Submitted to the faculty of education in fulfillment of the requirements for the Degree of Master of Education in the Department of Social Science Education at the University of Zululand, 2019 / This thesis explores “Factors Influencing Learner Performance in the Economic and Management Sciences in the iLembe District”. This study has used a mixed methodology, in Mandeni ward in KwaZulu-Natal. This district has four hundred and forty-two (442) schools. The district is divided into five (5) wards. One of those wards is Mandeni Ward, which has thirty-four (34) schools. The data analysing technique that was used is thematic analysis. The greatly publicised poor matric results in South Africa point to many systemic challenges in the education system. The system of education in South Africa requires teachers who are highly skilled to impart knowledge to learners. The historic curriculum paradigm shifts in the South African education system brought numerous changes. In the process of these curriculum changes, there is no evidence that suggests teachers’ involvement. For example, the introduction of Economic and Management Sciences (EMS) as a learning area brought about challenges to educators as EMS became a combination of three learning areas in one. The challenge of identifying a competent teacher in the three-layered EMS was exacerbated by the introduction of external examinations in grade seven, during the 2014 academic year. This research has attempted to investigate the factors that exist for teachers and heads of department with regards to EMS. In this study, a range of questioning statements that render relevant information about the factors that may influence performance in EMS have been employed. Through the use of interviews, qualitative data were collected from grade seven to nine teachers, as well as heads of department. Another set of data was generated using questionnaires given to the same participants. The final set of data was obtained using document analysis: where mark schedules for grade seven were analysed with the aim of investigating learner performance. This study found that EMS is being taught by unqualified EMS teachers due to the shortage of qualified EMS teachers (Modise, 2014). The absence of qualified teachers negatively impacts on the educational objectives of the EMS learning area. The study also discovered that the lack of exposure to commercial subjects in high school does dampen the confidence and the enthusiasm of the teacher and hamper their eagerness to stand in front of the learners to teach EMS. The insufficient time allocated for EMS and EMS workshops also negatively impacts on the objectives and outcomes for this subject. The lack of parental involvement in EMS related discussions also hampers the educational objectives of the EMS learning space. There are recommendations that suggest that there is a need to urgently revisit the manner in which EMS teachers are trained. The provision of EMS related resources has to be drastically improved if vi the stakeholders desire to witness identifiable and life-changing results. There is dire need to immediately review the EMS curriculum policy.

Submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master’s in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018. / This study sets out to investigate the teaching of Economic and Management Sciences (EMS) as a subject in the context of curriculum change. The main aim of this study is to identify the challenges teachers face in teaching EMS, determine the suitable teaching strategies to be used to teach EMS and explore the effect of curriculum change in teaching EMS in schools at Umhlathuze Circuit. This study is located within the interpretivist-positivist paradigm and falls within mixed method research approaches. The research instruments used were questionnaires administered to EMS teachers, interviews, learner activities and teacher portfolios. The results show that EMS teachers are facing challenges with regards to the integrated teaching of Accounting, Business Studies and Economics. The results of the study reveal that EMS teachers are still teaching more of Business Studies and Economics while sacrificing the Accounting content. The time allocated to teach EMS is not enough which causes teachers to focus on curriculum coverage rather than ensuring that learners master the content taught. The shortage of textbooks and calculators was also identified as a major challenge in many schools. Many EMS teachers are either trained for at least a combination of two disciplines in EMS. Even the Heads of department are not fully equipped in all three disciplines within the EMS. It is recommended that time allocation for EMS be reviewed. There is a need for sufficient resources in schools to ensure effective teaching and learning. EMS teachers should be able to teach all three disciplines within the EMS effectively. There is also a need for teacher training and development. Teachers should use a variety of teaching strategies and should adapt their teaching practice as a result of curriculum change. Accounting within the EMS should be a stand-alone subject.

Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2009 / ENGLISH ABSTRACT: The purpose of this study was to conduct a process evaluation of the Working for Water Social Development interventions as determined in the Medium Term Strategic Plan for 2003-2007. The study focused on the two projects namely Great Letaba and Mamathola projects within the Tzaneen Management Area in Limpopo. The study focused on whether the recruitment and selection process, followed within Working for Water, fosters the employment of equity targets as determined in the Expanded Public Works Programme Guidelines and the Ministerial Determination for Special Public Works Programme. The study also evaluated the process followed in the implementation of HIV and AIDS programmes as a Social Development intervention. Lastly, the study evaluated the processes followed during the implementation of the Skills Development and Training programme within Working for Water. The theoretical background focused on the Social Development theories as well as evaluation theories. In addition the study used the Working for Water Norms and Standards, HIV and AIDS policy, Skills Development and Training Guidelines as the basis for the process evaluation. Data was collected from three Working for Water job categories namely, the Contractors, HIV and AIDS Peer Educators and Workers by means of questionnaires. The responses were analysed by using the Moonstats statistical software where findings revealed gaps in the planning, monitoring and evaluation processes of Social Development interventions. Furthermore, the study recommended that there be improvements in the implementation processes of Social Development interventions particularly in planning, monitoring and evaluation. / AFRIKAANSE OPSOMMING: Die doelstelling van hierdie studie was om die proses van die Werk vir Water se Sosiale OntwikkelingIntervensie te evalueer soos gestipuleer in die Middel termyn Strategiese plan vir 2003-2007. Hierdie studie het op twee projekte gefokus naamlik, die Groter Letaba en Mamathola projekte in die Tzaneen Bestuursarea in Limpopo. Die fokus van die studie was of die werwing en seleksieprosesse wat binne die Werk vir Water Program gevolg word, wel gelyke werksgeleenthede en kwotas bevorder soos uiteengesit in die riglyne vir Uitgebreide Openbare Werke Program en die Ministeriele Determinasie vir Spesiale Openbare WerkeProgam Die studie het ook die proses geevalueer wat gevolg was in die implementering van MIV en VIGS programme as ‘n Sosiale Ontwikkeling intervensie. Laastens, het die studie die prosesse ge evalueer wat gevolg was tydens die implementering van die Opleidingsen Vaardigheids Ontwikkelings program binne die raamwerk van die Werk vir Water Program. Die teoretiese agtergrond het gefokus op die Sosiale ontwikkelingsteorieë sowel as die evalueringsteoriee. Verder het die studie gebruik gemaak van die Werk vir Water Norms en Standaarde, MIV en VIGS beleid en Vaardigheidsontwikkeling en Opleidingsriglyne as basis vir die evaluasieproses. Data was dmv vraelyste ingewin vanuit drie Werk vir Water poskategorieë naamlik, die Kontrakteurs, MIV en VIGS Eweknie Opvoeders en Werkers. Die inligting was geanaliseer deur gebruik te maak van Moonstats Statistical Software. Die bevindings het leemtes uitgewys in die beplanning, monitering en evalueringsprosesse van die Sosiale Ontwikkelingsintervensies. Verder het die studie aanbeveel dat daar verbeteringe gemaak moet word in die implementeringsprosesse van Sosiale Ontwikkelingsintervensies. Klem moet veral gelế word op die gebiede van beplanning, monitering en evaluering.