This study explores the schooling experiences in South Africa of migrant children from the Democratic Republic of Congo (DRC). Migration has been an area of interest within political, social and academic circles. In recent times, studies have been and are being conducted on issues on migration especially with the aim of exploring migrants’ experiences and challenges. This study addresses the experiences of migrant children from the Democratic Republic of Congo in schools in South Africa and their social identity as migrants. It aims to bring these issues into focus and to encourage further research and debate with the aim of finding ways of ensuring better schooling experiences for these migrant children. As its objective, and in line with the aspirations of inclusion and diversity of the present system of education in South Africa, this study: enables an insight into the Congolese migrant children’s school experiences and the resulting challenges for schooling in South Africa, provides an avenue to explore these challenges and experiences in the light of educational policies in place in South Africa and how these challenges affect the children’s education, raises critical issues regarding inclusion and diversity in the South African educational context, and contributes to ongoing debate, awareness and research interest in the area of study. The study addresses the extent to which the inclusive schooling system in South Africa does in reality include these migrant children. This study is situated within the critical paradigm and engages Social Identity Theory as its theoretical framework. It employs a case study methodology to explore the schooling experiences of migrant children from the Democratic Republic of Congo. The theoretical framework as well as the methodology used in this study makes provision for a critical engagement in the analyses of these experiences. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

Thesis (MNutr (Human Nutrition))--Stellenbosch University, 2007. / INTRODUCTION: Epidemiologic research strongly supports the importance of adequate fruit and vegetable intake for the promotion of human health and the prevention of chronic disease. Data suggest that fruit and vegetable consumption in children may protect against an array of childhood illnesses. Low fruit and vegetable intake has been recognized as a key contributor to micronutrient deficiencies in developing countries. Evidence indicates that fruit and vegetable consumption is inadequate in both developed and developing nations. A paucity of data on fruit and vegetable consumption exists in South Africa. Quantification of fruit and vegetable consumption is important for the worldwide drive to increase consumption and for strategy development to address inadequate consumption. METHODS: A secondary analysis of the dietary intake data (24 hour recall questionnaire (24-H-RQ) and quantified food frequency questionnaire (QFFQ)), collected during the 1999 National Food Consumption Survey (NFCS) in 12 – 108 month old children in South Africa, was conducted to ...

Thesis (MNutr (Human Nutrition))--Stellenbosch University, 2008. / INTRODUCTION: The best known reference standards used to evaluate the growth and development of infants and children are the 1977 National Centre for Health Statistics (NCHS) - , the 2000 Centres for Disease Control and Prevention (CDC) - and the World Health Organization (WHO) (2006). The NCHS reference standards were used to analyse anthropometric data from the 1999 National Food Consumption Survey (NFCS). It was anticipated that using the 2000 CDC and the 2006 WHO reference standards may lead to differences in the previously estimated prevalences of stunting, wasting, underweight, risk of overweight, overweight and obesity in the study population. AIM: To compare the anthropometric status of children aged 12 - 60 months when using the 1977 NCHS -, the 2000 CDC -, and the 2006 WHO reference standards. METHODS: A secondary analysis of anthropometric data from the 1999 NFCS was conducted using different reference standards to compare anthropometric status in terms of the prevalences of stunting, wasting, underweight, risk of overweight, overweight and obesity. Relationships between anthropometric status and other variables such as breastfeeding, maternal education level and type of housing were explored. RESULTS: The prevalences of stunting, obesity and overweight were significantly higher and the prevalence of underweight and wasting were lower when using the 2006 WHO compared to the 1977 NCHS and the 2000 CDC reference standards. A significant relationship was found between weight-forheight and breastfeeding when using any one of the reference standards and between BMI-for-age and breastfeeding when using the 2006 WHO reference standard. A significant relationship was shown between maternal education level and height-for-age and weight-for-age when using any one of the three reference standards and a significant association was found between weight-for-height and BMI-for-age and the type of housing when using any of the three reference standards. CONCLUSIONS: The prevalences of stunting and obesity were higher when using the 2006 WHO reference standards compared to the 1977 NCHS and 2000 CDC reference standards. This may be due to the linear growth and rate of weight gain of breastfed infants differing from formula fed infants and the 2006 WHO reference made use of the exclusively and predominantly breastfed infant living under normal healthy conditions as the normative model which is a prescription of how children should not grow and .not an indication of how children are growing. In conclusion, the 2006 WHO reference standard must be the only reference standard used nationally and internationally when assessing the growth and nutritional status of infants and children.

