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SYLII[ II; G[STRIIKTlIRrEROE VRArLYS AAN ONDERIJY:.U'SI NTRIIMS IN OlE RSII

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II('Yte ill dip vT"elys :<>11 ("lk 1>1)1<' v;l)jrdt'f'T \.lord,

r(H'st'!lTlming is (Ipur die Tr.[)usva(ll~f' r)iTf'kt~!Ir v.(In OndrrwYR VI-'! 1t'f'(1

onder skrvwe 'lOA 9-7-2 JJ~ 1983-05-03 d;Jt ho(>fd~ v"m olHlnw\'!H'J:';PII! Illms

ill Tr<lns\f~>11 die vraplys m<'lg voltooi (,1I om..h.·rhcwig tLln d ~<dp,{,IHII

Wd;,1Td .. , :';oos a.an~~ehaa. t :

"u tooet srlf tlit' s<1m«vf'rking V:tll 111(' hooJc1f~ v;')Jt die ond('r'"<')'~;{'1

Sf"n!rllrnS ...!p.rkry sonder nID hierdif> hrief .1S ht'fb("llll ...:it" dip dl1('l

tr Roobnlik" ~

6. 'fo(>f:.lermning iR deut tliC' Kaar:<;e nirf'ltlf'llr I,UlIl HI1"I.>r;..rj'o;:. V'-'<!{'f'1I fo'!Hkl

skrywe L.1S/13ll dd. 10 Bpi 19fU d~t l1nordi' Il<tll ond!'1

tile KaRp die (:oeJf' Hoop dil? vrae1ys map, v(lU(loi en .-1,111 ..-fit'

volgende voor1o.'Aardes, SO(1~ aanl'.C'li;L11:

GeE'1l hoor van 'n OOf!rrwy~"r$('ntrmtl !)t;V10 'Indl'r pligling om u met u nndprso('k hvhulp,<\.lam 1(' v('{',q GePll Ot'H]PtVY1<(!Tt;l?ntrom f,f 110('f '}:-In 'n ()J1dup.rysC'ro;:.f:'ntrut11

!!lag in f"fii?;e opsig uit u navorsingrC'sulL,,!(' P'f'lrklltifi­

seer kan \JOf d ni(' ~

"" AUt: r~elillf'.!; ill vf>rb1:lnd met u n.'1'}ol"!;ing 1'10rt dPIlT tti'll"' lr gl>tref word."

i'lllnleyerkjng: lIIt't die voltooiinS1, Viln rl-i"" flHP~ti(l!l1l<lin' !t:tl hair' hoo!=:

or prys !=:~stel W'tlld.

Hy voorhn.at bnle d,wld(' Koll(>gi.1ie poel€'

KIIfIPLANO

It 1l E T 1 U N N A I It E

llJENTlfISbR1Nr. VAN "IE IIESTUiJRSTMK VAN lifE 1J00.fF VAN 'N tJNHERWYSERSENIRJIH

KAlEGORIE A: lJEll0GMFlESE INl.lGTlNG

I. UClOfvakkt" vir voorgraadse kurslJs:

2. tI vollnoide j.1{"e ervarjng in diE? OtHierwY$1

Ilui R,1n met X 2.1 {lO;';:ti'k(H}L o ­ S ­ !O 19 W - 29

§

30 39 2.2 t"er;.;:knol 5 - 9 In ~ 19 20 29 )0 - 31 2.3 Kollcg(> (I -10 - 19 20 - 29 JO - 39

§

2.4 lJlIiVE'l"R i te it o 5 -10 19 20 - 29 )0 39

§

2.5 oui voltooide jare aan;: as seuion;mderw),scr as vise-hoof as dosent as sen ior dosel1t as lektor a6 sen lor lektor

as departemcntshoof lac(skool as departementshoo( hoerskool as departement shoof onderwyskollege as adjunkhoof laerskool

as adjunkhoof hoerskool as hoof laerskool as hoof hoerskool as iospektttur van onder....ys

TRANSVAAL

QU[S110Ht1A[IlE

IIlENllrISDUUG ViIU IllE BlSrUUIlSTMK VAH Ill!: uoor VAll 'Il OIID[HWYSlIlSUIIHUII

KATEGOlllE A: UCMOGHArllSE IIl11GTHlG

L Wat ls die noogste akademlese kwaIlrlkasle ~at u behaal heL'? Oul aan met!

