The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The main assertion in this dissertation is that there is a lack of adequate and appropriate parental involvement in the education of learners with mild intellectual impairment in mainstream schools in Sisonke District. Empirical research was conducted to understand the perceptions of parents and teachers of the involvement of parents in the education of learners with mild intellectual impairment in mainstream schools. The focus was on parents and teachers in an extreme poverty context in Sisonke District of KwaZulu-Natal. A qualitative investigation of parental involvement in five mainstream schools was conducted by collecting data through interview, observation and documents analysis with ten parents and five teachers. The literature that was reviewed focused on the factors that increase and hinder parental involvement, prevalence of intellectual impairment, theories related to family, school and community partnership and inclusive education. The research has revealed that the lack of adequate and appropriate parental involvement at mainstream schools admitting learners with mild intellectual impairment is influenced by factors such as poor socio-economic background, high illiteracy, cultural beliefs, and parents’ denial of intellectual impairment, diversity, lack of teacher training in parental involvement, lack of healthy inclusive climate characteristics, parents’ attitudes and perceptions. The investigation further found that there is an urgent need for teachers to acquire knowledge, skills and strategies for active involvement of parents in inclusive mainstream schools. Each School Management Team (SMT) should strive to create a climate of inclusion that displays healthy school characteristics in order to improve parental involvement in mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

This study focuses on the South African principals’ perceptions of shared leadership and its relevance for school discipline. In a mainly qualitative investigation, empirical data from ten secondary schools in the Nkangala District of the Mpumalanga Province were collected by means individual interviews and observation. These data were analyzed in accordance with accepted procedures for qualitative data processing. The preponderance of evidence collected in this study indicates that school principals indirectly contribute to school effectiveness and learner achievement through actions they take to influence what happens in the schools and classrooms. The skillful leadership of school principals is a key contributing factor when it comes to explaining successful change, school improvement, or school effectiveness. Schools should provide a stable, caring environment for all learners, irrespective of whether they are working with support or indifference of families. The role of the schools in relation to learners’ cultural and social differences should be supportive. Shared leadership is regarded as the state or quality of mutual influence in which team members disperse the leadership role through the group, participate in the decision-making processes, fulfill functions traditionally reserved for hierarchical leaders, and when appropriate, provide guidance to others to achieve group goals and objectives. The relevant stakeholders should work collaboratively in the education of learners. Principals and educators must understand that their traditional roles have changed and improved organizational teamwork will be fostered by all members of the learning community assuming decision-making roles. For the haul of school improvement school principals have to develop and expand their leadership repertoires. The collaborative process in shared school leadership should offer the opportunity for educators, learners, parents and the other stakeholders to study, to learn about shared leadership and also to share and to enact leadership. The management of discipline in schools is central to effective teaching and learning. A school that does not have an effective discipline policy (that includes strategies and support mechanisms that are available to all the members of the school community) and that does not maintain a climate of sound discipline, will not function as a centre for teaching and learning. The process of implementing a discipline policy should involve collaborative decision-making. All relevant stakeholders of the school community should have the opportunity to participate in the decision-making process. The study confirmed most of the views found in the existing body of knowledge on shared leadership and its relevance for school discipline. In the thesis, detailed attention is paid to the challenges those principals who were interviewed, experienced, and to the perceived origin of those challenges and suggested solutions. To conclude the study, a model for exercising sound school discipline through shared school leadership, including ten strategies to promote the implementation of shared school leadership in secondary schools, were proposed. / Educational Leadership and Management / D. Ed. (Education Management)

Local Authorities have a duty to promote the economic, social and environmental wellbeing of their communities. The study deals with the promotion of community involvement and other stakeholders by municipality in ensuring the tourism sustainability. The objectives of this research are to explain the theoretical analysis of the concepts: tourism and poverty alleviation; mechanisms and procedures to be used to encourage community participation in making tourism economically viable around Sedibeng District Municipality; results in economic benefits to business and host community and management of available resources and procedures. A random sample of thirty participants took part in the study. A questionnaire was used as research instrument for data gathering from the participants. Literature study was utilized to support the empirical research and to check implementation of legislation and regulations, regarding tourism management. It was discovered that municipalities may not be so capable of effectively addressing the role that tourism can play in poverty alleviation. As such, it is recommended that local government's existing mechanisms, resources and systems to manage tourism be reviewed to help promote a sustainable training programme. / MA, Public Management and Administration, North-West University, Vaal Triangle Campus, 2011

