A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of requirements for the degree of Master of Science. Johannesburg, 2015. / The air quality over the Bojanala District has been identified as an area of concern. The Bojanala Platinum District falls within the Waterberg Priority Area, which was declared as a priority area for air quality in 2012. This study was conducted in the southern part of the Bojanala district to identify the spatial and temporal distribution of aerosols over the district. Aerosol optical thickness and Ångstrom exponent were derived using data retrieved from direct solar radiation measurements using hazemeters during winter 2008, early winter 2009 and late winter 2010. Results of the study reveal that aerosol loadings differ significantly as winter progresses. AOT levels are found to be considerably higher during winter and late winter, compared with the early winter campaign. Diurnal variation during the late winter campaign is found to be very similar to that of the early winter campaign, with little variation in aerosol loadings and characteristics during the day; while the winter 2008 campaign reveals a significant decreasing trend in AOT and Ångstrom exponent as the day progresses. The AOT and Ångstrom exponent levels for the different campaigns, local sources and the diurnal trends identified assist in the attribution of domestic fuel burning practices; and the concentration of pollutants emitted in the area by inversion layers to the characteristics of the aerosol loadings during winter. The high AOT and contribution of fine mode particles during late winter is attributed to the onset of the biomass burning season. The importance of industrial sources to the aerosol loadings is clear during all three campaigns; however, it is clear that aerosols at different levels in the atmosphere have a significant impact on AOT over the district. The vertical distribution of aerosols is explored through the use of trajectories and associated surface wind roses which indicate that foreign airmasses from the Mpumalanga Highveld and the Atlantic Ocean clearly have a significant impact on the aerosol loadings over the Bojanala District and are associated with extremes in AOT levels. Further, spatial analysis reveals that the highest concentrations of aerosols (associated with larger particles) are identified toward the eastern side of the district except during late winter. It is probable that the aerosols in the Bojanala District may have a significant regional climatic impact which requires further investigation.

No description available.

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)

Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students. The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research. / Psychology of Education / D. Ed. (Psychology of Education)

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)

Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students. The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (D. Tech. (Business Administration)) -- Central University of technology, Free State, 2013 / This study was carried out to examine the interaction between ethnicity and entrepreneurship in a South African setting. Specifically, a survey using a questionnaire was carried out to determine the influence ethnicity has on entrepreneurial behaviour and attitudes among the Tswana, Afrikaner, Coloured and Indian entrepreneurs in the Naledi Local Municipality in the North West Province of South Africa. A literature review preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the interaction between ethnicity and entrepreneurship among different ethnic groups. In the empirical study phase, a questionnaire was administered to 400 randomly selected entrepreneurs in order to collect data on their motives for starting business, source of start-up capital and their attitudes/behaviours regarding risk in business. Waldinger et al.'s (1996) structure, enclave, cultural and situation theories were used as the theoretical base. Out of a total of 400 questionnaires that were distributed, 338 were usable representing an 84.5% response rate. The chi-square tests found significant differences (p < 0.05) between the four ethnic groups on all the key dimensions of ethnicity on entrepreneurship and the success/performance of the four ethnic groups in business. The chi-square test shows that businesses operated/owned by Afrikaner and Indian ethic groups are more likely to perform better than those owned and operated by their Tswana and Coloured counterparts.

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. / Educational Studies / D.Ed. (Educational Management)