In omJerwysdlploma I tl baccalaureusgraad

'n honneursgraad (0 Cd geld as nOlllwurs) In mayislersgraad

'n ooktorsgraad

2~ Indlen u hoogste akademlese kwallfikasle in uie Opvoeokunde verkry Is, meld spesialherlngsrlgtlng, by. !l Ed (flediakullde),

litel van u verhanuel1ng/proefskrlf in kort

3. In walter saJariskategorle 15 U tans Ingeueel? Oui aan met!

kalegorie U kategorie E kategorie r kategor Ie G 4. U voorgraadse kUfSUS: B A II Co",", !l Sc fl 1\ Ed ~'--'

z

5.. ~Ioufvakke vIr vooryraadse kursus:

6. Het u enlge antler kwaUfikasles, beh"Jwe nagradtJs, wal u in tn hoer kategurlc plads, by. t\\'ee O-grade, 'n vlet'jaarqraadkursus, ens.? Held, asb~:

---~--7. (a) U ouderdolll?

Gul aan met !!.

25 29 30 39 40 49 50 59

(b) U gesIag?

6. U volloohJe Jare ervdrlng in dIe ofldcrwys? Uul aan fIlet

K

8.1 l1oerskoa1

o ­

_"

10 - 19 20 - 29 30 • 39

~

8.2 laerskool 0

"

5 - 9 10 19 20 - 29

§

)0 39 8.) Kol1ege

o -

4 5 9 10 - 19 20 - 29

§

)0 39

8.4 Unlvcrsiteit

o

4

> ­

10 - 19 20 - 29 30 39

8.5 U1I1 voltooide jare aan: as senioronderwyser as vise-hoof as dosent as senIor uoscnt as lektor as senIor lektor as ucpartemcntshoof Iaerskool as depactementshoof hoecskool as departemenlshoof ondec¥l)'skoUege as adJunkhoof laerskool a. adjunkhoof hoerskoo1 as hoof 1aerskool as hoof hocrskool as inspekteur van onuerwys

9. Het u enige opleldlng jn bestuursvaal'djghedc ontvang behalwe or ienterlngs/ tllulcnsopieidingskursusse van u depac tement?

10. Indlen weI, In welke vorm?

1L t-iet u enlge opleldlny of oricnterlng ondergaan vIr die pas van sentrumhoof wat u lans bcklee? 12. lndien wel, ill welke vorm?

selfstudle, 11.W.S. oplees, ens ..

onderhoude, d.w.s. te1efonles, persoonllk, besoeke aan anuer onuerwysersenlra departOO'lcntele voorskr 1ftel aalU'I'yslngs oorsese besoeke <Jan ander sentra deparlementele kOtnitees t bv. komI tees vir onucrwysersenlruflis of soortgelyke nagraause stuule

13. Bet U of hou u enige ullvocrende poslsies in samelewlllysl gemeenskapllke organisasies, by. voorsj tterlsekrelaris Vdll

4

13.1 Iloem slegs drIc Slllke poslslcs \Hlt u t..lIlS/

in die ,erIede bcklce/hcL

(a)

(b) (c)

14. Uoevcel skole f;"n ontlcrwyscrs bcdicn u scntrum tails?

Uul naastenby aan: GOAL

aalllal skolo

EI

aanLal ondcrwyscrs

15. U sentrurn bcstaan uit (uaaslclluy): GllAl

""Co' ...," '"

