Thesis (Mnutr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Objectives: To describe the mothers/ primary caregivers’ (PCGs) and children’ anthropometric status; their household food security and poverty in relation to type of housing; and compare households receiving and not receiving a Child Support Grant (CSG) in relation to mothers/ PCGs’ anthropometric status, their dietary diversity, age, employment, educational level, monthly household income, size, food security and children’s anthropometric status. Design: Cross sectional, descriptive study. Subjects: Mothers/ PCGs (443) and their children from 211 households in Avian Park and 242 Zweletemba in Worcester, Western Cape Province. Methods: Data collected by interviewer administered questionnaires included socio-demographic data, Lived Poverty Index, Household Food Insecurity Access Scale (HFIAS) and dietary diversity score (DDS). Anthropometric measurements included weight, height and waist circumference (WC) of mothers/ PCGS and weight, height and mid-upper-arm circumference of children. Households living in formal (brick houses, town houses, flats) and informal (squatter shacks, huts) houses, and households receiving CSGs and those without CSG, were compared using X2-test for categorical data and the independent t-test for continuous data. Results: Prevalence of stunting, underweight and wasting in children was 20.7%, 5.6% and 1.2% respectively. Overweight and obesity occurred in 27% and 37% of mothers/PCGs respectively and together with a mean WC (89.5 cm; SD 16.7) indicated an increased risk for non-communicable diseases. Food security existed in 63.1% households. Formal households were more food secure than informal households (68% versus 50%; p=0.0004) and fewer mothers/ PCGs of formal households had a DDS < 4 (52.2% versus 64.7%; p = 0.0157). The healthier socio-economic situation in formal households compared to informal households was shown by the higher monthly income (R3 479 versus R2 316; p = 0.0009) and Household Asset Index (2.24 versus –5.31; p <0.0001). Age, marital status, education level and employment status of mothers/primary caregivers in CSG households and non-CSG households were similar. Household size was larger (p<0.0001) in CSG (median = 5 persons) versus non-CSG households (median = 4 persons); CSG households had more people per room (2.7 [SD 1.5] versus 2.3 [SD 1.2]; p=0.0037). CSG households had lower monthly income than non-CSG households (R2 723 [SD R3 297] versus R4 520 [SD R6 464]; p=0.0033). Mean HFIAS scores showed more food insecurity in CSG households than non-CSG (3.55 versus 2.37; p= 0.0178), but dietary diversity was similar. Stunting in children was higher in CSG (34.9%) versus non-CSG (22.7%) households. CSG mothers/PCGs had larger (p = 0.021) waist circumferences (90.0 cm; SD = 16.8) than non-CSG mother/PCGs (88.5 cm; SD = 16.5) Conclusion: Childhood malnutrition and maternal overweight /obesity co-existed. Dietary diversity of all mothers/ PCGs was low. The assessment of type of housing and social security showed children in informal housing households had a poorer socio-economic situation and children in CSG households also experienced more monthly income poverty and household food insecurity. The level of stunting was higher in CSG households. Improving low dietary diversity should be a priority in interventions addressing food insecurity, taking into consideration this may be more difficult to achieve in informal households and CSG households. / AFRIKAANSE OPSOMMING: Doel: Om die antropometriese status van moeders/ primêre versorgers en hul kinders; hul huishoudelike voedselsekerheid en armoede met betrekking tot tipe behuising waarin hul woon, te beskryf; asook om huishoudings wat ‘n kindersorgtoelaag ontvang te vergelyk met die daarsonder in terme van die antropometriese status van moeders/ primêre versorgers, hul dieetdiversiteit, ouderdom, indiensneming/ werkstatus, opvoedkundige vlak, huishoudelike maandelikse inkomste en grootte, voedselsekerheid en die antropometriese status van hul kinders. Ontwerp: ‘n Beskrywende, deursnit studie. Deelnemers: Moeders/ primêre versorgers (447) en hul kinders van 211 huishoudings in Avian Park en 242 in Zweletemba. Metodes: Data-insameling is gedoen met onderhoudvoerder geadministreerde vraelyste insluitend sosio-demografiese inligting, die belewing-van-armoede-indeks, huishoudelike voedselonsekerheid-en-toegangskaal en dieetdiversiteitstelling. Antropometriese metings van moeders/ primêre versorgers het behels gewig, lengte en middelyfomtrek en gewig lengte en bo-armomtrek van kinders. Huishoudings woonagtig in formele (baksteenhuise, meenthuise, woonstelle) en informele huise (plakkershutte), en huishoudings wat die kindersorgtoelaag ontvang en nie, is vergelyk met behulp van die X2-toets vir kategoriese data en ‘n onafhanklike t-toets vir aaneenlopende data. Resultate: Die voorkoms van dwerggroei, ondergewig en uittering in kinders was onderskeidelik 20.7%, 5.6% en 1.2%. Oorgewig en vetsug het onderskeidelik voorgekom by 27% en 37% van moeders/ primêre versorgers en hul gemiddelde middelyfomtrek was 89.5 sentimeter (SA 16.7), wat aanduidend is van ‘n verhoogde risiko vir nie-oordraagbare siektes. Voedselsekerheid het voorgekom in 63.1% van huishoudings. Formele huishoudings het meer voedsekerheid ervaar as informele huishoudings (68% versus 50%; p=0.0004) en minder formele huishouding moeders/ primêre versorgers het ‘n dieetdiversiteitstelling < 4 (52.2% versus 64.7%; p = 0.0157) gehad. Beter sosio-ekonomiese omstandighede van formele huishoudings in vergelyking met informele huishoudings was sigbaar in hul hoër maandelikse inkomste (R3 479 versus R2 316; p = 0.0009) en huishoudelike bates-indeks (2.24 versus –5.31; p <0.0001). Die ouderdom, huwelikstatus, opvoedkundige vlak en werkstatus van moeders/ primêre versorgers in huishoudings wat ‘n kindersorgtoelaag ontvang en die huishoudings daarsonder was soortgelyk. Huishoudingsgrootte was groter (p<0.0001) in kindersorgtoelaag- (mediaan = 5 persone) versus geen-kindersorgtoelaaghuishoudings (mediaan = 4 persone); In kindersorgtoelaaghuishoudings het meer persone ‘n kamer gedeel (2.7 [SA 1.5] versus 2.3 [SA 1.2]; p=0.0037). Die maandelikse inkomste in kindersorgtoelaaghuishoudings was laer as in dié daarsonder (R2 723 [SA R3 297] versus R4 520 [SA R6 464]; p=0.0033). Die huishoudelike voedselonsekerheid-en-toegangskaal-tellings het meer voedselonsekerheid (p = 0.0178) getoon in kindersorgtoelaaghuishoudings as in huishoudings daarsonder (3.55 versus 2.37; p= 0.0178), maar hul dieetdiversiteit was dieselfde. Dwerggroei was meer in kindersorgtoellaagkinders (34.9%) versus geen-kindersorgtoelaagkinders (22.7%). Die gemiddelde middellyfomtrek van kindersorgtoellaagmoeders/ -primêre versorgers was groter (t-toets: p = 0.021) (90.0 cm; SA = 16.8) as die van moeders/ primêre versorgers wat nie ‘n kindersorgtoelaag (88.5 cm; SA = 16.5) ontvang het nie. Samevatting: Wanvoeding in kinders, tesame met oorgewig en obesiteit in moeders/ primêre versorgers is waargeneem Die dieetdiversiteit van die moeders/ primêre versorgers was laag. Die ontleding van die rol van behuising en sosiale sekerheid het getoon dat die sosio-ekonomiese omstandighede van kinders woonagtig in informele behuising, asook die waarvoor moeders/ primêre versorgers ‘n kindersorgtoelaag ontvang het, is blootgestel aan meer inkomste-armoede en voedselonsekerheid in hul huishoudings. Die verbetering van lae dieetdiversiteit moet ‘n prioriteit wees in intervensieprogramme om voedselsekerheid aan te spreek, met inagneming dat die bereiking daarvan moeilker mag wees om in informele en kindersorgtoelaag-huishoudings.