Submitted in the fulfillment of the requirements of a Masters of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2017. / Aim: The main aim of this study was to profile the primary school children`s household socio-economic status and evaluate their nutritional status for a healthy and active live in Chesterville, outside Durban in KwaZulu-Natal. The sample comprised of 250 children (147 girls and 103 boys), aged between 4 to 8 years and 9 to 13 years who volunteered to participate in the study and school was randomly selected. Methodology: A quantitative research method was applied using various nutrition security assessment tools complemented by the socio-economic household profile to determine household`s ability to acquire food. Anthropometric status using WHO growth indicators assessed stunting, wasting and underweight status of the children. This was followed by the 24-hr recall and food frequency questionnaire to probe children`s diet diversity. Descriptive statistics was used to analyse data. Result: The anthropometric indices showed that 10.3% of the children were severely stunted (<-3SD height-for-age), 33.5% were stunted (<-2SD), 2.9% were severely wasted (<-3SD BMI-for age), 5.3% were wasted (<-2SD) with 68.5% at possible risk of overweight (>+1SD), 24.3% of the children were overweight is (>+2SD) and 5.6% were obese (>+3SD) according to the WHO z-scores. The results indicate the prevalence of obesity which could be a result of the high consumption of carbohydrate dense food in the group surveyed. The parents/ caregivers and the children need nutrition education on healthy eating habits to improve their lifestyle. The socio-demographic profile of the households indicated that 61% of the parents/ caregivers were unemployed and 39% were employed. Seventy three percent of the households were headed by women, 50% of the parents/ caregivers owned their homes, 63.6% had a tap inside the house and 94% had access to a flush toilet/sewerage system inside the house, 38% had passed grade 8 – the highest level of education, 14.4% of the parents/caregivers earned less than R2000 per month, and 10.4% earned less than R2500 per month. The low-income level, lack of post matric qualification in some of the parents /caregivers and the high unemployment rate of 61% could be a contributory factor to malnutrition in this community. Most of the parents/caregivers resided in the township and 94% lived in brick houses, while 35.6% lived in a shack that was built outside the house as an extension of the house. Most of the parents/caregivers (88%) purchased their food from a supermarket. Thirty-five-point two percent of the parents/ caregivers indicated not having enough money to spend on food, 32.8% indicated that often there is not enough money to spend on food, and 15% indicted that there is always not enough money to spend on food. Seventy-five-point two percent of the parents/ caregivers purchased their food once a month while 12.4% purchased their food once a week. Township South Africans tend to purchase food instead of growing their own food because of the lack of vegetating space. The lack of buying power and food shortages eventually leads to malnutrition. The lack of higher education in this community decreases the chances of permanent employment as a result the low-income bracket and the inability to purchase food in some occasions. The food group diversity score showed that 64% of the respondents consumed food from nine food groups. The carbohydrate group had the highest score (6.08±1.322) followed by the vegetable group (4.76±1.383) and the meat group (4.51±1.269). The mean carbohydrate intake was higher than the Dietary Reference Intake (DRI) for girls and boys (>100% of the DRIs). The intake of fruit was lower than the >400g goal as recommended by the World Health Organisation (WHO). The consumption of fibre was low with both girls and boys consuming <100% of the fibre requirements. Iron was consumed by 54.6% of the girls in the required amount of 100% of the DRIs. The energy intake for both girls and boys was 7025.8±16278 and 7205.4± 1860.834 respectively. The girls’ consumption of protein was 11.9% and boys’ consumption was 11.4% and this is within the recommended 10-15% of the WHO. Conclusion: The results indicate both overnutrition and undernutrition in children that were part of the survey. The top 20 food intake indicated inadequate eating patterns and that diets consisted of energy dense foods, such as carbohydrates and fats which could be responsible for obesity in the children. The high unemployment and low-income rate and inadequate money to spend on food can contribute to the prevalence of stunting and wasting in the children. Nutrition education and nutrition interventions such as focus on healthier foods, healthier methods of preparing food, a balance diet and physical activity are necessary to improve quality of life and improve health. / M