""'om,,

,,",.~

f '

aantal skole In pliJttelanusc yC'bledc ; aafltal skole in

lntiustri.cl~

gcbjcdc

_.j

16. I-toe vcr 1s u vcrstc skool gele(~, naastcnby 1<11I.? .:!:

17. Hoe goed nord die sen LrUI11 ill tile alg('llicen orulersteulI?

'"

s todd i k r---~~1~ ~~---, ~~~~---.

platlclands im.lustr lee 1

18. Hoc goed ondcrsLcun skolc dle scntrurn? hoerskQul/sekonderc skool lacrskool/primere sko(li pre-pr lmcre 5kool

19. Aan walter raktore skrywe u rcdcllk tot swak bywoHJng toe? Voeg by as u wi!

o afstanu, plaLLelamls t--i,~mlK lcdelike verkccr a fstand, stedf'lik "ak belangstelllng ~alle o bJi lemuursc bedry\\'ighcde \--~ nrmele aaniJie{ting€" yd

JsLe van vervoer, ens.

_I

o lkunde oor bedrywj ghcde

-J

Jols1oncle las!verpllytll1ye

?'cHkan Lln4/ant j pat Ie

i

~~~--~

2U. OesentcalJ seer u u bedrywi.gl~ede?

JA NH

Indlcn weI, op welke wyse:

herllallng van aktiwltelte in aoder areas

I

heraanbledlng van temas met andcr di.mbiedcrs

!

subsentra' 5 by antler areas, met. j

'" elc lokale aallbledlngs onder beheer yan hoofsel1trum

I

- onafhanklikc aanbiedillYs mel ele besLuur

ondfhank11ke aanbledinys gf'koordlneer deur hoofsenlrum 21. Indlen u nie desenlraliseer nie, oorweeg u tlit?

El~

22. Indhm u nie yedesentra1iseer het. nle, watter faktore !tet daitrtoe

geld? Voeg by as u ,,11. NH

afstand tyd

personee1 voorsicnlng kostes

perse lei akkommodasle duplisering van apparatuur

ZJ. IJoe lank

24.. Is u permancnt/tydellk/ges.ckond('er?

25. Hocveel jat'e werkl1ke ervaring het u

W 'n onder1l'ys.erscnt.rum?

26. IIQcyeel professJoneie persoflecl Is \crbontle dan U ontfen'fysersentrum? 01.11 posvlak aan, usb ..

sentrumhoof POSy 1ak asslstent-hoof POSy ldk

media-assls t.ent posvlak

asslstent POSy lak

Verantwoorde11kheld: ---~-~----~-.-..-~.•~--.--. asslstent

[J

I'osvlak ----~.• ~.----~-~--.--Verdntwoordcllkheld: assislcilt posylak Ve ..antwoordellkheld:

27. Uocvecl adm1nlstrdtlewe persohecl j5 verbondc adn u ondcTwYSf'fScntrurn? admlnlstrallel'le asslstent

6

28. Hoeveel nie-vrurcssioflc1e pCI'50n~el Is veruondp aan u

onderwysersenlrulIl?

o bode (ook masJlen-be{Heners)

sk.oonmaker: manJ lk

vrouUI<

tulnJol1Yc

~

29. leenoor wie Is u dln.'k. 3dllsfH'eekHk, d.w.5o. u ,}rorcsslQoele hoof?

-

--BEIDE PROVINSIES

KAllGOl1lE Il:

lDUHlrlSEHUI!JE ElEIISI<APP[ VAil 'Il 5llHllUHHOOF 1. Uuj uJ t onderstaande lys nK>t tn lS {ile belallgrik:hcid

van die cieflskappt:' Vdn III 5clltrumhHof aan:

BfL

I

~J.Nl'fR

~~'~NGRJ'

