Mathematical Literacy (ML) was introduced as a new subject in 2006, as an alternative to Mathematics for learners in Grade 10 to 12 in South African schools. The challenge of the shortage of Mathematics teachers (and hence Mathematical Literacy teachers), was exarcebated. Hence the KwaZulu Natal Department of Education (KZNDoE) jointly with the University of KwaZulu-Natal (UKZN) initiated a programme designed to re-skill teachers to teach this new subject. This study explores the professional development of such teachers as a result of their participation in the Advanced Certificate in Education (ACEML) course at UKZN. Their professional development is explored in terms of their content knowledge, a content specific pedagogy and their professional identity and beliefs. The study was informed by a naturalistic, interpretivist orientation. Two versions of semi-structured questionnaires were completed by a total of twenty-three teachers. The first version, called Questionnaire A, was completed by fifteen teachers while the second version, Questionnaire B, by eight teachers respectively. Later, semi-structured interviews with four of the teachers were conducted. Their previous academic records were also used as data sources. The key findings of the study revealed that all teachers interviewed perceived improvement in their content knowledge as a result of their participation in the programme. Examples of improvements in their content-specific pedagogies were their increased repertoire of teaching strategies, their increased confidence, their focus on learners‟ prior understanding and their ability to link their teaching to real life applications. Findings also indicate that many teachers developed strong identities as Mathematical literacy teachers. A shift in identity was also evident with some teachers switching over from previous specialisations to teaching only Mathematical Literacy. Many teachers also felt that the generic modules helped them gain a broader understanding of their role. Claims that Mathematics teachers who have not studied the ACEML cannot teach ML as successfully as those who have, were made by most teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Skills shortages in South Africa occur when demand for certain skills exceeds supply, South Africa has a high demand for mathematical, sciences and information technology (IT) related skills (Daniels, 2007:1). Factors such as HIV/AIDS, legislation (for example affirmative action), and rapid growth of the IT sector and the education system are contributing to the continuous increase in the skills shortages rate in South Africa (Daniels, 2007:1). As a result of the skills shortages, South African organisations find themselves competing with international organisations for managerial-level employees, resulting in a ‘war for talent’. This study specifically focussed on the incidence and reasons associated with managerial-level employees’ intentions to leave their KwaZulu-Natal (KZN)-based organisations. In particular, the perceptions of MBA students studying at UKZN formed the focus of this study. The study, both primary and secondary data were collected and analysed. In the study the targeted population were managerial-level employees who were currently working in KwaZulu-Natal-based organisations and who had met the entry requirements of UKZN’s Graduate School of Business (GSB). The purposive sampling technique was used and all the registered MBA students at the GSB of UKZN formed the target population that is, the target population comprised of all 1st year, 2nd year and 3rd year MBA students and there were approached following that same order. In the study it was found that the three CFST sub-components that had the most influence on the managerial-level employees’ decision to leave were aspects of the CFST related to careerpath strategies, management/leadership style and rewards. These results were more clearly supported and given stronger evidence by the rankings of the high scoring samples of the intention to leave (ITL) scale and propensity to leave (PTL) scale which depicted the same three CFST sub-components. Recommendations were made based on the findings of the study that South African organisations have a strong influence on the respondent’s decisions to leave their organisations. It was also recommended that South African organisations should implement effective leadership/management style and should also offer their managerial-level employees competitive remuneration packages. / Thesis (M.Comm.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

This research paper aimed to investigate the factors influencing career choice and development among previously disadvantaged individuals, specifically focusing on MBA students. The core aim was to analyse and better understand the factors that have played a key role in shaping the careers of people of colour within the South African context, taking into consideration the political, social and economic climate and its impact on previously disadvantaged individuals from a career perspective. The research group comprised of both male and female South Africans of colour, namely Indian or African or Coloured. These participants ranged in terms of age from thirty to forty one years old. Participants were sourced from a business school in Kwa Zulu - Natal and were all in the process of completing their MBA (Master of Business Administration) degrees. Participants were interviewed using semi- structured, in depth interviews that ran for approximately forty five minutes each. Each interview was recorded. This information was then transcribed and analysed using Inductive Thematic Analysis. This approach to data interpretation ensured that the rich wealth of information was analysed effectively by the researcher and more importantly, made sense of. Seven key themes emerged from the data. Themes such as the impact of circumstance, parental and family life, culture and society, and context and the environment emerged and were discussed further. Other key themes emerging from the data included identity and self awareness, interests versus goals, and drive and self belief. Factors Influencing Career Choice 8 Findings indicated that the careers of previously disadvantaged individuals were impacted by unique circumstances experienced by these individuals. The political, social and economic climate had a profound role to play in shaping the paths taken by these individuals and also significantly impacted their development within organisations thereafter. Findings indicated mixed reactions to the pro transformation policies and unveiled thought provoking feedback from participants on their experiences and opinions with regards to the above. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

Women activists in teacher unions such as Sadtu claimed that there was a disjuncture between what the South African Constitution says about gender equity and what is happening in reality. This study was undertaken to investigate this claim from the women teachers' perspective. This study explores how the social, cultural, political, historical, economic and educational factors influence the conditions of work and careers of the women teachers in KwaZulu-Natal. In this study, an historical outline of the contribution of various philosophies and attitudes to the relative position of KZN women from 1845 to 2000 is given in an attempt to seek solutions to the gender equity problem in education. The study also uses the racial perspectives to investigate the feminists' claim that Black women suffer triple oppression - that of gender, race and class. An extensive exploratory study using a multiple method approach, incorporating data from documentary research, surveys and interviews leads to the presentation of a well etched picture of the KZN women teachers. A large sample of 339 educators participated in the study. The major findings of the study include the following aspects: About 64 percent of the teachers in KZN province are women. Despite their majority in the teaching profession, their contribution to education is grossly undervalued. The most visible sign of this discrimination is the under-representativity of the women educators in managerial and decision-making positions in the education hierarchy. This stems from patriarchy which is still prevalent. Women are excluded from male dominated areas through socialisation and male resistance to change. Although about 98 percent of the women are certificated teachers, the majority of them have only a matriculation certificate as academic qualification. This stems from the historical under-investment in the girl child's education by parents and the State. About 67 percent of the women teachers are married and 68 percent have children. The majority of them believe in the tradition of marriage and are very comfortable with the multiple roles they perform. However, the majority of the Black women derive little satisfaction from teaching at the moment because of the tough working conditions and the lack of respect from learners, parents and KZNDEC officials. Presently the Govt's R & R policies cause uncertainty and frustration for the teachers. The work environment at historically Black schools can be unsafe with robbery and muggings which happen in the school grounds. Women teachers are presently on a par with the men in economic terms. The most significant aspect of the empowerment is the ability to leave their pension benefits to their husbands or dependents upon their death, this gives them a new identity, that of benefactors. Through its affirmative action policies, the State is giving preference to women when promoting personnel to managerial posts. Overall, the women teachers are still overworked and, therefore, relatively underpaid. Because of the role overload they are prone to ailments, frustration, stress etc. Therefore, it is recommended that their retirement age be reduced; the calculation of pension benefits for previously disadvantaged women teachers be corrected; women's health be given priority attention; childcare be provided at the workplace. In addition, more research on KZN women teachers' issues needs to be undertaken as this is only a baseline study. This study confirms the women teachers' claim that thus far the new Govt has addressed only the class issues and not the issues of race and gender. / Thesis (Ph.D.) - University of Durban-Westville, 2002.