As people meet their basic biological needs, they become increasingly concerned with higher level needs, such as personal development and positive well-being. The term "subjective well-being" (SWB) refers to people's evaluations of their lives and although relatively stable, people's levels of SWB are influenced by life events. The high position of esteem needs in Maslow's hierarchy of needs reflects the importance of self-esteem in people's judgement of their quality of life. A one group post test only, analytical research design was utilised with 570 residents of an informal settlement in Soweto. A structured questionnaire was designed to obtain information on demographic variables, levels of SWB and levels of self-esteem. The levels of SWB and self-esteem within the community were relatively high. Multiple regression analyses models confirmed that demographic factors are weakly correlated with SWB and self-esteem. Self-esteem was highly correlated with life satisfaction. / Psychology / M.A. (Psychology)

A number of educational reform initiatives are being introduced in South Africa to address the imbalances of the past. Schools with different backgrounds are expected to implement these reform initiatives. Due to their diverse contexts, schools approach, interpret and implement these initiatives differently. Consequently, these schools demonstrate different attitudes towards these initiatives. Whole-school evaluation is one of these reform initiatives. As a result of the changes taking place in the education system in South Africa, roles performed by all stakeholders in the education system have also been affected. Since the principal is fully responsible for the proper functioning of the school, this study explored his/her managerial role in whole-school evaluation, particularly within the context of disadvantaged schools/communities. It examines how educational changes impact on the roles of the principal, particularly the principal of a disadvantaged school. The study includes a literature review from local and international perspectives of whole-school evaluation, the managerial role of the principal and disadvantaged schools/communities. A qualitative investigation of the managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in KwaZulu-Natal was conducted. Data were analysed, discussed and synthesised. The study revealed that whole-school evaluation is not fully being implemented. Shortage of supervisors in the province, lack of educator training, particularly of principals in whole-school evaluation and lack of support from the Department of Education, particularly District Offices, are regarded as the major factors that impede the proper implementation of whole-school evaluation. As a result principals are not certain about the roles they should play in whole-school evaluation. The study shows that findings and recommendations of the supervisors have not been addressed. This is attributed to the poor communication between the District Office and schools to address areas identified by schools in their improvement plans. What compounds the problem is that the role of the Circuit Office in whole-school evaluation is unclear. This has a bearing on the functioning of schools because the Circuit Office is closer to the schools and should, therefore, communicate with them regularly. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / D.Ed. (Education Management)

This study reports on the practice of inclusive education in three rural disadvantaged communities within the Eastern Cape. The research focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs in the teaching profession and consequently the changing needs of both in service and pre-service educators, this project was conceived as providing an insight into the response of educators to the challenges of inclusive education and the meanings that these experiences have for educators who have had practical exposure to inclusive education. The need to acknowledge barriers which have implications for planning, expectations and effectiveness of implementing inclusive education in this specific context is acknowledged. In South Africa direct support service delivery is only to a few advantaged schools and communities. Learners who are economically and environmentally disadvantaged are excluded even though they have an equal right to effective support. / Educational Studies / M. A.(Educational Management)

The Steel Merchant offers a service of stocking and distributing steel products and value added services throughout Africa. The company is the largest steel merchant in Africa employing over 5500 employees. The South African government implemented the Employment Equity Act, No 55, (1998) and Broad-Based Black Economic Act, No 53, (2003) to readdress the discrimination of the past and create fair opportunities for Previously Disadvantaged Individuals (PDI) in the workplace. The Steel Merchant's business environment is severely affected by these legislations and is required to comply with the provisions of the Act or will receive fines and penalties. Since the Acts inception the merchant continues to struggle in recruiting and retaining PDIs in professionally qualified and management positions. The organization has experienced strategic drift by falling from a Black Economic Empowerment (BEE) Procurement Recognition/Status Level of 5 down to level 6. The research identified various factors within the organization that are hindering its overall ability to adapt and progress in terms of Employment Equity (EE) and BEE. The study is focused on identifying the internal and external barriers that prevent the effective implementation of BEE and EE strategies in order to recruit and retain previously disadvantaged professionals at the Steel Merchant. The Research Objectives are: • To evaluate the effect of organizational culture and climate on the implementation of Employment Equity, Affirmative Action (AA) and BEE Strategies • To analyze the importance of Human Resource Management (HRM) in the development of recruitment and retention strategies of previously disadvantaged professionals • To investigate the differences in gender and race leadership qualities and behavior • To identify and assess the barriers in implementing employment equity recruitment and retention strategies • To determine how government legislation will influence the Steel Organizations' competitiveness internationally Internal secondary data was used to analyze the Merchant's Human Resource Management, EE and BEE performance. External secondary data from the South African government departments was used to analyze the legislative Acts and how the company performs compared to the industry standards. A quantitative research approach was followed in the investigation. A questionnaire was developed using closed-ended questions to obtain information related to the respondent's demographical background as well as their opinion on each objective. The questionnaire was distributed by email to 1 00 employees and weighted according to racial group (Black, White, Coloured and Asian) and gender (Male and Female). The method allowed the researcher to receive and analyze the information quickly at no financial cost. Descriptive statistics were used to interpret the results and describe the behaviour of each racial and gender group contained in the sample. The data methods used were: • Percentages • The mean, mode and median • Standard Deviation The conclusions from the sample were used to generalize about the steel merchant population whilst research from recognized academics was utilized to authenticate and substantiate the research findings improving the accuracy and reliability of the research. The results of the study identified the following factors have contributed to the merchant's inability to recruit and retain PDI at professionally qualified and management levels: • The Steel Merchant has a white male dominated organizational culture and ineffective HRM strategies • Black shareholders have contributed little towards previously disadvantaged development creating resentment by employees • Employment Equity, Black Economic Empowerment and Affirmative action has created racial divides, a lack of trust and will negatively influence the company's competitiveness internationally. The research identified various problems that hinder the implementation of EE and BEE policy at the steel merchant which makes it difficult to recruit and retain talented PDI. The following recommendations have been made to minimize resistance and integrate EE and BEE policies to improve recruitment and retention in the organization: • Define and communicate the BEE/EE vision and strategy • Delayer hierarchal levels • National Culture Training • Implement Performance Management Systems • lncentivize Knowledge Sharing • Re-evaluate the recruitment policies • Train, develop and mentor PDI • Develop career paths and succession plans • Create a leadership development program • Create a shared understanding of EE • Address white fears through empowerment • Black shareholders should be actively involved with the development of PO employees • Harness African culture to succeed internationally. EE and BEE is obligatory and will inevitably influence the company's performance. The Steel Merchant has the resources and capabilities to eliminate resistance and implement effective HRM strategies to recruit and retain talented POl in professional and management positions. By achieving this objective, the company's Broad Based Black Employment Equity (BBBEE) rating will advance resulting in a sustainable competitive advantage and more business opportunities in the future. / Graduate School of Business Leadership / M.B.A.