L pcrsoonllkheld 2. ofganisasievcrmoe J. InisieC'in95vermoe lj. illsig in prufessionele/uruJerwysproblcfllC 5. adlfJinistraLle\Yc \'crmoe 6. mcnseverhoudj Jlg5 L . _ . _ . 7~ diploDlatlcse vcrmoeos 8. kumJlyheid as onderwysmcns 9. vermoe om onafhanklik Le ~~ 10. lelersvermoc 11. besluursvermoe ll. taakmoti verinqsvermoe 13. taakonlledlnysvermoe

I

14. loepassJngsvermoe van taakoJllietJlngs

-~

15 * beslullnemeHde vermoe 16. kOfllffiuntkaslC'vennoe

17. skeppe:1deikC'f:'allewe vermoe

18. vermoe loL onafhallkllke ~~ret1c -~

19. rcuener j ngsvermoe 20. fislese vcrmoc

-21 ~ delegerj nysvermoe 22. kuordlner Iny,svcrmoe 23. konseplualiserlngsvermoe I

24. vermoe om onder druk te nerk

:

25. Innover Ingsvernlue 26. probleemklasslf lkasleveL'lfloc

27. enlrepreneur

I

_I

28. behcer- en kontrolebeoefenlng

_!

29. berehJwllllyheld om lany ure te dlen

30. responsiwileil tol ulh..icrwysbehoefles I

,

31. veranLwuonlelikheidsin !

)2. intel1e~tuali telt

JJ. clOosiunel(' ryphehl en baLans

34. scnsltl~llelt La.v. andcr se problcme

i-=-.

I

,

6

36. bepia"ner

37. bewese onderw)lser met hoe ollderwys'Vcrllloc

38. groeplelerskap 39. Indl vIdue!. lelcrsk3p 40. oordeel 41. bcslull.."mlngsvdardlyhcJd 42. probleemovlosslng 43. probleemidenll rl.orl119 44-~ ruslonallsasle 45. legn;e.e vaardlyheld 46. teyniese kCflHl S

47~ konkl'ctiscrlng van bchoefLes 48. belnvloedlnysvaardlyheid 49. ourtuiylngsvcrmoe

50. soslale en lnterpersoonlike vaartllynctlc 51. vr lende1ikhcid .--~--52. tegcmoelkor.lcndhci d 53 ~ chal~lsme 54. laakondersteuncmJ 55. leierskal'crrektiwiteit 56. probleemf'valucring en -tocpdssing 57. tlVeel.lighci~ 58. slaLus 59. oudcruum 60. 0l>vocdkumliye 1",.11 fl.k••le. 61. vakgcriylc kwalHika.lcs 62. dansicllllkheidl voorkOllIS 63. crvarlng in iciershoedanlgheid 64. vcrmoe tot: onafhanklikc besiuiLneming 65. oorredlngsvet"ooc

66~ vermoe om lc mallipuleer

67. Lal<t

68~ humorsJn

69. 'II goelc lUlster\'crmoc 70. slois15!11C

71. Locg3nkJikhcid

12. gcnaakbddrhcitJ 73. nelheid/keuriyheid 74. egal ige tt'mperillllclIl

9

2~ Watter- 3 ult rldr. 1 Wilt u gcnondn~{'r hf'l tiS die uelanyrlkste

keF1mcr~e, "' t1 u ul tsonucr dS u i t,St(tdfItJe kcnmerkc? Skrywe dle cienskappc In tHe ruimtes.

1.

2. -.~~~.--~.~.~..

---

..- - . - -..- - - - .

3.

J. Ls daar enigc antler kenlUerke "at u graag w11 noem wat nie onder par. 1 gcsLel 1s nie?

10 KAIEGOIllL C, OlSLUIIIIUHlIGSIAI<[

Uui uU onderstilitndc tHe bt'i.mgrikheld Villi {He beslui tneminqsl.}kc valt In senlrumhoof il':Jfi.

Uui ailn met In ~

I. Ek-jy-verhoudiog/reldsie

2. DeelnCIllCflue bcslul tneming, met beslissin(j dellc meer{lcrhcitl

