

Potgieter, J. 1996. Evolution of a national doctrine for peace support operations. Pretoria: Institute for defence policy.

Porteous, T. 2004. Resolving African conflicts. Crimes of war project: Wars in Africa.

Ram, S and J. Shreesh Juyal. 1999. Peacekeeping in the former Yugoslavia: from the Dayton accord to Kosovo. New York: UNITAR POCI.

Ramsbotham, A., M.S. Bah and F. Calder. 2005. The implementation of the joint Africa/G8 plan to enhance African capabilities to undertake peace support operations: survey of current G8 and African activities and potential areas for further collaboration. London: Chatham house.

Robbins, S.P. 2001. Organisational behaviour, Ed 9. New York: Prentice Hall.

Roberts, A. 1996. The crisis in UN peacekeeping. In: C.

Reid, M.A., H. Barrington and J. Kennedy. 1992. Training interventions: managing employee development. London: Institute of Personnel Management.

Rothwell, W.J. and H.C. Kazanas. 1992. Mastering the instructional design process. San Francisco: Jossey-Bass.

Rothwell, W.J. and H.C. Kazanas. 1998. Mastering the instructional design process: A systematic process, Ed 2. San Francisco: Jossey-Bass.

Rothwell, W.J. and H.H. Stredi. 1992. The ASTD reference guide to professional human resource development roles and competencies, Ed 2. Massachusetts: HRD Press.

Schneider. B, S.D. Asworth, A.C. Higgs, and L. Carr. 1996. Design, validity, and use of strategically focussed employee attitude surveys. Personnel psychology journal, 49. p.695-705.

Seels, B.B. 1995. Instructional design fundamentals. Englewood Cliffs: Educational Technology Publication.

Shaw, M and J. Cilliers. 1995. South Africa and peacekeeping in Africa, Volume 1. Halfway House: Institute for Defence Policy.

Sheal, P. 1994. Staff training courses. London: Kogan Page.

Slavin, R.E. 1990. Research on cooperative learning: consensus and controversy. Educational Leadership, 47(4), 52-54.

Smith, P.L. and T.J. Ragan. 1999. Instructional design. Upper Saddle River, NJ: Merrill/Prentice Hall.

Spady, W.G. 1994. Outcome-based education: critical issues and answers. Arlington: American Association of School of Administrators.

South Africa. 1996. Constitution of the Republic of South Africa, Act 108 of 1996. Pretoria: Government printer.

South Africa. 1998. White paper on participation in international peacekeeping operations. Pretoria: 1 Military Printing Regiment.

South Africa. 1998. Skills Development Act, Act 97 of 1998. 20 Oct. Pretoria: Government printer.

South Africa. 1995. South African Qualifications Authority Act, Act 58 of 1995. 4 Oct. Pretoria: Government printer.

South Africa. 1998. White paper on South African participation in international peace missions. Pretoria: Government printer.

South African Ministry of Defence. 2001. Dodi CCS No 1/2001: Military Strategy. Pretoria: Government printer.

South African National Defence Force College of Educational Technology (SANDF COLET). 2003a. Design and conduct research (NQF level 5). Pretoria: SANDF COLET.

South African National Defence Force College of Educational Technology. 2003b. Plan a learning programme. Pretoria: SANDF COLET.

South African National Defence Force College of Educational Technology. 2004a. Prepare learning aids. Pretoria: SANDF COLET.

South African National Defence Force College of Educational Technology. 2004b. Plan and conduct of an assessment. Pretoria: SANDF COLET.

South African National Defence Force College of Educational Technology. 2006a. Outcomes-based education and training. Pretoria: SANDF COLET.

South African National Defence Force College of Educational Technology. 2006b. ETD programme: assessment guide. Pretoria: SANDF COLET.

South African National Defence Force National War College. Nd. Elements of a geo-political study. Pretoria: SA National War College Reader SG05S.