Since 1994, fundamental transformation has taken place in South Africa in terms of disaster risk management. The transformation processes have led to the promulgation of the Disaster Management Act, 2002 (Act No 57 of 2002) that was heralded as a new era for disaster risk management in South Africa. Subsequently, the publication of the National Disaster Risk Management Framework (of 2005) provides a set of clear guidelines on the implementation of the Disaster Management Act, 2002 (Act No 57 of 2002). The National Disaster Risk Management Framework underscores the significance of the integration and co-ordination of disaster risk management activities in all levels of government in South Africa. This emphasises the fact that Disaster risk management in South Africa has been established as a public sector function within each sphere of government. In its KPA1, the framework further emphasis the establishment of integrated disaster risk management structures by each sphere of government. The disaster risk management structures, such as interdepartmental committees and a district forum have not yet been established in the Capricorn District Municipality. In cases where other structures have been established, the main challenge is the participation of all role players and the inconsistency in the representation of local municipality in those structures. Another gap is the lack of clear responsibility of disaster risk management in some of the internal key role players. This dissertation aims to evaluate the implementation of the institutional capacity for Disaster Risk Reduction in the Capricorn District Municipality. This dissertation caters for the reader within the theory of organisation. Subsequently, the disaster risk management structures were discussed, based on the requirements of both the Disaster Management Act, 2002 (Act No 57 of 2002) and a National Disaster Risk Management Framework policy document (of 2005). This dissertation made use of the one-on-one semi-structured interviews for data collection in the field of disaster risk management within the Capricorn District Municipality. As regards recommendations, this dissertation suggests a number of points that the Capricorn District Municipality needs to implement in order to fast-track the establishment of disaster risk management structures that could lead to progress in meeting the legislative mandate of Disaster Risk Reduction. / Thesis (M. Development and management)--North-West University, Potchefstroom Campus, 2011

Student Number : 0318613G - MSc research report - School of Animal, Plant and Environmental Studies - Faculty of Science / This report presents an analysis of health-care waste management in selected hospitals in the Central District Municipality of the North West Province, with a view of making recommendations that will ensure environmentally sound and sustainable health-care waste management in the study area. In contributing to the promotion of sustainable management of health-care waste (HCW), the study aimed to minimize waste generation and environmental impact of waste treatment and disposal, to enhance public health and safety, and to provide a safer working environment around hospitals. An assessment was carried out which involved a review of relevant literature, site visits, and interviews with key stakeholders in health-care waste management in the study area, to generate data and information on health-care waste management trends and issues. The major findings of the study include identified gaps in terms of the policy and legislative framework for the actual management of HCW, and issues relating to the mishandling of health-care waste, poor segregation, inappropriate storage rooms, and insufficient training on health-care waste management. Sustainable health-care waste management measures are proposed to improve the current situation at the health-care facilities in the Central District Municipality of the North West Province.

