The small Gulf nation of Qatar, despite its vast oil and gas wealth, suffers from a lack of human capital, particularly with respect to deficits in academic outcomes. Despite extensive investment in education, Qataris, and in particular Qatari boys, are still underperforming relative to international standards and relative to its wealth. In this dissertation I explored political, economic, and sociological approaches to investigate factors contributing to the underperformance of male Qatari students. Specifically, I have examined how male Qatari high school students internalize social values and economic and political policies as “signals” that inform and are reflected in their attitudes towards education and learning. I have hypothesized that Qatari male students who perceive the economic entitlement signals, and who perceive wasta (social status) as a venue of success, and who lack civic engagement, will do worse academically. My research focused on Qatari males attending public high schools in Qatar, which are operated by the Ministry of Education, and examined their performance on national standardized tests. To investigate my research question, I conducted a quantitative study using an original survey instrument. The target population included a representative sample of Qatari high school students who were in grades 10, 11, and 12 in the public schools in Qatar. My analysis of the data found mixed results in which economic signals appear to be strongly associated with male academic performance. Furthermore, Qatari high school boys’ perceptions of the value of wasta was correlated with their achievement on test scores. Surprisingly, Qatari high school boys’ perceptions of civic engagement did not appear to associate with Qatari males’ academic underperformance.

published_or_final_version / Education / Master / Master of Education

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration. This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed. A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)

published_or_final_version / abstract / Education / Master / Master of Education

Poverty has and will continue to precipitate enormous suffering for countless children in Zimbabwe. This study examines how the psychosocial effects of poverty affect the academic performance of the girl child. At the same time it identifies various policies and programmes designed to attenuate the negative effects of poverty on children. It is estimated that about seven out of ten families in Zimbabwe live in dire poverty because of political unrest, socioeconomic instability, economic and political sanctions, drought, environmental degradation, and HIV/AIDS. This study is informed by Urie Bronfenbrenner’s ecological theory, and the humanistic perspective. A qualitative phenomenological design was used with focus group discussions, interviews and observations as data-collection instruments, with fifteen (15) Form 2 girls, six (6) teachers, and three (3) headmasters in three secondary schools in Masvingo Province. The use of the phenomenological design helped to bring to the surface deep issues, and to make the voices of the girl children heard. The Tesch’s open coding method of data analysis was used to identify themes and categories. Findings from this study revealed that the majority of the families in Zimbabwe cannot afford even the basic human needs (food and non-food items) which are necessary to sustain life, thus adversely affecting the children’s health, and their emotional, physical, moral, social and academic achievements. This study also established that the girls’ academic performance is affected by household chores/child labour, financial constraints, a lack of motivation, early marriages, and the lack of food, as well as health issues and sanitation, delinquent behaviour, child abuse, prostitution, the long distances to and from school, stigmatisation and marginalisation. This study recommends early intervention programmes for children, and the sustainable development of mining, rural and urban communities. The government, and the families, should make basic education affordable to all children, irrespective of their gender. This study also recommends that the problems be addressed by the microsystems of the school, and of the families, and the neighbourhood mesosystems (linkages) and exosystems, as well as by the macro-systems (political, ideology). Collaborative work is also needed among Zimbabweans and all stakeholders to revisit the root causes of poverty. / Psychology of Education / D. Ed. (Psychology of Education)