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The introduction of provinces in South Africa since 1994 has not only provided for a new level of decision making but also a change dynamic generated by the integration of different government administrations of the second tier of Government. The original integration problems of the different administrations also extended the inquiry to the importance of greater efficiency and effectiveness of the Provincial level of Government. Since the commencement of provinces many questions have been raised such as; why are provinces unable to provide the requisite services expected of them; why are provinces unable to succeed in implementation of their aims and objectives; should provinces empower rather than serve communities; should the public service be driven by mission statements and success! performance criteria rather than bureaucratic rules; should the provincial government be anticipatory i.e. strategically focused, rather than reactive and crisis management driven. Are provincial governments necessary or can the services be provided more cost effectively by privatisation. All the above questions raises the central inquiry of what structural and systemic changes are necessary to make the provincial administration more effective and efficient in delivery of services and what qualities of leadership will be necessary to enable this to happen. The study covers six chapters. In chapter one the theoretical basis is discussed in the provincial context. Chapter two is an Opportunity! Obstruction analysis of the North West Provinces and reaches the conclusion that transformation will not occur automatically and both structural and systematic changes will be required. Chapter four looks at the corporate rules of the Provincial Administration and by white papers, green papers, policy papers and regulations. Chapter five looks at the way forward. The overwhelming conclusions reached by the study is that: • Transformation would require both structural as well as systemic changes. • Leadership would need to be much more focused to succeed with transformation. • Efficiency would require a complete mindset change by civil servants. Effectiveness would require much greater co-ordination between budgeting and planning interfaced at the centre. Chapter six concludes the study by answering the hypothesis and the questions raised in the introductory chapter. / AFRIKAANSE OPSOMMING: Die instelling van nege provinsies in Suid-Afrika sedert 1994 het nie alleen 'n nuwe vlak van politieke besluitneming geskep nie, maar ook 'n nuwe veranderingsdinamika gegenereer met die integrasie van verskillende staatsadministrasies op die tweede vlak van regering. Die aanvanklike probleme met die integrasie van verskillende administrasies het ook die soeklig laat val op die noodsaaklikheid van groter effektiwiteit en doelmatigheid van die vlak van regering. Sedert die provinsies begin funksioneer het, is baie vrae oor hulle voortbestaan gevra soos byvoorbeeld: waarom slaag die provinsies nie in hulle diensleweringsfunksies nie; waarom kan die provinsies nie hulle doelwitte en doelstellings implementeer nie; moet die provinsies gemeenskappe bemagtig of dien; moet die provinsies burokratiese reels volg of uitsetgedrewe wees; moet provinsiale adrninistrasies strategies-antisiperend in hulle benadering wees of reaktiefadministratief en is provinsiale administrasies enigsinds nodig, of kan die meeste dienste meer koste-effektief geprivatiseer word? Al die bogenoemde vrae het dus die sentrale vraag laat ontstaan oor wat die strukturele en sisterniese veranderings is wat nodig sal wees om 'n provinsiale administrasie in staat te stel om te voldoen aan groter effektiwiteit en dienslewering en watter leierskapskwaliteite daaraan gekoppel kan word. Die studie ontplooi in ses hoofstukke. In hoofstuk een word die teoretiese uitgangspunte en die provinsiale konteks bespreek. Hoofstuk twee bevat 'n geleentheid-bedreigingsanalise van die Noordwes Provinsie en het tot die gevolgtrekking gekom dat verandering nie vanselfsprekend sal plaasvind nie en dat daar sisterniese en strukturele intervensies sal moet plaasvind. Hoofstuk drie fokus op die strukturele aspekte wat die gang van die Noordwes Provinsie bepaal soos dit manifesteer in onder andere alle tersaaklike wetgewing, witskrifte, groenskrifte, beleid en regulasies. Hoofstuk vier bied 'n sisterniese analise van die Noordwes Provinsiale bedeling en hoofstuk vyf beskryf die moontlike weg vorentoe. Ten slotte word daar 'n gevolgtrekking in hoofstuk ses aangebied. Die oorwoë gevolgtrekking waartoe die studie kom is dat die mees ideale pad vorentoe vir provinsiale bedelings langs vier weë gesoek moet word t.w.: • Daar moet meer aandag aan transformasie gegee word en dit sal beide strukturele en sisterniese veranderinge behels. • Daar moet baie meer op leierskap gefokus word ten einde die transformasieproses te laat slaag. • Om groter effektiwiteit te bereik sal daar 'n verskuiwing in die ingesteldheid (mindset) van staatsamptenare gemaak moet word. • Ten einde groter doelmatigheid in die Noordwes Provinsie te bereik sal daar baie beter integrasie tussen beplanningsfunksies en begrotingsfunksies moet plaasvind.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Code switching is a widely observed phenomenon in multilingual and multicultural communities. This study focuses on code switching by teachers in multilingual and multicultural high school classrooms in a particular district in the Northern Cape Province of South Africa. The aims of this study were to establish whether teachers in the classrooms concerned do code switch and, if so, what the functions thereof are. With these aims in mind, data were collected from four high schools in the Siyanda District, during 13 lessons in total. These lessons were on the subjects Economic Management Sciences, Business Studies and Accounting. The participants in the study were 296 learners in Grades 8 to 12 and eight teachers. Data were collected by means of researcher observations and audio recordings of lessons. These recordings were orthographically transcribed and then analysed in terms of the functions of code switching in educational settings as identified from the existing literature on this topic as well as in terms of the Markedness Model of Myers-Scotton (1993). The answer to the first research question 1, namely whether teachers made use of code switching during classroom interactions was, perhaps unsurprisingly, “yes”. In terms of the second question, namely to which end teachers code switch, it was found that the teachers used code switching mainly for academic purposes (such as explaining and clarifying subject content) but also frequently for social reasons (maintaining social relationships with learners and also for being humorous) as well as for classroom management purposes (such as reprimanding learners). The teachers in this data set never used code switching solely for the purpose of asserting identity. It appears then that the teachers in this study used code switching for the same reasons as those mentioned in other studies on code switching in the educational setting. The study further indicated that code switching by the teachers was mainly an unmarked choice itself, although at times the sequential switch was triggered by a change in addressee. In very few instances was the code switching a marked choice; when it was, the message was the medium (see Myers-Scotton 1993: 138), code switching functioned as a means of increasing the social distance between the teacher and the learners or, in one instance, of demonstrating affection. Teachers code switched regardless of the language policy of their particular school, i.e. code switching occurred even in classrooms in which English is officially the sole medium of instruction. As code switching was largely used in order to support learning, it can be seen as good educational practice. One of the recommendations of this study is therefore that particular modes of code switching should be encouraged in the classrooms, especially where the medium of instruction is the home language of very few of the learners in that school.