J~ lleelnemenue bcslultneminy, mel rillaJe ocsllssiiuJ ,Ipur 5cnlrumhoof

4. Outonome besluilnemJng deur scntrumll(lof met lna{jflf"m.lllg Vdrl

behoef Les

5. Ullvoerlng van df'lJartcmenleIe beleld sondeI' voorbchuud 6. Ultvocrlny van dcpal"lemenlele [wIeld met voorbehoud 7. Ui tvoering van dcpartclllcnlcle bclciu met inayn~mlng \'.llt

lodivlduelc behoefLes

8. Persoonsgcorlenteerue beshrltncmlllY, U.».5. Y<"1'19 op die intllvitlu

9. OC[larlemcnleel-yt'or1t~lItct'n1e besluilJlPlitill9 lI1el,; in.1!jIll'fUiIlY

Vdn die gruep

lO~ CroepS9corH!nteenJc bcsIuItneming m(!l 1nagncming Villi

ucpal'temenLele belelu 11. 1aakgeor!cnleerue beslul tucmlng

12. Trallsakslonele beslul tnemlnt.,l Alel InaljnclIlirlY \fdJl tJcp«rle­ mentcle bcleltl, lLw.s. ncdcrsyuse oort'cnkoms met ul l\\is­ se11ng van bclanye en reqte

13. Transakslonele uesluitneming in gruC'pvt'rbanti met ifltlvnemlng vail departcmcntcle beleiu

14. laakgcmollveerue bes1ullrlPII1ing In groeVVerb.1flU

IS. Ccs trukturcerde beslul tncming gebaseer up vooropgesf (' 1de r191Yflc

16. Siluasle-ana1Iserende be.'Jlullncminy dClJr gropp

17.. S1 tuasie-anal Iserende Le51ui lncmiJHl sunder yroefl

18. Op-dle-p1ekbcs1ultncmillg 111 Hurley mel qroq.i

19. Besluitneming is GOp vIr onucrhdndcllngc lol ojJ 'II LCI"Jdldt!

Lyusbepaling

?O. Bcs1ullneming is flnd.11

21. Ingcllglc vryc kcusc is basis vir optrcde cerdcr (lS 9l'dwonge

1llsklk.Ukhcld van gruel-'

(r- ..>,

" "

11

KAltGOHI( Il: UllVOCHUllJ[ ULSrUUHSIAKl

ilanqsklk die vuiycm.lc slcl1inys in volgortle van beJal1~lr1khcid. Plo<ls sleys die syrers 1 ... 5 in dIe ruimte

(1 la.gstc; ~ = huugstc)

Stets

HOII!f'l{R

l. UE5LUl!l

1.1 [k aanvadr I;eslulte van my boyesklktes of van dIe gruep

-]

waarmec ck \\crk met onbctrokkcnheid

1.2 [k onllcrsleull slegs beslulte wat yoele gesintJhetle

bevorder

-J

LJ [k bestr), bcslultc wat ek voel die doelwiltc vaH my

senLrum file nastreef ole, a1 Is tilt Vdn my uogesklkles

1.4 £k soek na uitvoerbare, alhocwel nle all-yd {He JJerfcktc beslulle nle

1.5 tk omJersteun deeylikc t kreatlewe besluilncmlng wat lei nd ucyrip en eenstcmmjgheltl

2. OORIU[CHIGS

2.1 Fk ver-my om kant te kies t1eur yecil oplnies. houdlHYS or Idees te openbaar nle

2.2 lk dilnvaar eerder hOlldings t oplnlcs en jdecs van die yroep as om my elc tc slool

2.3 Wannecr die yroep versklllcnue idees, oplnles of houdiuys as ck het, probeer ek huile halrpad teycmoet kom

2.4 Ek kom op vIr my eic idees, opioies en houtllngs t al moet

ek tone trap

2.5 [k kyk uil vir en soek Od idees, opinies en houdlngs verskiJJemJ van my eje en alhoewcl ek sterk ooriuigings

