The purpose of the study was to describe factors that influence black females to choose engineering as a career. It transpired from the literature study that enabling environment, gender of role models, self-efficacy and socialization are important factors in terms of causing and attracting females into the fields of science and engineering study. From the empirical study it came out clearly that family members, female role members, and confidence in mathematics and science were factors that caused the females in engineering group to choose it as a career. Findings also revealed that gender stereotypes did not deter them from choosing engineering and that they were content with their career choice. For the above factors to be addressed incentives exclusive to females should be launched by government so as to attract more females to the fields of science and engineering. Schools also need to pursue programmes that expose learners to these fields. / Educational Studies / M. Ed.

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

Summaries in Afrikaans and English / In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan word ten opsigte van die onderwysbedeling in Suid-Afrika. Daar word aangedui dat politiek en onderwys vanaf die vroegste tye 'n vervlegting toon. Onderwys en politiek is mede-afhanklik van mekaar en het ook sekere verwagtings van mekaar. Onderwys en politiek is menslike skeppinge en as sodanig moet dit mekaar beYnvloed. In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis beleef. Sekere bevolkingsgroepe was nie tevrede met die onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die onderwys doelbewus gemanipuleer bet tot voordeel van homself. Die gevolg hiervan was dat die onderwys in Suid-Afrika ernstig verpolitiseerd geraak bet en sodoende die onderwys nadelig beYnvloed bet. Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse regering te laat slaag, is dit noodsaaklik dat daar 'n gesonde wisselwerking tussen die politiek en onderwys moet wees. Alle groepe behoort inspraak in die onderwysbelange te he en waar moontlik moet die kultuur van die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van 'n verenigde Suid-Afrika en dat die kinders onderrig moet word om tot hulle volle potensiaal te ontwikkel en tot voordeel van die staat. Die staat moet ook toesien dat onderwys ongehinderd aan al sy burgers verskaf word sonder dat party politieke belange op die voorgrond tree. / In this study the relationship that exists between education and politics is highlighted from a historical-pedagogical point of view, so that conclusions can be made regarding a future educational system for South Africa. It has been shown that politics and education are closely linked. Education and politics are dependant on one another and have certain expectations of one another. Education and politics are created by man and as such must influence each other. Education in South Africa has for some time been in a crisis. Some population groups were not satisfied with the education they received, while another group manipulated education to its own advantage. The consequence of this was that education in South Africa became politicised. This has had a negative effect on education. For the Redevelopment Program to succeed it is necessary that there is a balance between politics and education in South Africa. Each population group must have a say in its own affairs and, where possible, each group's culture must be respected. It is, however, necessary to realize that all the population groups are part of a united South Africa and that all the children must be educated to the best of their abilities and to the advantage of the state. The state, however, must ensure that education can take place without hindrance to all its people and that no political party may use education to its own benefit. / Educational Studies / D.Ed. (History of Education)

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / M. Ed. (History of Education)

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / D. Ed. (History of Education)

