The research was undertaken to determine the way in which the Black adolescent forms a pupil identity. Special attention was focussed on the various relationships formed by th~ Black adolescent within and outside the school environment. Literature indicates that pupil-identity is one of a variety of identities formed. Once a positive pupil-identity is established, the adolescent is in a position to actualise himself adequately. The empirical research was undertaken by administering a questionnaire to 555 Black secondary school pupils. The questionnaire comprised four categories namely, the adolescent's relationship with the self, parents, peer-group and the school. It was found that each of the four categories showed a significant positive correlation with pupil-identity formation. As this research project could not cover all aspects of the Black adolescent, recommendations for future research have been made. / Psychology of Education / M.Ed. (Psychology of Education)

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Historically, the majority of South Africans were denied access to free, compulsory and general education (National Multi-Plan, 1997:1). This means that many citizens did not have access to that educational foundation necessary for further learning, quality employment opportunities or even full and active social and political participation. Various arguments throughout this study imply that the South African education system presented unequal educational opportunities for most of its people. In this case, Black Education failed to produce people with the necessary skills for our economy. To compensate these people, the opportunities for education should be created everywhere in schools, sports clubs, NGOs and more importantly, in workplaces because education is the key for survival. Due to the need for economic growth and the need for skilled workers, large numbers of adults should be provided with extensive adult education. In other words, industries should become educational centres where employees could be equipped with numeracy and literacy programmes which would improve production and basic life-skills necessary to meet the demands of the economy at large. The study sought to find out "what role the two industries play in providing basic life-skills education to unskilled Black employees in the Empangeni/Richards Bay industrial areas". This was an empirical survey involving the target population of unskilled Black employees and facilitators of the adult education programmes of the lllovo Sugar Milling and Spoornet industries. In this study two different types of questionnaires were designed and used to ascertain the respondents' disposition towards adult education programmes. In each industry one questionnaire was administered to the unskilled Black employees and another to the facilitators of adult education progarmnes. The research sample comprised of seven unskilled Black employees from lllovo, twentyfive unskilled Black employees from Spoomet, two facilitators from Illovo and another two facilitators from Spoornet industries. The data collected from the sample attempted to answer the following research questions: ./ What basic day-to- day life-skills are needed by unskilled Black employees in the industries? ./ How effective are these programmes to unskilled Black employees in the industries? ./ How accessible are these programmes to unskilled Black employees? These questions necessitated a literature study and an empirical survey as research tools. It has emerged from the study that adult education is seen as an agent for social change and instrument for social development. The study seeks to assess the extent to which these programmes: .:. Fulfil the day-to-day basic needs of unskilled Black employees, in for example, financial management or identifying and using sources of informatiom like directories and maps . •:. Fulfil the literacy and numeracy needs of unskilled Black employees, in for example, appending signatures, reading newspapers and bank forms . •:. Cultivate good habits in the workplace such as punctuality, time management, safety precautions and proper procedures. The findings reveal that adult education programmes in industries were valuable and useful to employees as they were able to transfer the skills acquired from the programme to the real world situation. These life-skills included counting money, writing names and letters, appending signatures, reading newspapers and safety precautions signs, understanding road signs and making telephone calls. The researcher concludes with a number of recommendations including the following: ~ Each industry should establish a building named a 'college' or 'centre' within its premises where adult education programmes will be presented. ~ Each industry should have its own policy documents regarding the provision of worker life-skills education. ~ All workers have a right to paid education and training leave. This means that skilled, semi-skilled and unskilled workers should be entitled to four or six weeks of paid leave per year for further education throughout their working life. / AFRIKAANSE