WELCOME TO THE NEW WEBSITE OF CAROL KNOX
Welcome to my new home on the Net!
Here is a picture of me back in South Africa.
Below you will find details of my C.V., Education, Work Experience, and Skills. There are also some
links to Tibetan Buddhism.
PERSONAL DETAILS OF CAROL ANNE KNOX
LANGUAGES: English, Afrikaans, some Thai
DRIVER’S LICENCE: Yes
TELEPHONE CELL:
International call: +27 (0)82 351 6614 - The zero is omitted
when calling internationally.
Local call: 082 351 6614
DATE OF BIRTH: 24-04-57
MARITAL STATUS: Divorced
CHILDREN: Daughters: 22, 20, 15 years - reside in South Africa
HEALTH: Excellent – recent vaccinations for Hepatitis A & B and Tetanus
E-MAIL: aruraza@hotmail.com
SPORTS/HOBBIES: Martial Arts – Jeet Kune Do; Reading; Conservation issues; Meditation
including Vipassana (insight meditation); Reiki Master Healer; Videos and Movies;
Photography; Ex-counsellor Life-Line; Gardening; Eating out; Internet Surfing and WebPage
Design; Online Activism.
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EDUCATION
TERTIARY EDUCATION:
1. Bachelor of Arts 1980:
Psychology III
English III
Philosophy II
Criminology I
Sociology I
2. Higher Diploma in Education 1987
3. Bachelor of Education 1990:
This is a Post-Graduate Honours Degree in Education
Philosophy of Education
Psychology of Education
Sociology of Education
Specialisations:
Social Theory / Philosophy
Curriculum Studies
4. Master of Education (cum laude - with distinction) 1996
5. i) Usui / Tibetan Reiki Master 1998
ii) Karuna Reiki Master (T.M.) 1999:
Registered with The International Centre for
Reiki Training (America)
iii) Lightarian Reiki Master (T.M.) 2002:
Registered with The Lightarian Institute for
Global Human Transformation (America)
6. Web Development 2002:
I. T. Intellect Pietermaritzburg, South Africa
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WORK EXPERIENCE
LEARNING MATERIALS RESEARCH, DESIGN, AND DEVELOPMENT: APRIL 2006 –
CURRENT
After collaborating with Esiqongweni for six months, began work full-
time in April 2006. Nature and Scope of work: Programme Design:
target population analysis, learning outcome analysis, relevant
research of learning outcomes, curriculum design, development of
applicable learning and assessment strategy, development of
programme delivery strategy, development of facilitator
control strategy, development of learner support strategy,
development of programme implementation strategy, alignment of
programmes, learning pathways, curricula and qualifications.
Programme Development: Learner Guide, Learner
Workbook, Learner Portfolio of Evidence Template / Coaching Guide,
Learner Logbook, Facilitator Guide and Learning Aids, Learner
Assessment Guide, Assessment Plan. Specialty Areas: Researching
specific technical skills, authenticating backgrounds
such as customs and culture, work methods, legal
and/or statutory requirements, sourcing, reviewing and collecting
data, in a data base, such as technical manuals, books,
pamphlets, periodicals, journals and newspapers, to
provide foundational research material.
MATERIALS RESEARCH AND DEVELOPMENT: AUGUST 2005 – APRIL 2006
Researching and developing materials for inclusion in
Educational Programmes - Learnerships, Skills Programmes and short
courses, for various Sector Education and Training Authorities
(SETA’S). I am working for a Service Provider, in the Hospitality
Industry, who provides Learnerships & Skills Programmes for:
Services Seta
Hospitality Industry
Wholesale and Retail Seta.
This work entails extensive research into underpinnings of educational
approaches, including: life long learning, outcomes based education,
assessment, evaluation, theories of learning, best practices in
business, education and related fields. All documentation is
carefully developed according to best practices to the highest
standards, nationally and internationally. Quality Assurance is
paramount. “Enskilling” participants is a priority, including:
stakeholders, clients, learners, assessors, facilitators. Assessment
is viewed holistically. Programme Evaluations are conducted, to
improve quality and processes, as well as to contribute to a data
base of case studies, monitoring all programmes, and maintaining
information on Lessons Learned, which is disseminated to all
stakeholders. Make use of the Logic Model Framework.