The study investigated the academic performance of orphaned secondary school learners between the ages of thirteen and eighteen in the Shamavunga Circuit. The study used the qualitative method. This included the sampling of ten orphaned learners from one school in the Shamavunga Circuit. The qualitative component of the study involved sampling three educators and three guardians of orphaned learners from one secondary school in the Shamavunga Circuit. This study was aimed at investigation the perceptions of educators and learners of the academic performance of orphaned learners at secondary schools in the Shamavunga Circuit, Limpopo province. The study found that the educators were of the view that, as compared to their counterparts, orphaned learners are more likely to display unruly behaviour, a lack of concentration and an inability to complete their written schoolwork. The educators also suggested that because the majority of orphaned learners were heading their families (child-headed), there was no one to monitor and supervise them. On the other hand, it has been suggested that the majority of orphaned learners were staying with their caregivers/guardians. The study also revealed that the educators were not well trained in terms of dealing with orphaned learners. In other words they lacked the proper skills and knowledge required to deal with orphaned learners. On the other words, the orphaned learners were of the view that some of the educators were not treating them well as they called them names and they were also not providing them with the support that they should have been receiving from adults who should be playing a parental role in their lives. Furthermore, some of the orphaned learners suggested that the caregivers (guardians) with whom they lived misused their grants for their own benefit. The study also revealed that the guardians of orphaned learners were often not coping and were uneducated. Accordingly, they were unable to adequately meet the needs of these orphaned learners. In conclusion, the study recommended interventions at the school, government as well as the community levels. For example, it is suggested that grandparents (guardians) be provided with support as they were becoming exhausted as a result of having to look after the orphaned learners. It is also suggested that the government build more drop-in centres and orphanages and also provide training for the educators who have to deal with the orphaned learners. / Educational Leadership and Management / M. Ed. (Education Management)

The world today is continuously influenced by ever-changing technological developments introducing new knowledge and applications into society’s culture, and social, political, and educational environments (Angeli & Valanides, 2009:154). Consequently, the educational environment as a branch of human knowledge needs to be redesigned in order to keep pace with current technological developments. Technological integration in education is inevitable and teachers are faced with the challenge of being competent ICT users. Internationally, there is growing consensus that the integration of ICT in education increases 21st-century learners’ skills (Blignaut, Hinostroza, Els & Brun 2010:89). Technology offers learners a better understanding of concepts with the use of visual interactions that enable them to store it in their long-term memories. For most teachers this is an obstacle, because the use of Information Communication Technology (ICT) was not included as part of their teacher training programmes (Tropakci, n.d.:1; Afshari, Bakar, Luan, Samah & Fooi, 2009:89). By obvious implication, 21st-century learners require teachers who are knowledgeable and possess technological skills so that they can facilitate technology-integrated lessons. This study investigated secondary-school teachers’ Information Communication Technology competencies in classroom practices within Bojanala District, North West Province, South Africa in order to suggest a strategy that could assist teachers in effectively integrating ICTs in teaching and learning. As a former Computer Application Technology (CAT) teacher, I was prompted to conduct this study by my involvement, experiences and observations of using ICT in teaching and learning. The picture of teachers’ ICT competencies in the Bojanala District where the fieldwork was conducted indicates that of the 134 secondary schools in the district only 25 have integrated ICTs into their teaching and learning. Furthermore, some secondary schools in the district have computer laboratories that are not being utilised. This indicates that the participating teachers were not competent ICT users, with no strategy that could be implemented to assist them in effectively integrating ICTs in their classroom practices. Despite the introduction of the South African policy on e-Education in the education system, little has been done in terms of its implementation. According to this policy, every learner in the General Education Training (GET) and Further Education Training bands (FET) should have been technologically savvy by 2013 (DoE, 2004:17). The research question guiding this study was: What are secondary school teachers’ ICT competency skills in classroom practices? The study was grounded in the interpretive epistemological paradigm. I employed a qualitative research method and the research design comprised collective or multiple case studies. Four secondary schools were selected on the basis of their proximity to my residence. Eight secondary-school teachers were invited to participate in this study. These teachers were purposively sampled on the basis of their expertise in the use of ICTs in teaching and learning. The data collection strategies were semi-structured interviews, non-participant observation and document analysis. Data analysis was done according to the four key steps of the data analysis process suggested by Anderson (209:156,157), while the procedure of analysing data which was adapted from Creswell (2007:214). Ethical consideration was maintained by not disclosing participants’ personal information. To ensure trustworthiness in this study, four issues were established, namely credibility, transferability, dependability and transferability. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The central objective of this study was to establish the extent to which public procurement, as applied at Sedibeng District Municipality, contributes to the development of designated suppliers. Previously, procurement was considered just another function of government responsible for purchasing and receiving goods. Currently, procurement is considered a strategic function that can be utilized by government to achieve certain policy objectives, such as Black Economic Empowerment (BEE) and Local Economic Development (LED).If implemented properly, without favoritism, nepotism and corruption, public sector procurement will promote the empowerment of designated groups. In this way, it will address socio-economic imbalances of the past. The study's hypothesis implied that Sedibeng District Municipality has laudable objectives to promote black economic empowerment through procurement. However, the implementation procedures and processes showed considerable constraints. Academic literature and government procurement documents were reviewed; and interviews were conducted at Sedibeng municipal area. The literature study was based on best procurement practices both in government and private sector. Empirical research was conducted on Sedibeng District Municipality's procurement unit practices, Small, Medium and Micro Enterprise development and the benefits of procurement to designated suppliers. The purpose was to determine the role that procurement policies play in promoting black economic empowerment. Eventually, a number of models and systems were recommended to improve procurement policies and procedures at Sedibeng District Municipality. These methods include: Management Assessment System; Realistic Objectives System; Departmental Evaluation Plan; Contract Progress Report Form; and Checklists. In the view of the researcher, a combination of these methods can assist to improve procurement policies and procedures. / Thesis (M. Development and Management)--North-West University, Vaal Triangle Campus, 2009.

