No abstract available. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

In this study the challenges faced by a rural Further Education and Training (FET) college to deliver education are investigated. The FET sector uses the same curricula for colleges in both rural and urban settings but conditions in rural areas are very different. For example, few industries are situated in these areas, resulting in unemployment and/or the migration of youth to the urban areas. Long distances between campuses and a lack of employment opportunities in the rural areas suggest that it is difficult to manage rural colleges in the same manner as urban colleges. The education and training sector in South Africa has experienced significant changes during the last 11 years. Since 1998, the FET sector has faced mergers, the introduction of new governance structures, curriculum changes, relationship changes with both communities and the business sector and the introduction of new funding formulae. The FET College studied is situated in the Northern Region of KwaZulu-Natal and covers a vast area served by 11 municipalities. The campuses of this College are spread over a wide geographical area. This particular FET College is historically a state-funded merged institution of former Technical Colleges and Skills Centres. The merger was intended to deliver a better service by avoiding duplication of programmes at the colleges. Data gained from interviews with relevant role players identified challenges such as lack of infrastructure, poverty, poorly resourced campuses, high turnover of staff, limited course offerings, lack of policies and lack of financial assistance for disadvantaged students as key challenges faced in the rural areas. Most of the challenges faced by staff at campuses are related to the centralisation of services. Poor management is blamed for most of the challenges experienced by central office staff. Challenges faced by students are poverty, lack of infrastructure, unemployment and transport. Based on the findings of this study, recommendations are made relating to the challenges faced by the various role players. / Thesis (M.Ed)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

This small-scale study sought to investigate “The experiences of redeployed educators to a rural school in KwaZulu-Natal”. This qualitative study gathered data through the case study approach guided by the following key questions: 1. What are the understanding and experiences of these redeployed teachers regarding the redeployment process? 2. What are their perceptions and experiences regarding the new community and the environment in the new school? 3. What was the role of the education stakeholders (School Management Team, School Governing Body, Teacher Unions, Community leaders etc.) regarding the facilitation of the redeployment and adaptation of the teachers in their new environment? The study entailed interviewing and observation of educators, and analysing Posts Provision Norms certificate (PPN). The findings of the study revealed that the educators had different experiences of redeployment and had varied understandings of the Rationalisation and Redeployment Policy. It was also found that the policy-makers and the policy-implementers had not sufficiently explained to the educators involved how the policy would be of mutual benefit them. This was only a topdown process which did not involve all the people concerned (those who were to be affected by the policy). There was lack of a two-way communication. This study also showed that educators did not understand how this policy helped schools in the rural areas. It further revealed that the role of the school stakeholders was lacking in terms of assisting new educators to adapt to the new environment. In the light of the above challenges, I recommend that the policy of rationalisation and redeployment be revisited once more to ensure that everybody would see the need of its implementation. I also recommend that communication and explanation of how the policy works should be improved by involving all the stakeholders. The policy involves the human resources; therefore training of all the people involved on how the policy should be handled is very important. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The aim of this research project was to explore Grade 10 Mathematics teachers understanding and practices in implementing the NCS in their rural schools. The research further explored perceptions teachers have about the curriculum. The research was conducted in four rural schools under Ugu District the Lower South Coast Region of KwaZulu–Natal which were randomly selected based on the rural location of the schools. Four teachers one from each school were selected on condition that they had taught Grade 10 Mathematics for more than two years from 2006. The data was collected from questionnaires, observations and interviews. The study was focused on the understanding and teaching practices that teachers have as they go about implementing Grade 10 Mathematics curriculum in their schools. The findings of the study indicate that generally the teachers felt the content of the curriculum was appropriate for their Grade 10 learners. However it was also found that not only one teacher made an attempt to mediate in context. In terms of assessment all the teachers supported the traditional methods of assessment, and had a superficial understanding of assessment. None of the teachers used lesson plans while teaching. In terms of support none of the teachers received unsolicited help from their HODs or school management. In terms of classroom teaching, none of the lessons that were observed included feedback or consolidation of previous work. The lessons of the teachers were also very poorly resourced. The recommendations of this study are that teachers need to familiarise themselves with the current policy documents and to make more effective use of their teaching time Furthermore the school management teams also need guidance on how to provide teachers with support that can help them improve their teaching. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