Summaries in English and Afrikaans / In die verlede het matrikulante van Tswanaskole in die Noord-Kaap oor die algemeen nie goeie uitslae verkry nte. Politieke onstabiliteit wat tot klasboikotte aanleiding gegee het, was as een van die hoofredes aangevoer. Die hoofoorsaak van hierdie navorsing is om die rol van kultuur wat tot swak prestasie lei, te bepaal. Met behulp van literatuurstudie is bepaal dat daar 'n noue verband tussen onderwys/opvoeding, volwassenheid en kultuur bestaan. Geen mens kan volwassenheid bereik sonder opvoeding nie en verskillende kulture het verskillende kriteria vir volwassenheid. Die skole in Suid-Mrika is oop vir alle rassegroepe en die gevolg is dat 'n verskeidenheid van kultuurgroepe in een klaskamer onderrig ontvang. Om kontlik en misverstande in die klaskamersituasie te voorkom, kan van multikulturele onderwys gebruik gemaak word. Met die empiriese ondersoek is deur middel van vraelyste en onderhoude probeer vasstel watter kultuuraspekte 'n rol speel in die swak akademiese prestasies onder Tswana-matrikulante. Die medium van onderrig is 'n probleem in 'n multikulturele land waar dit soms, tot nadeel van die kind, onprakties is om moedertaalonderrig toe te pas. Wat Engels as medium van onderrig betref, is dit problematies vir baie Tswanas in die Noord-Kaap wat voorskools min met Engels in kontak kom. Wat die kultuur-historiese aspekte betref, is die Tswanas trots op hulself en wil graag kontak maak met ander kultuurgroepe en meer van hulle leer. Sosiaal-ekonomies woon baie Tswanas as uitgebreide gesinne in klein huise. Onderwysers sal professioneel moet optree in die uitvoering van hulle pligte. Leerlinge sal verantwoordelikheid moet erken vir hulle dade en saam sal beide onderwysers en leerlinge moet bou aan die skep van 'n leerkultuur by die skool. / Matriculants from Tswana schools in the Northern Cape generally have been achieving poor results. Political instability leading to class boycots has been regarded as one of the main reasons. The main reason for this research is to determine the role played by culture in the achievement of poor results. A literature survey has indicated that there is a close interrelationship between education/ upbringing, adulthood and culture. A human being cannot reach adulthood without education and different cultures have different criteria for maturity. Schools in South Africa are open to all race groups which results in a variety of cultural groups receiving education in the same classroom. To avoid misunderstandings and conflicts in the classroom, multicultural education may be used. With the empirical investigation by means of questionnaires and interviews an attempt is made to determine which cultural aspects play a role in the poor academic results achieved by Tswana matriculants. The medium of instruction is a problem in a multi-cultural country where it is sometimes impractical to apply mother tongue education. As far as English as medium of instruction is concerned, it is problematic for many Tswanas in the Northern Cape as they are seldom exposed to it during their pre-school years. As far as the cultural-historical aspects are concerned, the Tswana is a proud people who gladly make contact with and want to learn from other cultures. Socio-economically many Tswanas live as e..'Ctended families in small dwellings. Educators will have to act professionaly in the execution of their duties. Pupils will have to accept responsibility for their actions and build, with the teachers, a cultUre of learning at every school. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Title from second page of PDF document. Includes bibliographical references (p. 153-168).

The purpose of the study was to describe factors that influence black females to choose engineering as a career. It transpired from the literature study that enabling environment, gender of role models, self-efficacy and socialization are important factors in terms of causing and attracting females into the fields of science and engineering study. From the empirical study it came out clearly that family members, female role members, and confidence in mathematics and science were factors that caused the females in engineering group to choose it as a career. Findings also revealed that gender stereotypes did not deter them from choosing engineering and that they were content with their career choice. For the above factors to be addressed incentives exclusive to females should be launched by government so as to attract more females to the fields of science and engineering. Schools also need to pursue programmes that expose learners to these fields. / Educational Studies / M. Ed.

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

Summaries in Afrikaans and English / In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan word ten opsigte van die onderwysbedeling in Suid-Afrika. Daar word aangedui dat politiek en onderwys vanaf die vroegste tye 'n vervlegting toon. Onderwys en politiek is mede-afhanklik van mekaar en het ook sekere verwagtings van mekaar. Onderwys en politiek is menslike skeppinge en as sodanig moet dit mekaar beYnvloed. In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis beleef. Sekere bevolkingsgroepe was nie tevrede met die onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die onderwys doelbewus gemanipuleer bet tot voordeel van homself. Die gevolg hiervan was dat die onderwys in Suid-Afrika ernstig verpolitiseerd geraak bet en sodoende die onderwys nadelig beYnvloed bet. Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse regering te laat slaag, is dit noodsaaklik dat daar 'n gesonde wisselwerking tussen die politiek en onderwys moet wees. Alle groepe behoort inspraak in die onderwysbelange te he en waar moontlik moet die kultuur van die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van 'n verenigde Suid-Afrika en dat die kinders onderrig moet word om tot hulle volle potensiaal te ontwikkel en tot voordeel van die staat. Die staat moet ook toesien dat onderwys ongehinderd aan al sy burgers verskaf word sonder dat party politieke belange op die voorgrond tree. / In this study the relationship that exists between education and politics is highlighted from a historical-pedagogical point of view, so that conclusions can be made regarding a future educational system for South Africa. It has been shown that politics and education are closely linked. Education and politics are dependant on one another and have certain expectations of one another. Education and politics are created by man and as such must influence each other. Education in South Africa has for some time been in a crisis. Some population groups were not satisfied with the education they received, while another group manipulated education to its own advantage. The consequence of this was that education in South Africa became politicised. This has had a negative effect on education. For the Redevelopment Program to succeed it is necessary that there is a balance between politics and education in South Africa. Each population group must have a say in its own affairs and, where possible, each group's culture must be respected. It is, however, necessary to realize that all the population groups are part of a united South Africa and that all the children must be educated to the best of their abilities and to the advantage of the state. The state, however, must ensure that education can take place without hindrance to all its people and that no political party may use education to its own benefit. / Educational Studies / D.Ed. (History of Education)