besltj kiln ek reayeer up Idees dcur my opillie aan tc pas

3. KOltrLlK

3~1 Wdnncer konrUk uf slerk vcr:.:.kU van opinle onlstdan.

probeer ek neutraal stadrt

3.2 £k verm)' konfUksltuasics, of konf'Jik-skeppeildc siLuasies, maar r;anl\cer dtt vourkom probecl' ek qemoetlere kaltneer deur 'n neutrale slandpunt Lc r-wnlliwaf. d.w.s. yecn kant le kies nle

).) Wanneer 'n konf likslluasle onlsla.ln, probecr ck rcgvcrdiye oploss1119s verkry wal almal sal akkomlTlodeer

3.4 Wanneer tn konfllksiluasie ontsLaan, probcf'r ek tlil dood­ praat. ocur my posisie as voorslLlerlsentrumhoor tc hand_ haaf

3~5 Wanncf'r In kOllrJjksllu3sie onlslaall, probecr ek die r('tics

tiaarloe jdeuli riseer en die ollderliygendc oorsakf' I"':il d.aarod geiei het, up le los, verklesUk in grol'I1Y('rlJ<lJld

12

<;(! \lS 4. IIUI·101l

4.1 My humor is slegs In lakl1esE' Uf>naucriny om 'Il: vcl'trOU('1I5­

houtllny le skcp

4.2 fly humor is OIA tile

te

ecnsUye lu.madt'riniJ Ll~ temper en spanning tc verllg

4.3 [k g{'brujk humor slegs om 'n nJooliLlik sp<3nniny.::;itudSic/

konfliksiLuasle lc ofllscll/vcrUg

4.4 [k ycbrulk humor Olll yemoedeliHu:ifl ondt'rUny dilrt Lc moctliy

4.5 Ek geul'uik humor 011'1 by die SilUolSlc aan le pdS PI! pc[spck­ Uef tc yee en daarom inoel ek 'n humorsiJl olltler dUe 0111­ stanulyheue behou

5. TEMJ'[HIII-IENT

5.1 Deur onlietrokke le slaan, kan ('I< seIde ycvuclens uy myselr

of antler YClicreer

5.2 Aanyeslen afkeurlng, krlLlek or kt.Hlflikslluitsics SI'illUlilig veruursaak, reaycer ck as tccn\loeter d~ur WiH'fll ell vriemlel ik up te tree

5.3 lydens spanHill1J of konfllksi lUilsies vo(>1 ('k huiw{'rl9 om kdfll

tc kies en prouecr olie op di.e \'tillers le gjct

~.4 Wanncer sake nle reg vC'rloop n;e, lree ek verdetliyt>nu (lP

(aanvallentl op), bletl v.ccrslafHJ lerm (in In)' op\ldc) \H'Cr­ barslige elelnCnlf' en kom na yore lfIt't leenaryultlenle 5.5 Wanneer ek t{' na gekum nonl, hOlI ck rnyselr ill t maar .,ys PlY

onyetluhJ sonder om my mens,~ailr(.Ii':lheitl I'rys te gee 6. IIlSPAilIHIIG

6~1 [k moet fn baJans m{'l my insel halHJhadr om daardt'ur nie 'n

onrusligheld by antler le sk~V nie

6.2 lk verklcs om andcr tlie jPldinq tc lilal nCCffi deur my olldcf­ steunlng carder om as Inlsiecrder op tf' tree

6.3 fk strecf urn In gt'lykl'lldtlgc pas tc hdndhaar leen '1\ fc:delike

tempo

6.4 Ocur mysclr lc dryr, pl.J,).'> ek '11 morclc verpUgUIiY 01'

andere om oak dCt'l le IICClll

6.~ Deur myself lot grolpr 111sp,1Il1l1ng aan l{' dryr! verkry ck

l1leer tevrcdt::'lIheitl tHlidaL ck t1dankur andere aanspour l~tl

