Higher education in South Africa is currently undergoing enormous transformation with the traditional matric certificate being replaced by the new school leaving Further Education and Training Certificate (FETC). As a result the use of matric points as an entry requirement for prospective university students will no longer be possible with effect from 2008. The Education Ministry intends setting national admission criteria to which all of the country's universities and technikons would have to adhere. It is therefore an appropriate time to examine existing selection criteria and determine whether they achieve equity in the distribution of opportunities and provide fair chances of success to all those who wish to achieve their potential through higher education. The aim of this research is to find empirical evidence as to the predictive value, if any, of matric points on students' performance at university in the field of accountancy, and to establish whether a good mathematics result is a necessary prerequisite to studying accountancy as a major at university. In order to achieve this a longitudinal study using correlational and linear regression analyses was conducted on the results of two groups of students as they progressed from first year through to fourth year at the University of Natal, Pietermaritzburg. The results showed that at the first and second-year levels there was indeed a positive linear relationship between the final marks of the first-year students and both the matric points held by those students and their matric mathematics results. The results of the linear regression analysis indicated that matric points are a stronger predictor of success in the first-year and second-year accounting course than the matric mathematics results. At third and fourth-year levels, the analyses revealed a moderately positive linear relationship between performance in these two courses and the matric mathematics results. Interestingly, at this level matric mathematics became a more important predictor of performance than matric points. While it may no longer be possible to use matric points as an entry requirement for university study due to the phasing out of the current matriculation certificate, it would seem obvious that some measure of high school performance would also benefit the selectors in providing access to those students most likely to succeed. This study has shown that school performance and mathematics ability, which have a significant impact on the performance of students in the accountancy programme at university, are important factors which cannot be ignored in whatever model is devised for selection. / Thesis (M.Acc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

The value of schools as systems for encouraging positive adaptation and development has gained recognition in resilience research. As key role players in the school environment, teachers play a central role in fostering resilience among learners. Further, the context of the school environment provides understanding into the many systems in which learners are situated which encourage or hinder the development of resilience strategies. Learners in South Africa face many barriers in attempting to access education. These challenges are especially prevalent in rural areas, where poverty, unemployment and poor health add an extra burden on learners and teachers. Despite this, there are learners who are able to achieve academic success. They are in essence resilient. This study aimed to understand the perceptions of teachers of the factors which influence learner success in South Africa from a strengths perspective. A qualitative approach and purposive sampling were employed to conduct two focus groups with teachers from two rural high schools in KwaZulu-Natal. The Participlan method was used to conduct the focus groups as it allowed the groups’ control over organising main themes and ideas. Data was analysed using thematic analysis and concepts from resilience theory and the Bio-ecological Systems Theory were used to organise and understand the findings. The results indicated that the teachers have a contextual view of the factors influencing learner success and they underemphasise the role of the individual. The key role of the teacher and the school as a site for fostering resilience was also evident. Suggestions for further research include exploring the effectiveness of reactive strategies developed by the participants and encouraging the development of characteristics found in resilient schools. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

There is a growing body of knowledge in the field of sociology of sports and education which speaks to the positive relationship between youth engagement in organised sports and school performance. These sources of knowledge are largely confined to the developed countries in Europe and North America addressing the impact of organised sports on Positive Youth Development (PYD). In a developing context such as South Africa, which is undergoing rapid transformation from the previous legacy of apartheid, youth are defined as being at risk especially in light of the vast levels of social and economic inequalities which threatens its newly found democracy. It is in this context, the study located in a historically disadvantaged high school in the township of Chesterville in the Metropolitan Area of Durban, examines the role of school sports engagement as an element of PYD in enhancing school performance. The study seeks to assess the applicability of PYD principles in a developing and historically disadvantaged context within a school setting with the purpose of making contribution towards intervention programmes for the vast majority of South African youth who are considered to be at risk. Using a sample of 100 male and female learners in Grades 11 and 12 with an equal distribution of sports engaged and non-engaged, the study tests the principles of two PYD elements in respect of school Competence and Contribution to community. The study is of an exploratory nature on the applicability of PYD programmes in a context such as South Africa and does not purport to be conclusive, but instead the merit of a study of this nature is to set the foundation for future research studies in the fields of sociology of sports and education in order to intervene on the different social, political and economic volatility that South African youth are challenged within a democratic era. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

Since the democratic transition, South Africa has come a long way in paving a path that enables citizens to take advantage of education. Within universities, certain overlooked socio-economic and food security factors affect academic performance. The prevalence of food insecurity and factors affecting academic performance was investigated in the context of underperforming first year students. A mixed methodology was used where questionnaire, focus group discussions and key informant interviews were used to collect in depth information. The individual dietary diversity score (IDDS) and household food insecurity access scale (HFIAS) were used to assess the severity of food insecurity. Fifty-three per cent of students came from disadvantaged socio-economic backgrounds characterised by unemployed parents and a high dependency on government grants. Twenty per cent of students regularly send remittances home, diverted from their scholarships/ bursaries and study loans thus leaving little for students to survive on. HFIAS results showed majority of students were food insecure as 80% experienced anxiety about food availability and accessibility and 54% had periods of complete inaccessibility to food. The majority of students proved to lack skills in grocery listing and financial management skills. Affordability and storage facility challenges led to students consuming nutritionally poor foods which compromised their health status. The IDDS showed 92% of students consumed bread, rice and maize; 70% ate foods with high levels of sugar, 71% ate foods made with oil, fat or butter; 66% ate meat; 58% ate vegetables, 50% ate fruits. This showed students’ diet is lacking in diversity as they resort to rich, energy-dense and cheap foods found at cheap prices. This robbed students of essential nutrients. Students who lived in university-owned residences were at higher risk of food insecurity. A significant proportion of study participants had substandard secondary school education. The shift in the Language of Learning and Teaching (LoLT) created challenges evident in lack of classroom engagement and lack of efficiency in communicating answers in tests and exams. Student accommodation and its proximity to learning facilities also affected performance negatively. The study therefore recommends, among other things, that university-owned residences reintroduce and/or subsidize dining halls to increase food accessibility, availability, quality, quantity and dietary diversity challenges. Food coupons could be introduced to low socio-economic students to purchase food from supporting grocery stores. Mandatory attendance of first year students to specialized programs organized by faculties and Student Counseling Centre to improve preparedness of students is needed. The UKZN LoLT policy needs to be implemented effectively so that the performance of second and third language speakers is improved. Translated material and academics who can speak the main local language is encouraged. The use code-switching techniques for the benefit of second and third language speakers are also encouraged when academics can use the main language. / Thesis (M.Sc.Agric.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.