Tesis voorgelê volgens die vereistes van die M.Ed.: Onderwys Vir die Fakulteit van Onderwys en Sosiale Wetenskappe te Kaapse Skiereiland Universiteit van Tegnologie 2014 / Reading is the interaction between author and reader. To be able to read, the reader has to decode the message in order to read with comprehension/understanding. Reading consists of two components, namely word recognition and reading comprehension. Word recognition is the ability to recognise words as quickly as possible. Reading comprehension is the ability to store the meaning of the message in words in the brain. To be able to read the learner must be able to recognise the message and to understand what he/she reads. The ability to read is very important, because a good reading ability is the key to success in a learner’s studies at school. Reading problems occur due to the lack of phonological processing of written material. Reading problems are caused by various factors such as emotional factors, sensory factors and limited cognitive ability – to mention but a few. The purpose of this research was to determine whether a multi-sensory reading method such as the Silverman approach to reading could have a positive influence on the reading and studying abilities of a learner with dyslexia combined with an instructional design. A literature review was done on reading and reading problems, a multi-sensory approach, and well-known multi-sensory approaches such as the Davis method, Orton Gillingham method and the Silverman method. A Grade 8 learner who had been diagnosed with dyslexia was evaluated according to the ESSI reading and spelling tests to determine his reading and spelling levels. His parents and he had to complete questionnaires to determine his scholastic and social progress. After that, the learner was helped by using the Silverman spelling method to enhance his spelling and reading abilities. The duration of the course was thirteen weeks and the learner attended hourly sessions two times per week. The instructional design was used to adjust the sessions according to the learner’s needs. The quantitative research method, namely the ESSI reading and spelling tests, was used as well as the qualitative method. The researcher also used journal inscriptions to observe the sessions in order to change the programme should it be deemed necessary. After completion of the course, the learner was evaluated according to the ESSI test once more and his parents and he had to complete the questionnaire again to ensure reliability and validity. The results of the qualitative tests and the quantitative information pointed out that the learner successfully progressed in his reading and spelling abilities. Die praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n instruksie-beplanningsproses vi It is thus possible to deduct that a multi-sensory reading and spelling method such as the Silverman method had a positive influence on the learner’s reading and spelling abilities. A shortcoming in the research was that the researcher was restricted to only four months to complete the research project. Should the research have begun from the beginning of the year, the results might have differed completely. The researcher has also made recommendations about the training of teachers, as well as recommendations to the Department of Education.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006 / The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.