South African National Defence Force. 2005. JWP 106 part 2: Peace support operations. Pretoria: Department of Defence.

South African Department of Defence. 1998. Defence review (0-9584190-8-6). Pretoria: 1 Military Printing Regiment.

South African Department of Defence. 1996. White paper on Defence (0-9584190-8-6). Pretoria: 1 Military Printing Regiment.

South African Department of Defence. 2001. Department of defence human resource strategy 2010. Pretoria: 1 Military Printing Regiment.

South African Qualifications Authority. 2001. Criteria and guidelines for assessment of NQF registered unit standards and qualifications: policy document. Pretoria. SAQA.

SPSS. 1999. SPSS for windows, ver. 10.0.5. Cape Town: SPSS Inc.

Steyn, P. 1997. South Africa and peace support operations; limitations, options, and challenges. Conference on Contemporary Peace Support Operations. Pretoria, 5 Nov.

Studer, M. 2001. The ICRC and civil-military relations in armed conflict. IRRC June, Vol. 83 No. 842.

Thiart G. 1997. Africa's eagle of hope has landed. Pretoria: SALUT, vol. 4, no.6, p. 12.

Tovey, M. 1997. Training in Australia. Sydney: Prentice Hall Australia.

Tsedu, T. 2002. Marching away from home and family. Saturday Star, 28 Dec 02, p.6.

Tracy, W.R. 1984. Designing training and development systems. New York: Amacon.

Trench, A. 1998. Can we get it up for war? Sunday Times, 11 Jan 1998, p.15.

Training for Peace (TFP). 2004. Peace support operations, training for peace in Southern Africa programme. http://www.trainingforpeace.org/themes/supp/htm.

UK Ministry of Defence. 2004. Peace support operations; joint warfare publication 3-50 (JWP 3-50). United Kingdom.

United Nations. 2003. Handbook on UN multidimensional peacekeeping operations. http://pbpu.inlb.org/pbpu/handbook.

United Nations Department of Peacekeeping Operations (DPKO). 1995. General guidelines for peacekeeping operations (UN/210/TC/GG95). New York: International Training Centre of the ILO.

United Nations Department of Peacekeeping Operations (DPKO). 2003. Standardized Generic Training Module’s (SGTM) 1A – Introduction to the UN system. New York: International Training Centre of the ILO.

United Nations Department of Peacekeeping Operations (DPKO). 2003. Standardized Generic Training Module’s (SGTM) 1B - UN peacekeeping operations. New York: International Training Centre of the ILO.

United Nations Department of Peacekeeping Operations (DPKO). 2003. Standardized Generic Training Module’s (SGTM) 06 – Personal security awareness. New York: International Training Centre of the ILO.

United Nations Department of Peacekeeping Operations (DPKO). 2003. Standardized Generic Training Module’s (SGTM) 9 – UN Humanitarian Assistance. New York: International Training Centre of the ILO.

United Nations Department of Peacekeeping Operations (DPKO). 2003. Standardized Generic Training Module’s (SGTM) 10 – UN civil-military coordination. New York: International Training Centre of the ILO.

United Nations Department of Peacekeeping Operations (DPKO). 2003. Standardized Generic Training Module’s (SGTM) 15 – UN logistics. New York: International Training Centre of the ILO.

UNISA. 2003. Co-operative education policy. Florida: UNISA

USA Department of Defence. 1995. Joint Publication 3-07: Joint Doctrine for Military Operations other that War. United States: Department of Defence.

Van der Westhuizen, P.C. 1998. Effective educational management. Pretoria: Kagiso.

Van der Westhuizen, J.P.C. 1998. The changing context of education, training and development. Pretoria: SANDF Bulletin for Educational Technology. Vol 22 No 2, p.29.

Van der Westhuizen, C. 2005. International politics. Pretoria: Institute for Global Dialogue, 9 Feb 2005.

Van Niekerk, R.1991a. Ed Tech 2: PF Offs: Study Collection D: The process of instructional design. Pretoria: SANDF COLET.