The research conducted in this study is inextricably linked to a larger study of teacher quality and student performance in KwaZulu-Natal. The aim of the larger study was to explore and establish the relationship between teachers’ mathematical content knowledge, teachers’ practice and learner outcomes in grade 6 mathematics classrooms. This meant ascertaining teachers’ mathematical content knowledge, teachers’ pedagogical content knowledge and teachers’ practice in mathematics classrooms. Videos of lessons were analysed for the following aspects: content coverage, mathematical proficiencies facilitated by the teacher, cognitive demand on learners and teachers’ content knowledge. The analyses of all aspects were initiated at the same time, with different researchers/post-graduate students coding for separate aspects. In this study, the notion of mathematical proficiency as originally developed by Kilpatrick and colleagues (Kilpatrick, Swafford, & Findell, 2001) was used to ascertain the promotion of the strands in the district of Umgungundlovu of KwaZulu-Natal. Essentially the larger study hoped to establish the prevalence and quality of these strands by viewing video recordings of lessons obtained from schools. This in turn would present a view on mathematics learning in the district. The larger study used random stratified sampling to identify schools after which the necessary ethical approval and clearance was obtained. Mathematics lessons of the identified schools were then video-taped and questionnaires and both teacher and learner tests were conducted. I have not included examples of test questions due to agreements about not reproducing these. However, analysis of the recordings, in my view required the formulation of a construct that would interrogate the extent to which the strands of mathematical proficiency are promoted. This was necessary since the five strands in the original formulation represent ‘goals of mathematical understanding. ’In order to achieve these goals, tangible evidence of teacher classroom practice must be observable. Using opportunities as a vehicle of identification of such practice, the notion was formulated. The analytical framework entrenches the notion of ‘opportunity to develop mathematical proficiency’ as a construct with its corresponding descriptor table and is the main feature of this study. This in turn informed the design of the instrument which reflected the notion introduced and allowed ease of use. The research was not simply finding instances of what the instrument describes, but also trailing the applicability and strength of the instrument and the underlying notion of ‘opportunities to develop mathematical proficiency’. The findings reflect the current state of the promotion of mathematical proficiency. Not only is the quality of the promotion weak it is also irregular. An important off spin of the results is the alignment of these results to many studies including the recent ‘Report on the Annual National Assessments 2011’ issued by the Department of Basic Education. The notion introduced in this study with its corresponding analytic scoring method indeed proved to be a useful key to unravelling the answers to the questions posed. The results and findings give a detailed description to the aspect of mathematical proficiencies facilitated by the teacher, one of the aspects the larger study aimed to explore and establish. In this respect, it also shows the applicability and relevance of the developed theoretical notion and the related instrument. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.