The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk situations. These high-risk situations impact on the family-, scholastic and community contexts and also the relationship variables existing between these systems. The risk situations in which these learners live, cause and/or on occasion lead to early school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on the streets, youth misbehaviour and gangsterism. It is therefore important to determine and recognize the environmental contexts in which these learners find themselves to on the one hand reach a better understanding of this phenomenon, and on the other hand to organise effective aid and assistance initiatives. The following can be reported in this regard: Inconclusive evidence exists with respect to the exact nature of the problems, which confront primary school learners from high-risk situations. A shortage of effective strategies exists to support primary school learners from high-risk situations. This research is undertaken from a social constructionist, contextual ecosystemic perspective. The research is founded on a combination of both qualitative and quantitative methodological approaches and is undertaken within the interpretive research paradigm. An encompassing literature review was undertaken during which the following aspects were described and determined, namely: The problems encountered by learners from high risk situations. Recommendations from South African state departments regarding the assistance and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for learners from high-risk situations. The empirical investigation is aimed at identifying the nature and extent of the prominent problems being experienced by learners from high-risk situations. Guidelines were developed by which learners from high-risk situations can be assisted and supported. These guidelines were developed on the basis of the research results yielded by the empirical investigation and a synthesis derived from literature exploration and the integration of empirical findings. The research focuses on Grade Seven learners from ten selected primary schools in the Boland region. The investigative instruments used during this research were the questionnaire, photo analysis and the focus interview. The research findings have shown that learners are more inclined to leave the school prematurely because of insufficient relationships that exists between the family, the community and the school. An integrated approach between these contexts is therefore essential to develop strategies in order to prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede woon en leef Hierdie risiko-omstandighede het 'n impak op hulle gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating, tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat, jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel. Die volgende kan in hierdie verband gemeld word: daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar; daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede aan primêre skole te ondersteun. Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe en kwalitatiewe metodologiese benaderings en word onderneem vanuit die interpreterende navorsingsparadigma. 'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen beredeneer is: die probleme wat leerders uit hoë risiko-omstandighede ervaar. aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede. Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel. Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die empiriese bevindings. Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik, naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat sal verhoed dat leerders die skool voortydig verlaat.