Van Niekerk, R.1991b. Ed Tech 2: PF Offs: Study Collection H: Practical work assignment. Pretoria: SANDF COLET.

Van der Spuy, M., P.J. Cronje and S. Breytenbach. 2005. Department of Defence Instruction (DODI), Trg No 00006/2003 (2nd Ed): Management of learner assessment by providers in the DOD. Pretoria.

Van der Walt, A. 2005. What is educational technology? Pretoria: SANDF COLET.

Van Dyk, P.S., P.S. Nel, and Van Z Loedolff. 1992. Training management: a multidisciplinary approach to human resource development in Southern Africa. Cape Town: Oxford.

Van Dyk, P.S., P.S. Nel, Van Z Loedolff, and G.D. Haasbroek. 2001. Training management: a multidisciplinary approach to human resource development in Southern Africa, Ed 3. Cape Town: Oxford.

Welman J. C., Kruger S. J. 1999. Research methodology for the business and administrative sciences. Halfway house: Thomson publishing.
Weinstein, M.A. 2004. An era of instability in world politics. http://www.pinr.com/bios.php.

Walkinshaw, G.C. 1992. “Wetenskaplike benadering tot ontwerp van kursusse”. SAW Bulletin vir Opvoedkundige Tegnologie, 16(2): 13 -19.

Wilkinson, P. R. 1998. Sharpening the weapons of peace; the development of a common military doctrine for peace support operations. UK British Army Review, April Ed.

Wilkinson, P.R. and R.J. Rinaldo. 1996. Principles for the conduct of peace support operations. New York: UNITAR POCI.

Wills, M. 1998. Managing the training process: putting the principles into practice. Hampshire: Gower.

Wilson, J.B. 1995. Mapping a winning training approach: a practical guide to choosing the right training materials. Irvine, California: Richard Chang.

Woodhouse. T and T. Duffey. 2000. Peacekeeping and international conflict resolution. New York: UNITAR POCI.

Wolfe, A. 2005. The increasing importance of African oil. http://mail.webmail.co.za/Redirect/www.pinr.com
Wolmarans, I.S. and J.J. Eksteen. 1987. ”Behoeftebepaling: besin voor jy begin”. Johannesgurg: Gutengerg

Zemke, R. 1999. Training isn’t education lite. Training: the human side of business: 8-10.

LT COL PJ DE MONTFORT'S THESIS ON PEACEKEEPING OPS

A model of co-OPERATIVE EDUCATION
On
peace support operations in africa
By
PIERRE JUAN DE MONTFORT
THESIS
Submitted in fulfilment of the requirements
for the degree of Doctor of Technologiae
Human Resource Management
School for Entrepreneurship and Business Development,
in the Faculty of Management Sciences
Central University of Technology, Free State

PROMOTER: DR K.J. DE BEER
CO-PROMOTER: PROF H.J. LANGHOLTZ

DATE SUBMITTED: 01 FEBRUARY 2007
declaration
I, PIERRE JUAN DE MONTFORT, with identification number: 561128 5019 088 and student number: 9739874, declare that this research project is my own, unaided work, submitted, in fulfilment of the requirements for the degree DOCTOR TECHNOLOGIAE: HUMAN RESOURCE MANAGEMENT to the Central University of Technology, Free State, not submitted for a degree or examination at any other University.
PIERRE JUAN DE MONTFORT
On this 1ST day of February 2007





