D.Ed. (Education) / Please refer to full text to view abstract

D. Ed. (Multiculturalism and Education) / This research will look at specific problem areas specifically pertaining to life skills which hamper the disadvantaged pupil in his development in the formal and non-formal educational sector of the school. with these identified factors, I aim to develop an acceptable information base for staff who have no in-service training as to how to assist, handle and participate with the sudden influx of disadvantaged pupils. This study is therefore aimed at gaining information to assist the teacher as well as the pupil. Reasons for the non-performance and thus the high failure rate, will also be noted in this study. One of the aims is to use pupil feedback extensively for the required information. My final aim is to illicit future research in this direction, thus assisting all parties.

M.Ed. (Subject Didactics) / It is a well known fact that half the people of the world are completely illiterate and only about a third are functionally literate. Chapman and Czerniewska (1978:65) support this statement by saying the United states of America needs to be looked at. It is one of the world's most developed countries and yet more than two per cent of persons older than fourteen have not yet attained functional literacy. This factor illustrates the tremendous education work that still lies ahead of the school and other institutions of learning. South Africa, like many other countries of the world, suffers the same consequences in experiencing educational turmoil, "extending from the classroom to the work-place. One of the major reasons singled out was the implementation of the Bantu Education Act of 1953 (Act 47/1953). The ideology thereof being not to educate a Bantu on the same level as a white man. As a result there was no relationship in curriculum content pertaining to classroom and work-place. In view of this, Black education has become a centre of concern for most race groups in this country because of educational, social and economical repercussions. This factor is well demonstrated in the report of the main commission of the Human Sciences Research Council on the investigation into education (1981 :108). It has shown the need to provide an educational system which will enable all members of the different population groups to acquire the skills of basic literacy. This will pose a long term problem for the State, as far as its economy is concerned.

The principal objectives of this empirical study were to test the hypothesis that eduction is a major determinant of people's earnings differentials and to calculate private and social rates of return to education of blacks in South Africa excluding Transkei, Bophuthatswana, Venda and Ciskei. Basically, the data for working men and women used in the study were extracted from the 1985 current Population survey files comprising a sample representative of the black population. Lifetime earnings profiles are constructed from these data for five educational levels, namely, no schooling up to standard 1, standards 2 to 4, standards 5 to 7, standards 8 to 9 and standard 10. Schooling is assumed to account for 60% of the income differentials between these profiles, after adjustment for the differing probabilities of finding work of persons in specific age-education groups. Imputed average household outlays on schooling are taken as the private direct cost of education supplemented by estimates of per pupil spending by the various government departments responsible for black schooling for calculation of the social costs per year of primary and secondary schooling. Indirect cost in the form of imputed foregone earnings are included from standard 5 (age 15) onwards. The resulting private internal rates of return to education of males are about 16% at primary level and 24% for secondary schooling. Corresponding social rates of return are about 6% for primary and 15% for secondary education. The estimates for females indicate that between no schooling and standards 2 to 4 level, the private and social rates of return are -1% and -4% respectively, from standards 2 to 4 to standards 5 to 7 level, private returns of 12% and social returns of 4% are reported and for the remaining secondary school phases private returns of 32% and social returns of 15% are estimated. It is implied that black education is receiving minimal government financial assistance compared to those of the other population groups. The evidence of the results of the study indicates that; besides education, marital status, locational, regional and occupational variables also influence earnings differentials, the governments responsible for black education should emphasize human capital investment in relation to physical capital investment, on average more educated persons are better off than the less educated ones and with the exception of female early primary schooling, generally, it is worthwhile for an individual to undertake a certain educational programme investment

M.A. (Psychology) / Post-traumatic Stress Disorder has been used to describe an individual's reaction to an event "outside the range of usual human experience". South African society is one fraught with violence, to the point where authors have contended that South Africans have become accustomed to a "culture of violence". Children and Adults are victims of this violence, "whether they be directly or indirectly affected by it. In such an unstable society the school can provide children with a setting which offers them stability and a normative influence. In order to make the school effective in the aid it offers its students, teachers have to be assisted in developing and strengthening already existing constructive ways of detecting and handling of children's problems. The teachers themselves also need to be provided with support in order to assist them with their own personal problems. This study examines the effects of trauma on the teacher-pupil relationship by providing workshops for teachers in order to learn from them and guide them in the assistance they give to children who have been profoundly affected by the violence in their environment being direct or indirect victims thereof. It is my hope that this exploratory study will broaden the understanding of Post-traumatic Stress Disorder and provide useful guidelines in an understanding of the impact violence has on children.

M.Ed. (Curriculum Studies) / In his Introduction, Heunis (1984) describes Geomorphology as a "part-discipline of Geography that has as its field of study the landforms occurring on the Earth's surface". Geomorphology is a study of how these landforms are formed and the processes which have led to their formation. The content in Geomorphology has been extended to include new concepts. Selfinstruction is a program of study in which the pupil studies on his own. According to Swanevelder (1976:3) a model is a figure or diagram accompanied by a verbal explanation which clarifies the diagram. The problems in the teaching of Geomorphology will be stated, followed by the aim of the study and the program of study...

M.Ed. (Educational Management) / The present era is witnessing a situation where authority is rejected and or questioned (Rossouw, 1985: 15). Van der Walt (1980: 13) typifies' this era as a time when the new leftwing thinking is determined to rej ect God and His word. Brezinka (Van der Walt, 1980: 14) regards this line of thinking as an internationally, politically mot Lvat.ed outlook which is characterized by a deep-seated feeling of discontent with the existing social order. unfortunately, this type of situation has gained entry into Black schools in the R.S.A. Presently, there is turmoil in Black education which manifests itself in riots, intimidation, marches, gang warfare, demonstrations, sit-ins, in-fighting, guerilla-warfare-type of attacks and numerous other signs of discontent (Mkhize, 1986: 1). Therefore, over more than a decade, education for Blacks in the R.S.A. has not only been put under the spotlight, but also greatly politicized...

D.Ed. (Psychology of Education) / The problem of high dropout rate or early school leaving is causing widespread concern amongst educators. This study is undertaken as part of a group project on school dropout or premature school leaving, which is undertaken by the Rand Afrikaans University of South Africa (RAU) and the Ben Gurion University of Israel. The purpose of this project is to identify the at-risk pupil, research the causes of school dropout, and identify the consequences of early school leaving in order to determine preventative measures. The following 4 factors have been studied in the profile of the school dropoutsocio- econornic factors social support political factors; and issues relating to the school itself In South Africa the high dropout rate in Black schools especially is a cause for concern. Under the new educational system, desegregation of schools is the ideal. This will, however, probably not be achieved overnight, and the problem of school dropout in Black schools will remain a problem for some time to come. Even if desegregation has been fully achieved, it can be argued that certain causes of dropout will always remain the same because not all causes are school-related. The cultural and home situation of potential dropouts will not necessarily improve on account oftheir being in desegregated schools. The focus of this study, therefore, will remain relevant.

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract