The under-provision of education for black South Africans has reached crisis proportions. While the education for black people in general is discriminatory and unequal, black rural people suffer further deprivations as there is a serious imbalance in the allocation of resources and the provision of education between urban and rural areas. Black education in the rural areas has been historically neglected for political and socio-economic reasons and, as a consequence, rural blacks have limited or no access to education. The purpose of this' study is to examine an aspect of rural education; viz: black farm schools in the 'white' commercial farming areas. It is argued that the provision of farm schools is intricately linked to the labour requirements of farmers and consequently farm schools cannot be understood independently from the social relations within commercial farming areas. The impact of local decision-making on the process of farm schooling is also significant and is an important aspect of this study. This thesis explores the political and socio-economic processes that have structured the provision of education within a small farming community, looking specifically at the effects of particular interest groups on the provision of black farm schools. The study operates on three levels. The first level provides a theoretical framework within which rural education can be better understood. It is argued that the bias towards urban areas is reflected in the current theoretical debates on the role and function of education ·in South Africa. As these theories are generally incapable of explaining rural education, an alternative model is proposed. As education cannot be understood in isolation from the rest of society, the second level of the study locates farm schooling within the broader political and socio-economic systems. This is done from two perspectives. The first perspective focuses on black education in general, tracing aspects of its development and highlighting the impact .of economic interests, white political control and black resistances to this development. The neglect of rural education is also contextualised historically and politically. The second perspective looks at rural education at a macro-level. The historical origins of the farm schools system and the effects of the relationship between agricultural capital and the state, and between farmers and farm workers on the process of farm schooling is examined. The final level of the study focuses on the micro-situation and provides an in-depth analysis of the political and socio-economic dynamics which have impacted upon the provision and process of farm schools within a specific farming community. In an attempt to understand the types of issues effecting farm schooling in this area, the attitudes of farmers, farm workers, farm- children and farm school teachers towards education are investigated. Four main issues were identified and are discussed in depth, viz: I) factors effecting the provision of black farm schools; 2) the relationship between education and the economic structure of the area; 3) the value of education; and 4) socio-economic factors effecting education in the area.

A research report submitted in partial fulfillment of the requirements for the degree of Master of Education (Coursework and Research Report), University of the Witwatersrand. / This research report examines the nature of drama as a means of facilitating adult learning, especially in the South African rural context, by conducting a literature review and by compiling case studies of the use of drama at Akanani, an association. of rural development projects in South Africa where theatre-for-development is the principal methodology employed. The literature review explores the use of drama as a methodology in education and then focuses on how and why theatre-for-development has been used in Africa for community development and empowerment. The international developments in popular theatre are also considered so that as much information as possible can feed into the guidelines which are this report's conclusions. This chapter concludes with a consideration of how drama can be used for adult learning in South Africa. This research was conducted primarily by compiling a number of case studies of the use of drama at Akanani in the far northern Transvaal. Participant observation, illuminative evaluation and semi-structured interviews were used within a Participatory Research apprgach to gather information about Akanani. The researcher spent two periods of time at Akanani conducting the interviews and observing the daily operations as well as the use of drama in various contexts at Akanani. The cases studies were compiled to discover whether drama, as it is used at Akanani, is a successful and appropriate methodology for adult education in the rural areas of South Africa. This research finds drama to be a a very effective means of facilitating learning amongst adults in rural areas and concludes by offering guidelines for the use of drama as a methodology in adult education in South Africa, especially in the rural areas.

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2009. / The purpose of the study was to determine whether rural farm educators are managing the Revised National Curriculum Statement as a new approach to teaching the curriculum of outcomes-based education. For this purpose, Witbank 3 rural farm primary schools were selected. The study followed a qualitative approach. Data were collected from three principals and three educators who were all teaching multi-graded (combined grades) classes. The study found that the educators and the principals were not coping with the demands of the curriculum, therefore learners did not benefit from their everyday learning. The educators felt that there is too much paperwork involved in managing the implementation of the curriculum. The lack of support from parents, subject advisors and the deputy chief education specialist (circuit manager) is detrimental to managing the implementation of Revised National Curriculum Statement. This has led to a serious communication breakdown among these stakeholders. The research revealed grey areas in the Revised National Curriculum Statement in its interpretation of learning. The policy states that every child has the potential to learn, but it fails to state the conditions that allow for effective learning to all the learners. The study also found that the training received at the workshops is suitable for urban schools. Educators struggle to apply the teaching and learning strategies at rural farm schools. Subsequently rural farm educators resort to using the old traditional (telling and recalling) method of teaching/learning.

Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Due to the great differences of opinion regarding the exact area covered by the Overberg, the following boundaries are stipulated for the purposes of this study: the Hottentots Holland Mountains form the boundary to the west, the Riviersonderend and Langeberg Mountains to the north, the Atlantic Ocean to the southwest and the Indian ocean to the southeast. In the east the area stretches up to the Duivenhoks River near Heidelberg. The history of education in South Africa is closely interwoven with the general history of the country. Education in rural areas had to contend with various inhibiting factors during the 18th and 19th centuries. Among these factors were the scarce population, large distances between main centres and a shortage of well-trained teachers. In spite of such limitations, education in farm schools blossomed after the initial period up to approximately 1940, after which time there was a steady decline in the numbers of these schools. The farm schools in the Overberg are not only important regarding the part they play in contributing to the formal education and upbringing of rural children, but also for the important contribution they make to cultural history. The child attending a farm school experiences certain aspects of culture such as folk tales, rhymes, songs, games and the close ties between culture and nature in a unique way, and this has an extremely important influence on the general development and education of these children. In the rural environment the parental horne and the church are two important allies of the farm school. Although there are currently (1999) no formal policies in place for the purposeful phasing out of farm schools, it is, however, a fact that they are forced to close their doors the one after the other. The importance of the cultural contribution these schools make to the upbringing of the child should be taken into consideration by the authorities before the decision is made to close them down. / AFRIKAANSE OPSOMMING: Daar heers groot verskil van mening oor waar die grense van die Overberg lê en daarom word die gebied vir die doeleindes van hierdie studie soos volg afgebaken: die Hottentots- Hollandberge as die westelike grens, die Riviersonderend- en Langeberge as die noordelike grens, die Atlantiese oseaan as die suidewestelike en die Indiese oseaan as die suidoostelike grens. Aan die oostekant strek die gebied tot by die Duiwenhoksrivier naby Heidelberg. Die geskiedenis van die onderwys in Suid-Afrika is nou verweef met die algemene geskiedenis van die land. Onderwys op die platteland het in die 18de en 19de eeu met verskeie stremmende faktore te kampe gehad, byvoorbeeld die yl bevolking, groot afstande van die hoofsentra en 'n tekort aan goed opgeleide onderwysers. Ten spyte van dié beperkinge het onderwys in die plaasskole ná die vestigingsperiode 'n bloeitydperk beleef wat vanaf ongeveer 1940 gevolg is deur 'n afuame in die getal plaasskole. Die rol van die plaasskole in die Overberg is nie slegs belangrik as gevolg van hul bydrae tot die formele onderwys en opvoeding van die plattelander nie, maar ook vir die belangrike bydrae wat hulle lewer op die gebied van die kultuurgeskiedenis. Plaasskole is 'n goeie teelaarde vir die volkskultuur en die plaasskoolkind se belewing van sekere aspekte van die kultuur soos byvoorbeeld die volkswoordkuns, speletjies, en die noue band tussen bodem en kultuur, lewer 'n uiters waardevolle bydrae tot hulle algemene opvoeding en vorming. In die plattelandse milieu is die ouerhuis en die kerk besondere bondgenote van die plaasskool. Hoewel daar tans (1999) nie 'n formele beleid bestaan deur middel waarvan plaasskole doelbewus uitgefaseer word nie, gebeur dit wel in realiteit dat die een na die ander skool sy deure moet sluit. Die belang van die kulturele bydrae wat plaasskole maak tot die opvoeding en vorming van die kind, behoort in ag geneem te word voordat skole deur die owerheid gesluit word.

M.Ed. / Many countries all over the world are currently looking for better ways of educating their people and organising their education so that they can compete internationally. The rapid technological developments of the twentieth century have placed education systems under extreme pressure as they try to adapt and incorporate these changes in an effort to produce more creative, effective and adaptable people (Ramphele, 2000:3). The question that remains to be answered is how nations of the world can improve the effectiveness of their various schooling systems. Instructional technology can improve teaching by upgrading the quality of classroom instruction and raising the productivity of the individual teacher. A variety of educational materials and media can be introduced into the conventional classroom environment, including demonstration objects such as flip charts, pictures, photographs, booklets, as well as electronic systems such as films, video players and tapes, slides, transparencies, and audio cassettes, all with the intentions of improving teaching and learning (Val, Rust, & Dalin,1990:281-282). From the background and problem statement, it is imperative to indicate that the study aims: To investigate the extent to which rural further education and training institutions in the Hlanganani area of the Northern Province are equipped with resources and educational media. To investigate the use of educational media and other resources in the schools. The perceptions of educators in the use of media are also going to be interrogated. From the study, the relationships between experience, subject and media use are also going to be interrogated.

D. Tech. Education / It explores out-of-field teaching in northen KwaZulu-Natal and eastern Mpumalanga schools. It also looks at the impact out-of-field teaching has on teachers perceptions and experiences. The research attempts to determine the special needs that teachers require in order to serve in a different field.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations. / AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.

A research dissertation presented to the Faculty of Humanities (School of Education) In Partial fulfilment of the requirement for the degree Masters of Education by Research University of the Witwatersrand, Johannesburg Date of Submission: 29 April 2016 / This study is part of a larger research project titled Conditions of teaching and learning that facilitate and/or constrain learning English in rural high schools. The focus of the research project explores the conditions of teaching and learning English, and the contextual factors that facilitate and/or constrains learners’ motivation and participation in learning, in five rural high schools in Bushbuckridge area. The current study focused on how grade 10 and 11 First Additional English rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature review detailed issues with development of rural education, teachers’ conceptions of learning, teachers’ conceptions of teaching, English as a First Additional language (EFAL) in South Africa and the spectrum of current pedagogical practices. The literature review highlighted significant gaps that are important for the this study such as a lack of research in Africa and South Africa focusing on teachers’ conceptions of learning and teaching, particularly in rural schools. Furthermore the corpus of research conducted on conceptions focused on tertiary students’ conceptions of learning, there is limited research in schools, with teachers and learners, especially teachers’ pedagogical practices in relation to the conceptions. In addition the development of rural education and research in South Africa continue to be underdevelopment, with most research perceiving rurality as a deficit paradigm. Thus in order to address the literature gaps mentioned above the study engaged with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province. The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers were the selected to participate in the study. In order to address the research questions and sub research questions, a qualitative research approach was used as it focuses on understanding socially and historically constructed meanings about experienced phenomena. Through the use of phenomenological methodology teachers’ meanings and beliefs about learning and teaching were interrogated and problematized. In order to interrogate and problematize teachers’ conceptions of learning and teaching two data collection methods were used namely: semistructured individual face-to-face interviews and non-participatory observations. The semi-structured individual face-to-face interviews were used to address the following research questions: 1. What are grade 10 and 11 English First Additional Language teachers’ conceptions of learning and teaching? 2. What shapes teachers’ conceptions of learning and teaching? The following research question was addressed by use the non-participatory observations: 3. How do teachers’ conceptions influence teaching approaches, if at all, during English poetry and short story lessons? In order to answer the above questions critical discourse analysis was used, to engage with participants’ responses from their individual face-to-face interviews. Critical discourse analysis assisted with ensuring in depth engagement with participants’ narrations, without taking any words for granted because meaning might be hidden in the selection of words. Thus critical discourse analysis enabled the critical identification of particular words used by the participants in order to gain insight to the underlying influences that shape rural teachers’ conceptions of learning and teaching in poetry and short stories lessons. As a result this involved an intense data analysis process, which incorporated the non-participatory classroom observations as well as the conceptual frameworks discussed from Bernstein, Alexander, and Scott and Mortimer. Some of the major findings suggest that teachers’ conceptions of learning and teaching are complex and complicated particularly if contextual issues are considered, as possible influential factors that shape teachers’ conceptions. The findings indicated that rural teachers’ conceptions of learning should be understood from early school learning to current teaching profession. The dominant conceptions of learning from early school and current teaching profession suggest memorisation, mimicking, and acquisition of information and little conceptions shows learning for transformation and change as a person. Various factors were identified to influences the conceptions such as policy, lack of resources and overcrowded classrooms. In addition, findings on teachers’ conceptions of teaching explicated the dynamics teachers face between ideas they hold about teaching and how they teach. The study indicated that some teachers mentioned ‘banking’ model of teaching that suggested teacher centred conception of teaching, which linked with some of the conceptions of learning. Most conceptions were about spoon-feeding, telling/giving learners information, and coordinating learning which link with conceptions of learning that promote surface learning. Other conceptions promoted transformation, unlocking minds, and life-learning, to show that teaching is not only about giving information but also ensure that the information changes the way learners make sense of the social issues in relation to the world. It was noted that teachers’ conceptions of learning and teaching seemed to have influenced how teachers teach poetry and short stories lessons, because irrespective of conceptualising teaching and learning in transformational and enlightenment but teachers used a unidirectional teaching approach. This teaching approach that all teachers used suggest ‘normality’ with using this way of teaching poetry and short stories, especially if the nature of poetry and short stories are taken into consideration. Without critiquing teachers’ pedagogical approaches, of concern is that all observed teachers, irrespective of different schools, used similar teaching approach which was shaped by curriculum policy expectations, teachers’ perceptions of learners, and the nature of the socio-cultural and economical context. Owing to some of the complexities mentioned above, further research on teachers’ conceptions of learning and teaching, particularly in rural schools is needed, because embedded in teachers’ conceptions lies their lived experiences and ideas about learning and teaching in rural school. Therefore if effective interventions are to be considered partnering with teachers and/or learners in rural schools to understand their conceptions, need to be seriously taken into account. The purpose is not to research with teachers rather than for teachers to enhance existing knowledge in partnership, rather imposing knowledge. / MT2017