acknowledgements
First, I give all glory to God, the source of my strength, for granting me both the mental and physical endurance to complete this monumental task. Then, I would like to thank my entire family, especially my loving wife Anna-Marie, for her love patience, and understanding.
I would like to extend my sincere thanks and appreciation to my promoter, Dr K.J. de Beer, who encouraged and assisted me in so many ways. Without your help and compassion, I would have found this a far more difficult task. Thank you for believing in me and for your continued support and encouragement throughout the process.
Special thanks to Prof Harvey Langholtz. Thank you for friendliness, encouragement and above all your preparedness to assist.
The Central University of Technology, Free State for giving me the opportunity to enrol for a Doctoral study.
Table of Contents
Cover Page i
Declaration iii
Acknowledgements iv
Table of Contents v
List of figures vii
List of tables viii
List of Acronyms ix
Synopsis xvi
CHAPTER 1: INTRODUCTION
1.1 Background ......................................................................................... 1
1.2 Rationale for the study......................................................................... 2
1.3 Statement of problem ......................................................................... 9
1.4 General research design and methodology ........................................ 12
1.5 Outline of the research report.............................................................. 13
CHAPTER 2: LITERATURE REVIEW
2.1 Introduction........................................................................................... 15
2.2 Definition of key concepts................................................................... 16
2.3 Discussion........................................................................................... 24
2.4 Conclusion........................................................................................... 63
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction........................................................................................... 68
3.2 Design of the study ............................................................................. 69
3.3 Sampling.............................................................................................. 70
3.4 Description of measuring instrument.................................................. 72
3.5 Data collection procedure.................................................................... 74
3.6 Data analysis …................................................................................. 77
3.7 Limitations of the study........................................................................ 77
3.8 Conclusion .......................................................................................... 79
CHAPTER 4: RESEARCH RESULTS
4.1 Introduction........................................................................................... 80
4.2 Section 1: Need analysis .................................................................... 81
4.3 Section 2: Job description and target group analysis.......................... 100
4.4 Section 3: Formulation of outcomes.................................................... 113
4.5 Section 4: Selection and sequencing of content ................................ 119
4.6 Section 5: Determine delivery method and learning aids.................... 126
4.7 Section 6: Learner assessment.......................................................... 143
4.8 Section 7: Programme evaluation....................................................... 154
4.9 Conclusion........................................................................................... 161
CHAPTER 5: FINDINGS AND RECOMMENDATIONS
5.1 Introduction........................................................................................... 163
5.2 Summary of findings and conclusions .............................................. 163
5.3 Limitations............................................................................................ 165
5.4 Recommendations.............................................................................. 166
5.4.1 Programme overview........................................................................ 166
5.4.2 Curriculum content........................................................................... 178
5.5 Further research.................................................................................. 247
5.6 Larger relevance of the study.............................................................. 247
5.7 Conclusion........................................................................................... 251
LIST OF REFERENCES............................................................................. 252

List of figures
Number Page
1 – Research design framework 70
2 – ETD process 95
3 – Main elements of ISD 96
4 – PDA Model of Instructional Design 98
5 – ISD model integration 99
6 – Curriculum framework 118
7– Sequence of learning programmes 124
8 –Selection of delivery method according to nature of the outcome 128
9 - Selection of delivery method according to target group 129
10 - Selection of delivery method according to content 130
11 - Availability of learners 131
12 - Levels of Training Evaluation 155



LIST OF TABLES
Number Page
1 - Survey results 82
2 – Target group analysis survey results 104
3 – Learner profile 112
4 – Selection of learning content 119
5 – Sequence of learning units 124
6 - Selection of delivery method 133
7 – Learning styles 137
8 - Selection matrix for learning aids 140
9 - Informal learner activities in outcomes-based assessment 142
10 - Assessment methods 146
11 – Articulation with other programmes 171
12 – Structure of the qualification 172
13 – Internal structure of qualification 172
14 – Exit level outcomes 173
15 – Levels, credits and learning components assigned to qualification 174
16 – Possible combinations of electives 176
LIST OF ACRONYMS
AC – Abstract conceptualisation
ADDIE - Analysis, Design, Development, Implement, Evaluate
AE – Active experimentation
AIDS – Acquired Immune Deficiency Syndrome
ASF – African Standby Force
AU – African Union
AWOL – Absence without official leave
C2 - Command and Control
CA - Civil Affairs
CAI - Computer Assisted Instruction
CE – Concrete experience
CIMIC - Civil-Military Coordination Process
CIVPOL – Civilian Police
COE - Contingent-Owned Equipment
COLET – College of Education Technology
CUT – Central University of Technology, Free State
CRI - Criterion Referenced Instruction
CRP – Command Research Paper
DDR - Disarmament, Demobilisation, and Reintegration
DOD – Department of Defence
DRC - Democratic Republic of the Congo
ECOWAS - Economic Community of West African States
ED Tech – Educational Technology
EOD - Explosive Ordnance Disposal
ELO – Exit Level Outcome
ETD – Education Training and Development
ETDP – Education Training and Development Practitioner
ETQA – Education Training Qualifications Authority
G8 – Group of Eight Countries
GPCT – General Purpose Combat Training
GEO-POL – Geographical and Political Studies
HA - Humanitarian Assistance
HIV – Human Immunodeficiency Virus
HQ – Headquarters
HR – Human Resources
ICRC - International Committee of the Red Cross
IDP – Internally displaced people
IED - Improvised Explosive Device
IFOR - Implementation Force
IHL - International Humanitarian Law
IO – International Organisation
IOM - International Organisation for Migration
IMPI - Indigenous Military Peace-building Initiative
IMAS - International Mine Action Standards
IRC – International Red Cross
ISD – Instructional Design
ISS – Institute for Strategic Studies
JA - Yugoslav Army
JSCSP - Joint Senior Command and Staff Programme
KLA - Kosovo Liberation Army
KSA – Knowledge, Skills and Attributes
LOAC - Law of Armed Conflict
MBT – Mine Ban Treaty
MILOBS – UN Military Observer
MILOPS – Military Operations
MSCA - Military Support to Civil Authorities
MOOTW - Military Operations other than War
MONUC - UN mission in the Democratic Republic of the Congo
MP – Member of Parliament
NATO - North Atlantic Treaty Organisation
NCO – Non-commissioned Officer
NEO - Non-combatant Evacuation Operations
NEPAD - New Partnership for Africa’s Development
NGO – Non-governmental Organisation
NIHE - Northern Cape Institute for Higher Learning
NQF – National Qualifications Framework
NRF – National Research Foundation
OBE – Outcomes Based Education
OSCE - Organisation of Security Co-operation in Europe
ONUSAL - The United Nations Observer Mission in El Salvador
ONUMOZ - The United Nations Operation in Mozambique
PBT - Performance-Based Training
PCM - Project Cycle Management
PDA - Plan, Develop, and Assess
PE – Peace enforcement
PfP - African Partnership for Peace
PK - Peacekeeping
PSO – Peace Support Operations
PTSD - Post-Traumatic Stress Disorder
PO – Peace Operations
POW - Prisoners of War
PVO – Private Voluntary Organisation
SA Army - South African Army
SAHMS - The SA Medical Health Services
SADC – Southern African Development Community
SANDF – South African National Defence Force
SANWC - South African National War College
SAARDHE - South African Association for Research Development
SAQA – South Africa Qualifications Authority
SAT - Systems Approach to Training
SASCE - South African Association for Co-operative Education
SEBO – School for Entrepreneurship and Business Development
SFOR - Stabilization Force
SSR – Security Sector Reform
STDs - Sexually Transmitted Diseases
TB – Tuberculosis
TCC – Troop Contributing Country
TEWT - Tactical Exercise without Troops
TUT – Tswane University of Technology
RDP - Reconstruction and Development Program
RO – Reflective observation
RSA – Republic of South Africa
RPD - Rapid Prototyping Design
RPL – Recognition of prior learning
UN – United Nations
UNEF - UN Emergency Force
UNISA - University of South Africa
UNTAG - United Nations Transition Assistance Group
UNTAC - The United Nations Transitional Authority in Cambodia
ONUC - UN Operation in the Congo
UNHCR - UN High Commission for Refugees
UNICEF - UN Children’s Fund
UNFICYP - UN Peacekeeping force in Cyprus
UNIFIL - UN interim force in Lebanon
UNITAR POCI – United Nations Institute for Training and Research Peacekeeping Operations Correspondence Instruction
UNOSOM I - The First United Nations Operation in Somalia
UNPROFOR - The United Nations Protection Force in the Former Yugoslavia
UK – United Kingdom
USA – United States of America
UXO - Unexploded Ordnance
WACE - World Association for Co-Operative Education
WFP – World Food Programme
WHO – World Health Organisation
WO – Warrant Officer