OPSOMMING: As gevolg van die historiese en politieke ontwikkeling in Suid-Afrika is die meerderheid van die bevolking toegang tot vrye, verpligte en algemene onderwys ontsê (National Multi- Plan, 1997: 1). Dit het tot gevolg gehad dat die meerderheid van die bevolking dus ook nie toegang gehad het tot verdere onderwys en gevolglik ook nie tot goeie werksgeleenthede en dus deelname aan die maatskaplike en politieke lewe ontneem is. In hierdie navorsing word minderwaardige onderwysgeleenthede wat aan die meeste swart mense gegee is uitgewys. Dit het tot gevolg gehad dat swart onderwys nie die opgeleide menslike hulpbronne kon lewer wat die ekonomie nodig gehad het nie. Ekonomiese groei is afhanklik van opgeleide menslike hulpbronne en om dit moontlik te maak behoort onderwysgeleenthede in groot getalle vir volwassenes geskep te word. Daarom behoort skoolfasiliteite, sportklubs, nie-regeringsorganisasies en die werkplek benut te word om onderwys aan die ongeletterde volwassene te gee. Dit impliseer dat nywerhede geleenthede vir geletterdheids- en syfervaardigheidsprogramme vir hulle werkers behoort te skep sodat hulle toegerus kan word met basiese lewensvaardighede en sodoende hulle lewenskwaliteit en produktiwiteit verhoog kan word. Met die navorsing is gepoog om vas te stel watter rol nywerhede in die Empangeni- /Richardsbaai-gebied speel in die verskaffing van onderwys in basiese lewensvaardighede aan hulle ongeskoolde swart werkers. Twee verskillende vraelyste en onderhoude is gebruik om data in te samel by 'n steekproef van die ongeskoolde swart werkers en die fasiliteerders van onderwysprogramme aan volwassenes by Illovo Suikermeule en Spoornet. Daar is gepoog om die respondente se houdings ten opsigte van onderwysprogramme aan volwassenes in dié twee nywerhede vas te stel. Die navorsinsteekproef het sewe ongeskoolde swart werkers en twee fasiliteerders van Illovo Suikermeule en vyf-en-twintig ongeskoolde swart werkers en twee fasiliteerders van Spoornet ingesluit. Met behulp van die ingesamelde data van die steekproef is gepoog om die volgende vrae te beantwoord: - Watter basiese lewensvaardighede benodig die ongeskoolde swart werkers in hierdie twee nywerhede? - Watter onderwysprogramme vir volwassenes is deur die twee nywerhede daargestelom in die onderwysbehoeftes in basiese lewensvaardighede van die ongeskoolde swart werkers te voorsien? Hoe toeganklik is hierdie programme vir die ongeskoolde swart werkers? Hoe effektief is die programme vir ongeskoolde swart werkers in die twee nywerhede? Om die vrae te probeer beantwoord was dit noodsaaklik om 'n literatuurstudie te doen, 'n vraelysopname te onderneem en onderhoude te voer. Die doelstellings met die navorsing was om te bepaal in watter mate die onderwysprogramme vir volwassenes in die twee nywerhede: voorsien in die daaglikse behoeftes van ongeskoolde swart werkers byvoorbeeld om hulle finansies te bestuur en om inligtingsbronne soos gidse en kaarte te identifiseer en te gebruik; voorsien in die geletterdheids - en syfervaardigheidsbehoeftes van ongeskoolde swart werkers soos die gebruik van 'n handtekening, die lees van koerante en die invul van bankvorms; lei tot 'n bewuswording en 'n besef van die belangrikheid van onderwys aan ongeskoolde swart werkers; ongeskoolde swart werkers voorberei om akademiese ondersteuning, soos byvoorbeeld hulpverlening met skoolwerk, aan hulle kinders te voorsien; 'n bewuswording skep van die maatskaplike, politieke, kulturele en ekonomiese verband waarin ongeskoolde swart werkers hulle bevind. Dit sluit die verskaffing van onderwys in basiese lewensvaardighede met betrekking tot vigs, gesinsbeplanning en kiesersopvoeding in; en die aankweek van goeie gewoontes in die werksituasie soos stiptelikheid. tydsbestuur, die toepassing van veiligheidsmaatreëls in die gebruik van korrekte procedures tot gevolg het. Die bevindinge van die navorsing dui daarop dat onderwysprogramme aan volwassenes in die nywerhede waardevol en nuttig vir die ongeskoolde swart werkers is aangesien dit hulle in staat stelom die vaardighede wat hulle aangeleer het na die werklike alledaagse lewenssituasie oor te dra. Hierdie vaardighede sluit onder andere in die tel van geld, die skryf van hulle name en briewe, die gebruik van 'n handtekening vir die ondertekening van dokumente, die lees van koerante en kennisgewings i.v.m. veiligheidsmaatreëls, die verstaan van padtekens en die maak van telefoonoproepe. Dit blyk ook uit die navorsing dat onderwysprogramme aan volwassenes as 'n werktuig van maatskaplike ontwikkeling beskou word. Die aanbevelings wat op grond van die bevindinge van die navorsing gemaak word, sluit onder andere die volgende in: Nywerhede wat groot getalle ongeskoolde swart werkers in diens het, behoort 'n beleid ten opsigte van onderwysprogramme in basiese lewensvaardighede aan werkers te hê. Elke nywerheid behoort fisiese fasiliteite vir die aanbieding van onderwysprogramme aan volwassenes op die perseel te hê. Hierdie fisiese fasiliteit kan 'n "kollege" of ,,s»entrum genoem wor d. Alle werkers behoort die reg te hê op vier tot ses weke betaalde onderwys-en opleidingsverlof per jaar.