Thesis (DTech (Education))--Cape Peninsula University of Technology, 2008. / Multi-grade teaching is a worldwide phenomenon. Meeting the basic needs of rural people in developing countries is a major challenge to achieve the Millennium Development Goals of the Education for All programmes. Situation analyses carried out by Little (1995, 2001, 2003, 2004 and 2005), Juvane (2005), Taylor and Mulhalll (1997) and Atchoarena and Gasperini (2003) indicate that multi-grade schools are common in impoverished, low population settlements such as remote areas and small villages. Researchers like Berry (2001), Pratt (1986) and Bryk (1994) report evidence that multi-grade schools can be positive places for learners and teachers. Observations done by Rao (2004), McGinn (1996) and McEwan and Benveniste (2001) show that successful models of multi-grade teaching already exist. Examples of addressing the isolation of multi-grade settings are found in Finland and Greece, where ICT is utilized to address this challenge. The "active" pedagogy which researchers like Little (1995, 2003 and 2005), Juvane (2005), Miller (1999) and McEwan and Benveniste (2001) promote for multigrade schools expects teachers to guide activities to be completed, and allows for free activities, which require application of the knowledge gained. It also involves creative exploration and application of regional-specific knowledge and relies upon learners to acquire and construct knowledge for themselves, guided by the teacher. Atchoarena and Gasperini (2005:6) believe in an integrated learning concept which bases its focus on the notion that effective learning is not limited to the classroom, but that, through use of community resources the curricula can "come alive."The "active" pedagogy and the expected participation of communities in the teaching and learning process should not only be for the benefit of the multi-grade class but should also be applicable to teaching and learning in mono-grade classes. This contributes to Bingham's (1995:6) view that a natural community of learners is inclusive of experiences outside school boundaries in the larger world. According to the Ministerial Committee on Rural Education (2005:12), South Africa's first ten years of democracy, are after 1994, characterized by an overwhelming commitment to equality, to treat everyone in the same way no matter what his or her differences are. Hence, the management and funding of rural schools are similar to the principles and formulas of those of urban schools. So too, curriculum and pedagogies of rural schooling are planned to be the same as those found in rural settings. Emerging Voices (2205:12) and Joubert (2005:3) agree that rural education has to provide the means to enable generations to break out of the recurring cycle of unskilled labour and resultant poverty. State education must deliver learners who are able to read, write and are numerate and furthermore deliver trained teachers for the multigrade Irural school system. In the literacy reviewed, it is clear that curricula, learning materials, teacher education and assessment are necessary components of an integrated strategy for learning and teaching in multi-grade settings. Surrounding these strategies is the need for national policies for curriculums, materials, teacher education and assessment that recognize, legitimate and support learners and teachers in multi-grade settings. The researcher identified two interventions, which addressed the above mentioned multi-grade phenomenon in South Africa, namely the Kgatelopele project of the Limpopo Education Department launched in 2000 and the Multi-grade Rural School Intervention (MGRSI) in the Western Cape Province launched in 2001. Both these interventions focused on the needs of multi-grade schools, and ways to address those needs. The MGRSI was structured according to a logic model, which provided the objectives of the intervention and the strategy, which it intended to follow in order to reach the stated outcomes. This study provided the opportunity to do a case study, which revealed the successes and the challenges of the intervention implemented from 2001 to 2006.

The purpose of this study was to explore the career decision making of grade 12 learners at a rural high school in Limpopo. The world of work has changed and there is a need for young people entering this world of work to be well matched and have the necessary skills to cope with the challenges it brings. Informed career decision-making is therefore essential. The study was exploratory and qualitative in nature, conducted within an interpretive paradigm. A purposeful sample consisting of 18 grade 12 learners at a rural high school in Limpopo was utilised. Semi-structured interviews were conducted and data were analysed using the thematic analysis. The study findings identified the factors considered by the learners under study in career decision-making as well as the challenges they face, when making career related decisions. The results were integrated with literature and theory and finally recommendations to aid the learners’ in their career decision-making. Recommendations for future research were also made. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)