lJ

KAnc.;OIU[ [: IllflEHlIlIJ[ OlSlUUHSIAKE

Uul aan met X naaste aall til t wat U lYei UOCIl.

U mag adtlisloncle Inllgting verskaf iudlen u til t. nodjg ag

of

om die stell1ny le kitallriseer

~ '''''!• . u..! lo-_ U a ~ r ~ 0 4! _ .... 0

~ ~m"~"'~

L IlLPLAilIUlIG c 0 ~ z

[k oocn al dIe bf'pianlling self deur dle akt'wlteltc t c - -

-~-~"-~

bepaal en die riglyne vas te steI ORI dIe houyste

1.1

errekthd tell te verkry

~

I

1.2 Ek Ja.lt my lei deur .at die aktlwlteile en ililllbJeders

I

I

I TI

betrer, maar doeH aUe feelIngs en venlerc bepallngs

seH

1.3 (k laal die onderskeie komi tees aIle beplannlngs

bepalings self lref, maar met korreleriny en ko­ ell

D~-n

ortllner Ing deur die Scnlrurn

1(a) Oyvoeginy/KwaJlflserlng van punt: ...

- - - , - - - ­

2. OHG!I!USASIE

2.1 [k eloen dIe Laakveruellny f"n Llul ddn andere il<in wal

om tc docn, hoe, wanocer en mel wie

2.2 (k docll sle9s dIe oorkuepelenue organisasie en skeduIeer siegs dIe olktiwlteite soos hulle aaobe-veel \"furd

2.3 [k laat my lei deur die onderskele kornLtees t maar orqanlseer ven.ler a1le aktiwiteite met voorbehoud van rey om te \'Iysjg

2(a) llyvoeging/I(waliriserlny van punt:

3. VOOnSKRIFTE

3.1 £..1< behou nou kontak filet alles wat aaflgaan om te verse-ker dat wat ek be-paal het t ultgevocr word 3.2 [k hel 'n stel voorskrlfle ofHJesle1 en verway dal

yelroue ultvoerlng tJdardan verleen word

3.3 [k laat my lei deur OIlIslandighede en hat toe dat die onucrskele kOlilitees redt:Uk outonomies oplrec, billHe perj..:c van die 5enlrum se beleid

14

4. IlUUH

4.1 [k verseker tlat skC'duJcs hugC"kum wlIrti en spoor Jlwose

tot vinHlger handeilng dim. lk krit.Js(·(>r, dlli af­

'I\oyldngs dan ell skryf korrekUI~w{; hdlHJeUnyc voot'

4.2 [k laat lIie toe uat akliwilciLc df\'tyk van die lJc- [-I·-~~I--~l·--J skudelecrde proyram n1<:, behalwe vj r goeic red£? en mel

~!: ;~~~behOUd dat YClloegsame kennjsyc\'dJlY vooraf gf:~ __. _~._._________ _

4.3 Ule gesketJulcerde program Is nie rlgi£'d tocJMsbaar file, en katl afqewyk iwrd vall die ;nhouuclH.e, maar van tlie datum ole

4(a) Syvoeging I KWdliflscrlng van punt: ..•. ,

5. PEcll501lLlLOtllW1KKlLWG

5.1 E.k seiektecr self dimbleders ell faseer swakkcrns til L

5.2 Personcelontwikkellny mOf't Ide op persooll1jke sake I

konsentreer nl€'1 IJldilr gefiy wees op die Lihlkopleidiug vIr tHe algcmcne welsYII van (He pruft'ssic

L-I-I-+--i

5.3 Ek ladt my lei Lfeur andere Lo.v. ")dlloiedcrs, maar

gee lelt!lng hoe opyetree moe:t wort!

5.4 Ek neem \'fat yoorkom en verLrou dit nerk.