The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives. / Computing / M. Tech. (Information Technology)

This study was designed to understand the meaning of the lived experiences of incarcerated male juveniles who had committed drug-related crimes and to suggest guidelines for their rehabilitation with specific reference to their health care needs. In order to achieve these objectives, the researcher used Parse’s (1998) Theory of Human Becoming as a theoretical framework for the study and Parse’s (1998, 2005) phenomenological-hermeneutic research method. This study was restricted to three juvenile correctional centres in the Gauteng province, Republic of South Africa (RSA). A sample of 15 male juveniles (5 at each of the three juvenile correctional centres) was used for the purpose of individual dialogical engagements with the participants. Focus group interview sessions were held with two groups (5 members per group) at two identified juvenile correctional centres. A qualitative content analysis according to methods recommended by Graneheim and Lundman (2004) was performed on the data that was collected from the individual dialogical-engagements and the focus group interviews. The researcher attempted to elucidate the meanings that the participants attached to their experiences of incarceration as narrated by them and analysed the data according to Parse’s (1998; 2005) phenomenological-hermeneutic method comprising of extraction-synthesis and heuristic interpretation. The findings of this research confirm that problems of drug abuse and criminal activity represent a multifaceted, complex and often intractable phenomenon. The research also confirmed that the participants suffer from a variety of emotional and psychological problems such as depression, anxiety, fear, guilt, remorse, regret and a craving for the drugs that they had abused before their incarceration. It appears that the participants find it extremely difficult to deal effectively with these disorders on their own and that they are generally averse to asking for professional help and assistance. Interventions to alleviate these problems are crucial for the success of the current rehabilitation programmes being pursued in the correctional centres where the participants are accommodated. / Health Studies / D. Litt. et Phil. (Health Studies)

The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged children are closely related to each other, and is presently an important issue in the South African educational system. Poor knowledge of milieu disadvantaged children and multi-cultural education result in the loss of valuable learner potential and the non-fulfilment of the education policy. In this study, the promotion of self-actualisation of milieu disadvantaged children within a multi-cultural education system is discussed from a psychological-educational perspective. Attention is given to the problems and issues that play a defining role in the implementation of such an educational system. The influence of the environment en the development and functioning of milieu disadvantaged learners is investigated further. Qualitative research is done to identify the developmental areas where most problems occur. Finally, recommendations are made to the government, teachers and parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die onderwysbeleid nie uitgevoer word nie .. In hierdie studie word die bevordering van selfaktualisering van milieu-geremde leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem speel. Die invloed van die omgewing op die ontwikkeling en funksionering van milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer. Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

The aim of this study was to investigate the effect of context-based problem solving instruction (CBPSI) on the problem solving performance of Grade 10 learners, who performed poorly in mathematics. A cognitive load theory (CLT) was used to frame the study. In addition, CLT was used to: 1) facilitate the interpretation and explanation of participants‟ problem solving performance; and, 2) influence the design of CBPSI to hone participants‟ problem solving skills. The study was conducted in the Gauteng province of South Africa and involved a two-week intervention program in each of the nine participating high schools. Participants consisted of 783 learners and four Grade 10 mathematics teachers. A non-equivalent control group design was employed, consisting of a pre- and post- measure. In addition, classroom observations and semi-structured interviews were conducted with teachers and learners. Teachers employed conventional problem solving instructions in four control schools while the researcher implemented CBPSI in five experimental schools. Instruction in experimental schools entailed several worked-out context-based problem solving examples given to participants in worksheets. The main aspects of CBPSI embraced elements of the effects of self-explanation and split-attention, as advocated by CLT. Due to the design of CBPSI participants in experimental schools became familiar with the basic context-based problem solving tasks that were presented to them through the worked-out example samples. In turn, the associated cognitive load of problem solving tasks was gradually reduced. The principal instrument for data collection was a standardized Functional Mathematics Achievement Test. The pre-test determined participants‟ initial problem solving status before intervention. A post-test was given at the end of intervention to benchmark change in the functionality of CBPSI over a two-week period. Using one-way analysis of covariance (ANCOVA), Analysis of Variance (ANOVA), and other statistical techniques the study found that participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem solving performance. In addition, semi-structured interviews and classroom observations revealed that participants rated CBPSI highly. On the whole, the study showed that CBPSI is an effective instructional tool to enhance the problem solving performance of Grade 10 mathematics learners. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted. / AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.