Thesis (MTech (Office Management and Technology))--Cape Peninsula University of Technology, 2017. / Healthcare facilities across South Africa are increasingly facing a myriad of societal, fiscal, political and cultural challenges associated with demands for greater quality in the provision of healthcare services. This study measures service quality and customer satisfaction at a Cape Town hospital (hereinafter referred to as Hospital X), with the aim of providing its management with information to enable them to enhance service quality and thus improve customer satisfaction. It is essential to note that the respondents in this study were the parents or guardians of patients. The views of the patients were not obtained directly from them as it would have been unethical for minors to have participated in the survey. Their parents or guardians were surveyed in order to obtain the requisite data. The problem investigated was that management at public hospitals does not regularly research what customers need from a service quality point of view, Therefore, Hospital X may be failing to provide a quality service to its customers, namely, parents and guardians. Against this background, the researcher set out to measure customer perceptions and expectations of service quality by making use of the SERVQUAL model. “Customer expectation” is what the customer can reasonably expect given the available resources and is likely to be influenced by personal needs and past experience. “Customer perceptions” are totally subjective and based on the customer’s interaction with the service provided at Hospital X. The SERVQUAL model (reliability, assurance, tangibles, empathy and responsiveness), is commonly known as the RATER model, RATER being an acronym formed from the first letter of each of the five dimensions of SERVQUAL. The study incorporates the SERVQUAL dimensions within a survey comprising a number of questions structured on a six-point Likert scale. The results of applying the SERVQUAL model will indicate whether or not Hospital X provides a quality service to their customers. The study seeks to demonstrate the importance of service quality and customer satisfaction to hospital management, as well as the impact that effective service quality can have on customers’ evaluation of their overall hospital experience. (The term customer will be used interchangeably with parent and/or guardian in this study.)

M.Phil. (Sport Management) / The purpose of this study was to investigate the management of cricket coaching programmes at u/19 level in the Gauteng Province. Specifically, this study attempted to determine the current situation regarding management of coaching programmes and the delivery of in-school driven programmes in the province. Data was collected from schools offering cricket as a sport from both the Gauteng Lions and Northerns Cricket Union franchises. There were 10 schools in the Northerns franchise and 14 first-team players from these schools were selected as respondents. There were 10 schools in the Gauteng Lions franchise and 14 first-team players from these schools were selected as respondents. The managers and coaches were selected to respond to a questionnaire as their portfolios make them the foremost sources of information regarding programmes, and they could locate records containing relevant information. Executive committee members from the boards of Gauteng Lions and Northerns Cricket Union were also questionnaire respondents as their primary role is the implementation of policies. Chairpersons of the high schools committees were also respondents and an official from Cricket South Africa (CSA) participated. A total of 324 (n=324) questionnaires were distributed 162 (n=162) to the Gauteng Lions franchise and 162 (n=162) to the Northerns franchise. One questionnaire was sent to CSA, making a grand total of 325 (n=325) questionnaires. From the 162 questionnaires submitted to Northerns, only 111 (n=111) respondents returned their questionnaires; these 111 participants comprised of white (n=70), black (n=25), coloured (n=10), indians (n=2) and chinese (n=4). From the 162 questionnaires submitted to the Gauteng Lions franchise (162), the 96 respondents who returned their questionnaires were white (n=44), black (n=30), coloured (n=12), indians (n=9) and 1 chinese (n=1). The results revealed that the majority of players involved in u/19 programmes come from the white population group. The results revealed that the Gauteng Lions participate in inter-provincial weeks with a very small number of players that have caps at u/19 level (5.2%) and this reduces their chances of being selected to represent the SA u/19 team. Both franchises indicated financial challenges, but the Gauteng Lions have even bigger challenges ...

D.Phil. (Psychology) / Please refer to full text to view abstract

M.A. (Social Work) / As a result of the ruling Government's policy, a diverse group of individuals and organisations identified certain critical needs of black people - through their own initiative. In doing so they utilised basic community development principles which forms part of a new approach regarding need satisfaction in the new South Africa. The focus of this particular study is on one such a non-Governmental organisation, which developed from grass roots level to satisfy the needs of black children and their parents with regard to teaching and education. In the light of the growing demand for an educational service and the school's need to effectively address this problem, a need-sassessment was required in order to identify the needs of the children in the context of the school, from the perspective of key-persons and parents. Given the institution's development from grass roots level through community development principles, the institutions requirement of a needs-assessment as well as the fact that implementation of community development will ensure that community needs be addressed, this study will therefore be done in the framework of community development.