M. Tech. Language Practice

Thesis (M.A.(Demography and Population Studies))--University of the Witwatersrand, Faculty of Humanities, School of Social Sciences, 2016 / BACKGROUND: Under-5 children in KwaZulu-Natal are highly exposed to dying before reaching five years of life. Studies have been conducted to understand the demographic and socioeconomic factors that influence under-5 mortality, both nationally and internationally, with some contradicting findings on the association between some socioeconomic and demographic factors and under-5 mortality. While some studies found child mortality to be significantly associated with rural geographical place of residence, the reverse has also been established. The purpose of this study was to examine the association between socioeconomic and demographic factors and under-5 mortality in KwaZulu-Natal, South Africa. DESIGN: The study was cross-sectional, and utilises 2011 Census secondary data set from Statistics SA. Overall, the census revealed that 55 476 children under the age of 5 had died in the 12 months prior to the census nationally. In KwaZulu-Natal this figure was 15 356. The 10% sample showed that 1 474 under-5 children had died in the same period in KwaZulu-Natal. STATA 12.0 was used for the analysis. Binary logistic regression model was used to examine the association between under-5 mortality and the independent variables. RESULTS: The major findings of the study indicated that (i) male children were 1.22 times more likely to die compared to female children under the age of 5 years; (ii) mothers who had no schooling (AOR=1.82); mothers with primary level of education (AOR=2.43); and mothers with secondary level of education (AOR=1.77), were more likely to experience under-5 mortality compared to mothers with tertiary level education; (iii) mothers whose age at first birth was between 15-19 years (AOR=1.47) and those whose age at first birth was between 25-34 years (AOR=2.14) were more likely to experience under-5 mortality compared to mothers whose age at first birth was between 35-49 years; (iv) Black mothers were more likely to experience under-5 mortality compared to Indian mothers (AOR=5.99); (v) mothers who were employed were 1.22 times more likely to experience under-5 mortality compared to unemployed mothers. Lastly, under-5 mortality was less likely amongst mothers in the medium households compared to those from low income households (AOR=0.65). CONCLUSION: This study found that socioeconomic and demographic factors substantively determine under-5 mortality in KwaZulu-Natal. Evidence from this study suggest that interventions aimed at reducing under-5 mortality should focus on black women, the younger women, the less educated and those with low household income. / MT2017