Synopsis

A Model of CO-OPERATIVE EDUCATION
On
peace support operations in africa
By
PIERRE JUAN DE MONTFORT


PROMOTER: DR K.J. DE BEER
CO-PROMOTER: PROF H.J. LANGHOLTZ
DEGREE: D.TECH (DOCTOR OF TECHNOLOGIAE)
HUMAN RESOURCES MANAGEMENT




Summary
The focus of this study is on a Model of Co-operative Education on Peace Support Operations (PSO) in Africa.
PSO are multi-functional operations involving military forces and diplomatic humanitarian agencies. They are designed to achieve humanitarian goals or a long-term political settlement, and are conducted impartially in support of a UN mandate. These include peacekeeping (PK), peace enforcement (PE), conflict prevention, peacemaking, peace building, and humanitarian operations.
Since the advent of democracy in 1994, domestic and international expectations have steadily grown regarding a new South African role as a responsible and respected member of the international community. These expectations have included a hope that South Africa will play a leading role in a variety of international, regional and sub-regional forums, and that the country will become an active participant in attempts to resolve various regional and international conflicts.
Peacekeeping is becoming more and more important as South Africa plays a vital role in African missions, mandates, deployment and restructuring. The core of peacekeeping operations in Africa is no longer about the deployment of armed forces, but the focus is shifting towards a more integrated approach including reconstruction, development, stability, civilian involvement and humanitarian aspects. While skills required for peace operations overlap with those required for war, there is increasing recognition that additional peace operations training is needed to successfully conduct these missions.
The demand, advancement and application of peacekeeping evolve worldwide, especially in Africa, where enormous funding is being poured into local research and development, testing and training.
The market for Education, Training and Development (ETD) in the field of PSO is growing, as South Africa is becoming increasingly involved in peacekeeping missions on the African continent. At present, there is no Co-operative Education programme on generic PSO on the operational/strategic level presented by any of the major universities in South Africa in order to enhance other PSO training.
The objectives of this research project are in phase one:
To determine the need for and feasibility of a Co-operative Education Program on PSO.
To write a instructional design (ISD) report for a Co-operative Education Model on PSO and,
To draft possible curriculum content.
The second phase of the project could involve the development of learning material, and the evaluation of the proposed Co-operative Education Model on PSO by running a pilot programme.
The principal product (output) of this research will consist out of an ISD report on a Model for Co-operative Education on PSO in Africa, presented by means of Correspondence Instruction with contact sessions. The key factors in production of the learning program include geo-political and security studies in order to create an understanding of the African battle space, PSO as presented by UNITAR POCI, the assessment of international practice with regards to PSO in order to relate the information to operations in Africa, PSO on the African continent, and Civil-Military Cooperation.
The research team consists of D. Tech candidate, Lt Col P.J. de Montfort and the study leadership team of Dr K.J. de Beer and Prof H.J. Langholtz - Director of UNITAR POCI. Other potential partners in this project include the Central University of Technology, Free State (CUT); the University of South Africa (UNISA); The SA National Defence Force (SANDF), The SANDF College of Educational Technology (SANDF COLET); The Northern Cape Institute for Higher Learning (NIHE), and the South African National War College (SANWC).
The target market of potential learners includes military practitioners from the SANDF and SADC countries, diplomats, civilian employees of ministries of defence, foreign affairs, employees of NGO’s, scholars and normal citizens who could benefit from a Co-operative Education Program on PSO. The typical customer of is someone who is working in the PSO and humanitarian relief related fields.
As PSO will increasingly play a significant role in foreign policy of South Africa, the under mentioned recommendations are offered for consideration:
· The non-availability of a Model of a Co-operative Education on PSO in Africa within Institutions of Higher Learning makes this a feasible project.
· Partnerships for co-operation should be formed with the Central University of Technology, Free State (CUT); the University of South Africa (UNISA); The SA National Defence Force College of Educational Technology (COLET); The Northern Cape Institute for Higher Learning (NIHE), the South African National War College (SANWC) and the Institute for Security Studies (ISS) in order to establish a sound knowledge base on PSO in Africa.

