The research study has focussed on the optimal use of instruction time to arrange for improved learner performance. A qualitative investigation was conducted using individual interviewing with six school principals and focus group interviewing with fifteen Heads of Department of six selected secondary schools. The findings revealed that the establishment of a sound culture of teaching and learning in which instruction time is used optimally is the joint responsibility of the school principal and staff in collaboration with learners and parents. Instruction time is lost owing to timewasters such as teachers who are unprepared for lessons, teacher and learner absenteeism and teacher and learner tardiness. Intervention strategies to counter the negative influence of timewasters on available instruction time relate to prior planning and preparation for lessons, managing teacher and learner absenteeism and the scheduling of extra classes. The study contributes to the discourse on effective teaching and learning for acceptable learner performance. / 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 aim of the study was to investigate the changing role of the secondary school principal in building sustainable communities. It is supposed that communities that are not sustainable affect secondary schools. The focus is on how the secondary school principal should go about building, sustaining and uplifting the school community. The direct and indirect involvement of secondary school principals in community issues, could contribute to sustainability within the community, which gradually becomes a reality. The task of the secondary school principal is realised through the results of effective educative teaching and learning practices. Through literature study it was found that the role of the secondary school principal in enhancing sustainable communities would contribute to the upliftment of communities. The qualitative approach was successful in obtaining information about how the changing role of the secondary school principal in building sustainable communities is viewed. Recommendations were made concerning research findings for stakeholders and officials to note. / Educational Studies / M.Ed(Education Management))

Since 1994 the South African government has implemented principles of equity, redress and social empowerment in broader society and in education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. Moreover, decision-making power is decentralised to School Governing Bodies on which learner representatives serve in secondary schools. Thus, the latter are also involved in the management of discipline. This study explores the learners' role in the management of discipline in urban secondary schools in KwaZulu-Natal. Current perspectives on school discipline and an overview of the learners' role in discipline management in the South African context were provided. A qualitative investigation used interviews with learners and educators in selected schools to collect data. Findings suggest that learner involvement in discipline can be positive but lack of training and poor communication impede the full deployment of learners in this regard. Finally, recommendations for the improvement of practice are made. / Educational Studies / M.Ed. (Education Management)

Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation. / Educational Studies / M.Ed. (Specialisations in Guidance and Counselling)

The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province? The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics and Modern Languages / M.A. (Specialisation in Sociolinguistics)

In this qualitative study, the researcher intended to establish factors that could create a positive culture of teaching and learning at school. Findings revealed that a culture of teaching and learning can be created by factors that relate to the learners, the educators and the school setting. Findings established that learners are motivated if they participate in sports, educational trips and competitions. Learners who receive incentives for outstanding achievements and participate in the management of the school are also motivated. Motivational talks and learner's exchange programmes enhance ambition. Motivated educators are enthusiastic and creativel. Such educators are considerate to learners' personal circumstances and they have the welfare of learners at heart. An edequate supply of resources and security facilities can improve the quality of education at school. Visionary school managers who uphold a particular philosophy of life and cherish Christian values are inclined to success at school. / Educational Studies / M.Ed. (Education Management)

This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data was gathered using questionnaires and focus group interviews for grade 12 learners. Individual interviews were conducted with the parents of the grade 12 research participants, educators and the school management team. Observation and documentary evidence from school documents were also used for data collection. The data were analysed using systematic patterning, were interpreted, and given meaning linking it to the literature surveyed. The main findings indicate that a number of enabling factors that influence grade 12 learners to pursue higher education co-exist with limiting factors. Recommendations arising from the main findings are presented and the limitations of the research are identified. Areas for possible further research in strengthening learner support so as to increase the numbers of learners who qualify for higher education and to enable the learners from disadvantaged communities to realise their aspirations, are suggested.

Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.

The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.