The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))

Thesis (M.A. (Social Work)) --University of Limpopo, 2015 / Please refer to the document / University of Limpopo

Thesis (M.Dev.) --University of Limpopo, 2012

Deafness is one on the most common types of disability in South Africa with 90% of deaf children being born to hearing parents, many of whom are unprepared for the consequences of deafness. Since deafness is an invisible disability, the severity of its impact upon both the child and the family is often underestimated. The aim of this study was to explore the experiences of hearing parents raising deaf children. Thus, the primary research questions were: What are the experiences of hearing parents raising deaf children in South Africa, and how do various ecosystemic variables affect the way they manage their parenting role? This study was informed by the ecological systems theory which is the theoretical framework that underpins this study. The research paradigm shaping this study was pragmatism, while the strategy used was phenomenology. The mixed methods approach was employed, using both qualitative and quantitative approaches concurrently in a triangulation design. The findings emanating from the quantitative data served to complement the findings from the qualitative data. These findings were corroborated in the interpretation stage. The findings, representing the lived experiences of hearing parents raising deaf children, show that although the parenting experiences differ according to the unique circumstances in the family, school and community, there are several commonalities. These include issues associated with the diagnosis and parenting of deaf children. Some of these issues included the challenge of communicating with the deaf child, the financial burden, stigmatization from the general public, strained interpersonal relationships, concern about the child’s future, as well as lack of opportunities for the Deaf to study at tertiary institutions and limited employment opportunities for deaf persons. The findings from both sets of data reveal that, despite the resilience of participants, there is a need for formal support for parents from professionals in the community, as well as informal parental support from the family, friends, and community members, including other hearing parents raising deaf children, and the need for a central location to access information on deafness and related matters. Recommendations were made to address these issues, with a view to facilitating the emotional well-being of hearing parents raising deaf children, and consequently improving the quality of life of the deaf child and the family. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

All Deaf people in South Africa belong to the Deaf Community of South Africa. Within this Deaf Community there is a separate, minority language and cultural group which accepts Sign language, as its first and natural language. The Constitution of the Republic of South Africa calls for the acknowledgement of and respect for all minority cultural groups, and recognises the language of the Deaf, that is, Sign language as an official language. This research has attempted to investigate the views of this cultural group and how they want to be perceived by the hearing people, how they want to conduct their lives within the realm of an overarching hearing society and more importantly, the implications of this acquired identity for the education of Deaf learners in South Africa. To document the data on Deaf Culture and the implications for education, the researcher engaged in qualitative research using the questionnaire approach. This instrument was administered to 18 profoundly Deaf adults from various provinces throughout South Africa and representative of the demographic population profile of the Deaf Community of South Africa. The study confirmed an emerging Deaf Culture and concluded that there needs to be redress and change with regard to the curriculum, the educators, the issue of mainstreaming, the status of Sign language and the provision of tertiary education in order for Deaf learners to be educated in the most enabling environment. / Thesis (M.Ed) - University of Natal, Durban, 1998.