M.Ed. (Educational Management) / The provision and management of education for Blacks in South Africa is currently a complicated and problematic matter. Of all the challenges which face the Department of Education and Training, it seems the demographic factors create the most problems and offer the greatest challenge. The number of pupils handled by the Department necessitates that the Department reorganise its management system so that a more effective service can be offered. It is especially difficult to plan an action at Head Office and execute it in an isolated location in another province. Service and planning should be closer functionally and thus serious attention should be paid to the decentralisation of as many sections of the Department as possible. Educational Auxiliary Services is a service which represents an integral part of the educational system. It was established to render assistance to educationalists, parents, teachers and others involved on a differentiated and coordinated basis. Since it is impossible for the five specialists of Educational Auxiliary Services at Head Office to be physically present in every region in need of assistance, it is important that serious thought be given to decentralisation of the Service, so that specialist personnel for each component is available in the regions. In the overseas countries decentralisation and centralisation in education is also being considered. The conclusion is, however, that such structural changes in the educational system cannot be separated from a country's political system as it is manifested in the Central Government...

M.Ed. (Curriculum Studies) / Various observations by the researcher aroused an interest to investigate the position of Religious Education on Black Senior Secondary level. This study may in part be seen as a model as to why this subject has been introduced in Black Secondary schools. This study is also designed to enquire as to why the subject is taken as an examination subject in some schools and not in others.

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education. / With the rise of the independent trade union movement since 1973, immense importance has been attached to worker education. The growth of the union movement created the space and provided the resources for workers to assert an independent cultural practice in which worker education plays pivotal role. Intense debate has raged within the union movement over the content, of this education, the way it is to be provided, who the recipients should be and whether it fulfils its perceived aim. There exists general consensus though that worker education has been integral to the development of the labour movement. Yet, there is no comprehensive study of worker education in South Africa. Such a study is even more necessary today as attempts are made to address the historical deficiencies in the South African education system, This report therefore is a small contribution toward understanding worker education and the importance of its role not only for the Labour: movement but for society at large. (Abbreviation abstract) / Andrew Chakane 2019

A research report submitted in partial fulfillment of the requirements for the degree of Master of Education (Coursework and Research Report), University of the Witwatersrand. / This research report examines the nature of drama as a means of facilitating adult learning, especially in the South African rural context, by conducting a literature review and by compiling case studies of the use of drama at Akanani, an association. of rural development projects in South Africa where theatre-for-development is the principal methodology employed. The literature review explores the use of drama as a methodology in education and then focuses on how and why theatre-for-development has been used in Africa for community development and empowerment. The international developments in popular theatre are also considered so that as much information as possible can feed into the guidelines which are this report's conclusions. This chapter concludes with a consideration of how drama can be used for adult learning in South Africa. This research was conducted primarily by compiling a number of case studies of the use of drama at Akanani in the far northern Transvaal. Participant observation, illuminative evaluation and semi-structured interviews were used within a Participatory Research apprgach to gather information about Akanani. The researcher spent two periods of time at Akanani conducting the interviews and observing the daily operations as well as the use of drama in various contexts at Akanani. The cases studies were compiled to discover whether drama, as it is used at Akanani, is a successful and appropriate methodology for adult education in the rural areas of South Africa. This research finds drama to be a a very effective means of facilitating learning amongst adults in rural areas and concludes by offering guidelines for the use of drama as a methodology in adult education in South Africa, especially in the rural areas.

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A dissertation submitted to the Faculty of Education, University of the Witwatersrand in fulfillment of the requirements for the degree of Master of Education. / The research, conducted as part of a project aimed at improving teachers' English .skills, set out to answer the question: What are the needs of farm school teachers in relation to the use of English as the medium of instruction? Clarification of this question involved the examination of teachers' English proficiency, the teaching of English as a subject and the.observation of the learning/teaching situation in the farm school classroom. The research raised questions concerning the underlying assumption that an English language intervention could bring about major change in the classroom. As a result, further enquiries into the socio-economic context-of the schools were instituted. In addition, the learning/teaching situation was examined in the light of theories of cognition and change. A range of research methods involving both quantitative and qualitative approaches were utilized to penetrate this highly complex situation. The findings indicated a clear need on the. part of ihe teachers for an English proficiency course. At the same time. the findings also indicated most strongly that a fundamental change is needed in tne teachers' understanding of their role if they are to become agents of significant change. / Andrew Chakane 2019