ENGLISH TEACHING AND ACADEMIC MANAGEMENT: 2004 – 2005
Teaching English in Bangkok, Thailand. Worked at various levels,
from: pre-school,primary school (Private Language School), and Grades
4 through 9. Worked as Academic Manager, for a Private Language
School - developing the systems, curriculum underpinnings,
instructional materials and teacher orientation courses, to name a
few. Quality was paramount, materials and assessments developed
according to the Common European Framework for Languages. Conducted
training programmes, for several groups of Teachers, including
Principals and Heads of Department, in and around Bangkok.
RESEARCHER (SOCIAL SCIENCE): 2003
Social Science Research; Comprehensive Programme Evaluations, from
conceptualisation, through monitoring and implementation, and finally,
the evaluation of outcome/impact. Trained in the use of the Logic
Model Framework at Stellenbosch University. Developed a Knowledge Map,
(the first of its kind), of the Domain of Technology Transfer,
including technology transfer to small, medium and micro-enterprises
(SMME”S). Article written and presented at - The Durban Institute of
Technology entitled: Knowledge Work, Knowledge Processing and
Representation in the Domain of Human Affairs. A further presentation
was: Theory behind Knowledge Mapping – the Gibbons Mode 1 and Mode 2
approach to research. Two articles published in: Nasra News – March
2004 - National Skills Research Agency – 1) Comprehensive Evaluation
Research at CSDTT, and 2) Research and Systems Thinking Methodologies.
Attended conferences in: 1) The Big Idea Conference –
(Entrepreneurship), (sponsored by the NRF Innovation Fund and Mark
Shuttleworth); 2) The National Conference on Research and Innovation
(NACI), on the latest strategies for Research utilisation. Edited
articles for publication. Workplace Mentor for a Learner studying a
Marketing Field Research Learnership. Attended capacity building in:
proposal writing; research planning and project management; conducting
literature reviews; evaluating proposals; writing publications;
managing the research process; evaluation methodology – process
evaluation and instrumentation; instrumentation design – questionnaire
construction; fieldwork planning. Skills development workshops
encompassed: an introduction to the NQF; curriculum development;
overview of the Skills Development Act, and Labour Relations Act;
how the Skills Development Levy System works. Received, Supervisor
Training, for working with Master’s and PHD students, from
Stellenbosch University. Given instruction in, Systems Thinking
Methodologies, including: Soft Systems methodologies; Critical
methodologies; Communities of practice, by an eminent Professor,
Dr Jose Cordoba de Pachon, from Hull University, in the United Kingdom.
SELF-EMPLOYED: 1998 – 2002
Padme - retail business, importing and selling goods. The Arura Reiki Centre – courses in self-
development, psychological aspects of stress and stress management / lecturing. Teaching
meditation techniques. Reiki Natural Healing and training. Space clearing and distant Reiki
healing. Web page design.
PUBLIC RELATIONS AND ADMINISTRATION: 2000
This included desktop publishing for a jointly owned, (myself and a partner), Martial Arts
Business – Jeet Kune Do.
LECTURER: VARSITY COLLEGE - 1997 - 1999
Communications, Business Presentations, Multi-Media and the Internet, Microsoft Software.
LECTURER – PSYCHOLOGY – ST MARY’S
EXTENSION COLLEGE: 1992 – 1994
Lecturer – Psychology
SELF – EMPLOYED REMEDIAL TEACHER: 1990
Private teacher to a child with Carpenter’s Syndrome. Tutoring required a multi-sensory and
tactile approach when mediating the environment to him. Pre-school apparatus and Montessori
equipment were used.
PRE-SCHOOL TEACHER: 1989
Involved in implementing the School Readiness Programme; liaising with parents, including
meetings, concerts and Parent’s Days, School holiday programmes; assessment of school
readiness using The Super Perceptual Development Assessment Device (1975); writing up
comprehensive reports and records; implementing positive reinforcement programmes.
TEACHER SELF – EMPLOYED: 1988
Ran a play-group for 2 - 3 year olds from my home. The programme was run along pre –
school lines entailing the same routines and activities, excepting that activities were more
sensopathic to enable engagement by younger children.
TEACHER SACRED HEART COLLEGE: 1986 – 1987
Equal opportunity for all school. Grade 0 teacher, implementing The School Readiness
Programme. Observation and evaluation of all the children in the school; group work
teacher meetings; close liaison with professional team to monitor progress; encouragement
of parent involvement in all spheres; assessing school readiness; weekly write up of
observations; focus on positive reinforcement; bi-annual reports. Mini-hockey coaching,
with Grade 0 – Grade 6; mini-cricket coaching from Grade 0 – Grade 3.