M.Ed. / The central theme of this study is the development of guidelines to create more effective classroom management in "township" schools. In the research the focus is based on the factors which influence classroom management and what the learning facilitators would do for the improvement thereof. The investigator's involvement with classroom management and the run-up to this research will be enunciated in the following two paragraphs. The researcher is employed in the Department of Educational Management and Educational Studies of the Faculty of Health and Social Sciences at the Technikon Northern Gauteng. The Faculty of Health and Social Sciences has at task the training of learning facilitators that are principally accommodated in "township" schools after completion of their studies. With effect from 1996 a four year B.Tech (Education) degree course with Educational Management as a major subject is implemented at.the above-mentioned Faculty. Classroom management is a component in the instructional programmes of Educational Management and of which the researcher is co-responsible for the instructional presentation thereof. Indicators that are symptomatic of the undesired discipline in the schools have been observed during teaching practice. The indicators are among others a lack of punctuality and a high percentage of daily absenteeism. On the ground of the preceding discussion and prompted by regular reporting on the unacceptable functioning of some schools, as well as the poor annual school-leaving results, the aim of this study is to: -qualitatively determine what the present standing of classroom management in "township" schools is; and -lay down guidelines to establish effective classroom management in "township" schools. The findings of this study indicates that: various and diverse factors contribute to unproductive classroom management; classroom management is not separate (independent) actions, but is intertwined with the interests and needs of the school, parents, learners and a dynamic society. On the ground of the research results the investigator is of the opinion that short, as well as long-term solutions should be put into operation in making classroom management more productive.

A Dissertation submitted to the Faculty of Education, University of the Witwatersrand, in partial fulfillment of the requirements for the Degree of Master of Education. / This research is an attempt to reveal aspects of History teaching concealed in conventional or popular beliefs about the Black Matriculation pass/fail statistics. The classroom practices of two History teachers are described. One comes from an "achieving" Soweto secondary school. The school is popularly contrived as an "achieving" school because it is known in the community for producing better than average DET Matriculation results. The classroom practices of another teacher. from an "underachieving" school. are also described. This school is known in the community for producing lower than average DET results over a number of years. These classroom practices are illuminated against the backdrop of the high pass/low failure rate during the eighties, with particular reference to the year 1989. This is the year in which the DET matriculation pass/failure rate was the worst in the decade of the eighties. (Abbreviation abstract) / Andrew Chakane 2019

No abstract available. / Thesis (M.Soc.Sc.)-University of Natal, 1954.

No description available.

Educational Studies / M. Ed. (History of Education)

The research was undertaken to determine the way in which the Black adolescent forms a pupil identity. Special attention was focussed on the various relationships formed by th~ Black adolescent within and outside the school environment. Literature indicates that pupil-identity is one of a variety of identities formed. Once a positive pupil-identity is established, the adolescent is in a position to actualise himself adequately. The empirical research was undertaken by administering a questionnaire to 555 Black secondary school pupils. The questionnaire comprised four categories namely, the adolescent's relationship with the self, parents, peer-group and the school. It was found that each of the four categories showed a significant positive correlation with pupil-identity formation. As this research project could not cover all aspects of the Black adolescent, recommendations for future research have been made. / Psychology of Education / M.Ed. (Psychology of Education)

D.Phil. / The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.

M.Ed. (Media Science) / In 1981 the Human Sciences Research Council published the findings of its comprehensive investigation into all aspects of education in the Republic of South Africa. The work committee on educational technology made, inter alia, two recommendations that are pertinent to this study, namely: "Educational technology should be accepted as a fundamental factor in the planning, development and implementation of the educational system at all levels (1981:36). " and "In order to expedite the extension of educational technology in solving problems confronting education, the concepts of educational technology should form part of the pre- and continuing training of all categories of personnel involved with teaching, training and extension services (1981: 37) " Aspects of these two recommendations were also taken up in the White Paper on the Provision of Education in RSA. "The Government accepts the importance of educational technology as one of the modern and potentially extremely valuable aids in education.