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2016 / The market research industry prides itself on providing accurate and reliable information and solutions to varying business problems. However, the industry has been faced with the challenge of racial transformation at senior decision-making positions of the organisations. The pace of upward mobility of black researchers is slow and this is a threat for the industry because the senior level positions are often tasked with the analysis of research data and formulation of the strategic insights and business solutions to communicate to clients and stakeholders to meet their business needs. Therefore, it is difficult to be confident that the data about the black market does not get lost in translation and interpretation due to cultural nuances that may not be accessed. What is unique about the market research industry is that promotions to senior level positions are based on training on the job and the mastering of relevant skills on the job rather than specific prior training at college or university level. This opened theoretical and practical questions about the individual and organisational qualities that made it difficult for black researchers to progress to senior level positions. A phenomenological research approach was implemented to explore the lived experiences of the black researchers and the organisations, which could explain the slow upward mobility pace. In-depth semi-structured individual interviews were conducted with four CEOs of prominent organisations in the industry and 14 black researchers at various levels in these organisations. These interviews identified the organisational identity espoused by the leadership and the organisational identity lived by the black researchers. Narrative identity research approach and Erikson’s (1956) stage developmental model guided the process of understanding the individual identity of the black researchers at the point of the interview. The results suggest that there are three categories of black researchers in the industry. It is those who are not promoted within a specified timeframe promised by the leadership who leave the organisations, those who are not promoted but stay in the organisations for longer periods than would have been expected and those researchers who are promoted to senior level positions. Each of these categories shows unique individual qualities that potentially shape their experience in the organisations. A framework for understanding the interplay between the various lived experiences and outcomes has been developed. The slow pace of racial transformation at senior levels of the organisations can be traced to the responses of organisational management to change and the types of social exchange relationships between the black researchers and management. Future research may quantify the findings and validate the framework developed in this study to establish generalisability in the industry and in contexts outside the market research industry. A case study research methodology focusing on all the demographics of the organisations could also enrich the framework. / MT 2018

M.A. (History), Faculty of Arts, University of the Witwatersrand, 1994

A research report submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of Master of Education / This report examines the policies of the Department of Education and Training (DET) regarding provision of school facilities at the end of the eighties. It focuses specifically on the implications of these policies for legal freestanding shack settlements in the Pretoria-Witwatersrand- Vereeniging area. The report sets out to unravel discursive trends at the level of senior officials within the DET related to the provision of schools in shack settlements as well as the policies and practices which emanated from these discourses. These are related to broader state strategies and particularly population movement and settlement policies. The effects of these practices are assessed in terms of equity.(Abbreviation abstract) / Andrew Chakane 2018

A Thesis submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy / This researcn investigates success and failure in mathematics at the standard seven level in middle schools in the Bafokeng region. There is great concern expressed by parents, teachers and students about the high failure rate in this subject in the external examinations. Mathematics is seen to be important for securing good jobs in the platinum mines which are situated on the Bafokeng tribal lands. in general, greater efforts by teachers and students have made little impact on the public examination results. The present study undertakes ar xn-de th analysis of this problem in the anthropolog^/cal paradigm using the illuminatxve approach. Interviews and questionnaires are used for gathering data and triangulation techniques are used for verification and checking. Statistical correlation is applied to the variables but the study is not limited to numerical relationships between factors associated with scholastic success and failure. Two separate criteria of "success" are defined, namely the standard 7 mathematics mark and the performance of a ten per cent sample in each of five picture problems. The population xs composed of one educational unit: the one high school in Phokeng, capital of the Bafokeng, and the three middle schools which make up the catchment area of this high school. The number of students involved is approximately three thousand. Language and attitudes show strong positive correlations with both criteria of success. Other variables, like socio-economic status and degree of westernization are significantly related to the picture problem scores but not to the mathematics mark. Surprisingly, self-concept and embedded figures scores show no statistically significant relationship with either of the two criteria of success. In order to succeed in school mathematics a student must attain a high level of abstraction. This research does not suggest that the case is any different for Bafokeng students, buJj it attempts to explore the modes of perception, methods of concept formation and the development of appropriate schemata by which abstraction is achieved. Finally the Implications for teaching and learning of mathematics in school are discussed in the light of the findings of this research. This is the first study of its type, as far as can be ascertained, for Bophuthatswana schools. / Andrew Chakane 2018