RACE RELATIONS REGIONAL SECRETARY
BORDER REGION – EASTERN CAPE: 1982 – 1983
Overall administration of the East London office; budgeting; control of expenses; co-signatory
of cheques; fundraising for the Region; committee and sub-committee secretary; drawing up
agendas; membership drives; supervised a staff of four; public speaking; handling all
enquiries; promoting and running The African Art/Craft Centre; organizing arts and crafts
exhibitions, promoting rural projects; administration of bursaries; visiting areas of importance
to Race Relations; accompanying consular representatives to areas of interest.
MENTAL HEALTH SOCIETY
HOUSEMOTHER: 1981
Control of domestic staff; drawing up menus and ordering provisions; controlled petty cash
and wrote up cash book; disciplining of residents, all ages and backgrounds; crisis
management; management of medication; implementation of therapeutic programmes
in conjunction with social workers; worked as a team; planted a garden to diminish the
institutional feel of the hostel – a half-way house between psychiatric institutions and the
community.
PART-TIME POSITIONS:
Community work addressing unemployment aid, self-help work with women, maintaining the
unemployment register, transport of pre-schoolers, home visits evaluating socio-economic
need; co-worker with mentally handicapped children; two years of clerical work; waitress;
barmaid, etc.
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SKILLS
Key Competencies:
The Organisation for Economic Co-operation and Development (OECD),
in 1997,launched the DeSeCo project, which defines the competencies
which we need for a successful life, which are more than knowledge and
skills, but also the ability to meet complex demands, by drawing on,
and utilizing, psychosocial resources, including skills and attitudes,
in a particular context. Many of these skills are metacognitve, i.e.,
the ability to think about thinking, requiring reflectiveness, which
are amongst the scarce skills identified to be important in South
Africa today. As a result of education, life experience, capacity
building, and training, I have the following key competencies:
1. Using Tools Interactively: use language symbols and texts;
use knowledge and information; use technology.
2. Interacting in Heterogeneous Groups: relate well to others,
co-operate, work in teams; manage conflicts.
3. Acting Autonomously: act within the big picture; form and
conduct life plans and personal projects; defend and assert rights,
interests, limits and needs.
Other Competencies:
Communications, Public Relations and Administration
Lecturing – Psychology; Communications; Microsoft Software;
Multimedia and the Internet; Business Presentations
Academic Manager and Teacher
Researcher (Social Science)
Community Work and Regional Secretary for Race Relations
(South Africa)
Entrepreneur and Business Person - own business from 1998 - 2002
(see work experience)
Computer Skills:
Windows
Microsoft Office
Microsoft Word
Microsoft PowerPoint
Excel
Microsoft Front Page
Microsoft Visual InterDev 6.0
Microsoft Publisher 2000
MGI PhotoSuite SI
PhotoStudio Lite
MacroMedia Flash 5
Corel Draw 9
Novell Perfect Office
Sierra Print Artist Publisher
Web Development - HTML, DHTML, VBScript, Flash, InterDev, ASP, XML
Natural Healing - Reiki Master (see education).
PERSONALITY TYPE
**Jung tests are similar in underlying theory to Myers-Briggs typology.
Jung Explorer Test
Actualized type: INFJ
(who you are)
| INFJ - "Author". Strong drive and enjoyment to help others. Complex personality. 1.5% of total population. |
Introverted (I) 58.06% Extroverted (E) 41.94%
Intuitive (N) 61.76% Sensing (S) 38.24%
Feeling (F) 57.14% Thinking (T) 42.86%
Perceiving (P) 50% Judging (J) 50%
Preferred type: ENFJ
(who you prefer to be)
| ENFJ - "Persuader". Outstanding leader of groups. Can be aggressive at helping others to be the best that they can be. 2.5% of total population. |
Extroverted (E) 55.88% Introverted (I) 44.12%
Intuitive (N) 61.29% Sensing (S) 38.71%
Feeling (F) 58.82% Thinking (T) 41.18%
Perceiving (P) 50% Judging (J) 50%
Attraction type: INFP (who you are attracted to)
| INFP - "Questor". High capacity for caring. Emotional face to the world. High sense of honor derived from internal values. 4.4% of total population. |
Extroverted (E) 50% Introverted (I) 50%
Intuitive (N) 61.76% Sensing (S) 38.24%
Feeling (F) 58.33% Thinking (T) 41.67%
Perceiving (P) 57.14% Judging (J) 42.86%
Take Jung Explorer Test
personality tests by similarminds.com
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