The South African education system is undergoing radical transformation in terms of the curriculum. One of the means in the transformation process is the infusion of computer literacy in the schools’ curriculum. The South African education system is being reshaped and this calls for co-ordination between the school and the workplace, as learners who are taught in schools are going to occupy different positions in different work situations. The school’s task is therefore to equip learners with relevant computer literacy skills required in the workplace. The National Curriculum Statement (NCS) states: “Learners should understand the design process from conceptualisation to realisation. Problem-solving and lateral-thinking skills, creativity and innovation should be explored and developed through the systematic investigation of problems posed by a design brief in order to produce a marketable solution. Learners are given a brief, research the subject, generate ideas, develop concepts, implement, critically reflect on, and then evaluate the design solution. Self-discipline and responsible design ethics, as well as an awareness of aesthetics and functionality, must be evident throughout the design process,” (Asmal, 2003, p. 3). In countries like the United Kingdom, computer literacy is very important in that it is seen as a passport to employment (Bork, as cited by Moodley, 2002). The government of Rwanda’s national goal on ICT is that Rwanda will achieve “middle-income status by 2020 based on an information-rich, knowledge-based society and economy” Farrel (2007, p. 3). Micheuz (2006, p. 1) states: “Schools in Austria providing compulsory education are accountable for imparting IT skills and informatics competencies to their pupils”. There is a shift in the South African education system to eradicate the imbalances of the apartheid education system. Curriculum 2005 has been put in place, however due to some uncertainties that academics have articulated about Curriculum 2005, it has been revised. The principles of the NCS are the same as those of Curriculum 2005 in that they are based on building on the vision and values of the Constitution and Curriculum 2005 (Asmal, 2003, p. 2). The principles include social justice, a healthy environment, human rights and inclusivity (Asmal, 2003, p. 2). The NCS adopts an inclusive approach by specifying minimum requirements for learners. The special educational, emotional, social and physical needs of learners are addressed in the design and the development of appropriate learning programmes. The transition from the apartheid education system to the present education system, i.e. the NCS, has not been without problems. Debates on educational issues are always arguable because they involve many other stakeholders such as politicians and the community (Asmal, 2003). In the past, South African education reflected the fragmented society in which it was based and hardly created conscientious, critical citizens. Education as a means of undemocratic social control created individuals who were not only short changed but were also compartmentalized along racial and cultural lines. The education system also failed to address the democratic principles based on access, full participation and equity (Asmal, 2003). The objectives of the policy on E-education in the schools’ white paper on Eeducation are that every South African learner both in General and Further Education and Training (GET and FET) will be information and communication technology-capable by 2013. Asmal went on to say that every school in General and Further Education and Training will turn into E-schools (Asmal, 2003, p. 4). The GET band here refers to Grades 7, 8 and 9 and the FET refers to Grades 10, 11, and 12. With this as background, the researcher intended to understand whether or not the teaching and learning of computer literacy occurred in a constructive way, and one that will equip learners with relevant computer literacy skills required in the workplace; skills that will enable learners to solve economic, political and societal problems. Meyer, Barber and Pfaffenberger (1999, p. 56) argue that: “Computers play key roles in our societies as they guide aircraft to safe landings, help surgeons perform tricky operations and route calls through a phone system”. The research took place in two high schools in rural areas in the Greytown area. The two high schools have computers and are teaching computer literacy starting from Grade 8 and continuing to Grade 12. This study focused on Grade Nine as this grade is considered to be a preparatory stage when learners need to be shaped for the next grade (Grade 10) and begin to choose their career paths. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

In this study I undertook to investigate educator professional development and support in three rural and two semi-rural schools in the KwaMashu Circuit. The rationale for the study took into consideration the demands for continuous educator professional development in order to enable the educators to face and overcome current challenges in education. In addition, schools located in rural and semi-rural areas are largely under-resourced, thus necessitating excellent human resource input from the educators. This therefore calls for effective and extensive professional development and support in such disadvantaged areas. / Thesis (M.Ed.) - University of Kwazulu-Natal, 2008.

This dissertation examines the following key educational issues: the needs of rural teachers, the role of rural parents in education and the nature of support provided by non-governmental organisations. The literature on South African education, rural education and in-service education and training provides a theoretical framework for the evaluation of an education innovation which began in 1986 in KwaNgwanase, in the Ubombo Circuit of the KwaZulu Department of Education and Culture. The focus of the study is to show how an innovation can be adapted by rural teachers to suit their own specific needs. It is acknowledged that improving teacher support and school provision within a rural area in South Africa is only a small step in transforming an inadequate education context. It remains the role of the state to provide a meaningful system of education for all South Africans, but communities can, and should, play a role in deciding how this service can best be utilised. The study suggests that aspects of the innovation has potential for replicability in other rural areas and may provide a strategy to address the need for appropriate in-service education and training for rural teachers. / Thesis (M.Ed.) - University of Natal, 1992

The aim of this study is to explore a team-based approach to leading and managing a rural primary school. A requirement in a team-based approach to make quality decisions and improvements in the school, comes from people working in harmony. In noting that teams are more effective than individuals, this study explores how a team-based approach to leading and managing schools plays itself out in a rural primary school. The objectives of this study were to determine how a team-based approach is operationalised in a rural primary school and to determine the challenges and possibilities associated with a team-based approach. The study employed an interpretive meta-theoretical approach with a case study research design. For the purpose of this study, purposive sampling was chosen. The study was conducted in a public rural primary school in the eThekwini Region of the Ilembe District. The research participants sampled comprised two male and three female participants to accommodate gender representation. The principal, head of department (intermediate, phase), acting head of department (foundation phase), one level one educator (intermediate phase) and one level one educator (foundation phase) who were concerned with the day-to-day activity of the organisation and the delivery of its performance were selected. Data was collected by means of semi-structured interviews. The collected data was analysed and categorised into common categories, patterns and themes. The key findings that emerged from the research were that to ensure achievement of school goals, teamwork is necessary. People working together, learning and sharing together will promote team effectiveness. The principal, together with the SMT play an important role in creating and managing the different types of teams. By having regular formal and informal meetings; ongoing professional development; monitoring and evaluating members of a team; having a clear vision and rationale to manage change and conflict will lead to continuous improvement and team effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

I am employed by the Department of Education as a Senior Education Specialist, / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study is an examination of services in previously disadvantaged rural areas of South Africa with special reference to health and education. The case study approach was used in this study and Okhombe Ward of the Amazizi area in Northern Kwazulu-Natal was selected for this research project. The purpose of the study was firstly to determine the socio-economic profile of the people in Okhombe. Secondly, the study intended to identify whether services that enhance well-being are available in the Okhombe. Thirdly, the study aimed at assessing the quality and adequacy of the services that are available. Fourthly, the study aimed at ascertaining the concerns, problems and needs of people. Fifthly, the study intended to establish whether power dynamics compete with each other in the acquisition and accessibility of services and; lastly to forward recommendations based on findings from this research. The research found that the people were happy with the manner in which decisions were taken regarding the village. Meetings are called up at the community hall and every household is invited. There is consultation and negotiation with the people. This study found that, the health needs of the people are being catered for by the many traditional healers in the area and a mobile clinic that visits the Okhombe Ward on two Wednesdays a month. The main clinic that services the Okhombe Ward and entire Amazizi area is located some ten kilometers from Okhombe. There are no emergency and hospital services available in the area. While the people are happy with services of the many traditional healers in the area, they are not satisfied with the present health provisions by the Department of Health. It is recommended that a full tinle clinic be established in Okhombe to replace the mobile clinic and that provisions be made for hospital and emergency services in the Amazizi area. There is a primary and a high school that caters for the educational needs of the children. The high school lacks electricity, water supply and an administration building. The Principal and the heads of departments at the high school make use of space in the adjacent community hall. Both schools did not have their full complement of educators in January 2001. The primary school has electricity and a standpipe for water. Further, the schools did not have resources such as properly maintained sports fields, laboratories, libraries and good toilet and sanitation facilities. There also was a shortage of desks and chairs at both schools. The Okhombe community places great stress on education and this is borne by the fact that they would like both boys and girls to be educated. They would like a skills training centre for school leaving children to be established in the area. The people believe that education and skills training would enable the youth to secure employment in the competitive labour market. The community also wants Adult Basic Education to be reintroduced in the area. The Department of Education must provide the necessary infrastructure in terms of furniture, administration buildings, ablution facilities, libraries and equipped specialist rooms. It must also provide a full complement of educators for the schools at the beginning of each year in order that the schools function at an optimal level. Schools must offer subjects like woodwork, agricultural science, metalwork, computer studies, etc. that will help prepare youth for later employment. To this end schools must be equipped with the necessary workshops, specialist rooms and qualified educators. A traditional hierarchical system exists in Okhombe. At the local level, the Induna is in charge. Above the Induna is the Chief. The chief is the most powerful person in the area under his control and all disputes are taken to the Chief's court. / Thesis (M.A.)-University of Durban-Westville, 2002.