· Marketing strategy should be to aggressively enhance, promote and support the fact that the envisaged product will be unique, due to the fact that no Institution of Higher Learning in South Africa currently has a similar programme based on scientific instructional design.
· Sales strategy need to consist out of making the product available at a competitive price in order to capture market share before the entrance of other competitors especially from the international arena.
· Profit goals could be established later when the Institute of Higher Learning has a consistent sales volume and customer base. Financial projections indicate that the exit of investment will be achievable within one year.
· The SANDF could subscribe to the program in order to give its officers a higher learning qualification (tertiary) in an applicable field.
· The SANDF could subscribe to the program in order equip its members with non-combat skills that includes a wide variety of PSO subjects.
· The learning program would be of great assistance to educate the SA community and humanitarian aid organisations with non-combat skills on PSO.
· The Institute of Security Studies (ISS) could become an important role player in the compilation of instructional content focussed on the African continent.
· The ISS could form a partnership with the other mentioned role players to further, and enhance a culture of peace in the South African community.
· Offering the program to other African countries in line with NEPAD initiatives could enhance capacity building.


The consideration, development and adoption of these recommendations will provide the different stakeholders an avenue for the effective participation of Institutions of Higher Learning in the peace drive in Africa by presenting a Model of Co-operative Education on PSO in Africa.
The first research findings of this project were submitted for a competition of the National Research Foundation (NRF) at the Centre for Entrepreneurship and Business Development at the Faculty of Management Sciences of the Central University of Technology, Free Sate (CUT) in 2004. It obtained a third price in the business plan category after an internal and national assessment process and was verbally presented at the official prize giving event at the CUT.
A following chapter, namely, Co-operative Education in Peacekeeping Operations Correspondence Instruction, was subsequently submitted to the World Association for Co-Operative Education (WACE) international conference in Boston, June 2005. It was evaluated by international peer reviewers and presented by the Director of UNITAR POCI, Prof Harvey Langholtz, who is the co-promoter of this dissertation.
A command research paper (CRP) written by the researcher, and assessed by the Tswane University of Technology (TUT), on the topic “A Model of Higher Learning on Peace Support Operations in Africa” was awarded the price for the best CRP during the Joint Senior Command and Staff Programme (JSCSP) of 2005.
The promoter and the researcher also submitted posters and papers respectively to the South African Association for Research Development (SAARDHE) international conference at the KwaZulu Natal University in November 2005 as well as at the international conference of the South African Association for Co-operative Education (SASCE) in April 2006. All submissions were peer reviewed.
The poster session was prepared in collaboration with the Director Student Services of the University of South Africa (UNISA) in the Free State and Northern Cape, Dr J.W. Mostert, as part of a joint NRF focus area research project. Dr Mostert also presented a keynote address on this joint project at the plenary session of a national SASCE conference at the Tswane University of Technology (TUT) based on the research outputs of the promoter, DR K.J. de Beer and the researcher. In the final stages of this research project, an abstract approved for the UNISA conference “Contesting Spaces – The Curriculum in Transition”, the 1st African Conference on Curriculum Development in Higher Education, 1