Poverty has and will continue to precipitate enormous suffering for countless children in Zimbabwe. This study examines how the psychosocial effects of poverty affect the academic performance of the girl child. At the same time it identifies various policies and programmes designed to attenuate the negative effects of poverty on children. It is estimated that about seven out of ten families in Zimbabwe live in dire poverty because of political unrest, socioeconomic instability, economic and political sanctions, drought, environmental degradation, and HIV/AIDS. This study is informed by Urie Bronfenbrenner’s ecological theory, and the humanistic perspective. A qualitative phenomenological design was used with focus group discussions, interviews and observations as data-collection instruments, with fifteen (15) Form 2 girls, six (6) teachers, and three (3) headmasters in three secondary schools in Masvingo Province. The use of the phenomenological design helped to bring to the surface deep issues, and to make the voices of the girl children heard. The Tesch’s open coding method of data analysis was used to identify themes and categories. Findings from this study revealed that the majority of the families in Zimbabwe cannot afford even the basic human needs (food and non-food items) which are necessary to sustain life, thus adversely affecting the children’s health, and their emotional, physical, moral, social and academic achievements. This study also established that the girls’ academic performance is affected by household chores/child labour, financial constraints, a lack of motivation, early marriages, and the lack of food, as well as health issues and sanitation, delinquent behaviour, child abuse, prostitution, the long distances to and from school, stigmatisation and marginalisation. This study recommends early intervention programmes for children, and the sustainable development of mining, rural and urban communities. The government, and the families, should make basic education affordable to all children, irrespective of their gender. This study also recommends that the problems be addressed by the microsystems of the school, and of the families, and the neighbourhood mesosystems (linkages) and exosystems, as well as by the macro-systems (political, ideology). Collaborative work is also needed among Zimbabweans and all stakeholders to revisit the root causes of poverty. / Psychology of Education / D. Ed. (Psychology of Education)

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))

According to Hatlen (2004), most learners with disabilities in an inclusive educational setting are socially isolated. This statement contributed to the research question of this study, how do learners with visual impairment experience the social aspects of their inclusion in a Namibian mainstream secondary school? The aim of this study was to design a case study to analyse and describe data collected from learners with visual impairment and other participants to determine how they are socially included in a mainstream setting. A qualitative research methodology was used, which included purposive sampling to select participants. The researcher functioned in an interpretive/constructivist paradigm. It was found that the learners with disabilities and the able-bodied learners do not truly mix, however, the learners with disabilities are content in the mainstream school and they prefer it. / Om aan 'n groep te behoort en sosiaal ingesluit te voel is 'n basiese menslike behoefte - dit is net so belangrik soos die basiese behoeftes van kos en veiligheid. Sosiale inklusie kan as een van die kritiese elemente beskou word wat onderskei tussen mense wat ongesteld is en mense wat gesond is. Betekenisvolle verhoudings dra by tot self-aktualisering. Lae sosiale inklusie beteken vir leerders eensaamheid en swak aanvaarding deur portuurgroepe. Sosiale inklusie is van groot belang vir kinders se ontwikkeling. Navorsing het bevind dat inklusiewe hoofstroomskole die effektiefste manier is om diskriminasie te beveg en sosiale insluiting te bevorder. Hatlen (2004) is van mening dat die groter meerderheid van leerders met gestremdhede in 'n hoofstroomskool sosiaal gei soleerd is. Die doel van hierdie kwalitatiewe studie was om leerders met gestremdhede se persepsie van hulle eie sosiale aanvaarding binne 'n inklusiewe hoofstroom sekondere skool te ondersoek. Die navorser het binne 'n interpretatiewe/konstruktivistiese paradigma gewerk. 'n Kwalitatiewe navorsingsmetodologie is gevolg en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers sou wees; onderhoude, observasie, dokumente en refleksies om data te genereer; en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui aan dat leerders met gestremdhede vir jare afgesonder was van die res van die samelewing deur hierdie leerders in spesiale skole te plaas. Dit het veroorsaak dat mense vervreemd van mekaar is en het 'n skeiding tussen 'ons' en 'hulle' veroorsaak. Die bevindinge van hierdie studie beklemtoon die belangrikheid van bewusmaking tussen leerders met gestremdhede en leerders sonder gestremdhede. Daar kom wel afknouery voor op die skoolgronde en ware vriendskappe tussen leerders met gestremdhede en leerders sonder gestremdhede vind nie in die ware sin van die woord plaas nie. Hierdie leerders is egter tevrede en verkies steeds om in 'n hoofstroomskool te wees. Inklusiewe onderwys is nog 'n nuwe konsep en in die ontwikkelingsfase in Namibie, terwyl die leerders nog onbekend is met inklusie, asook met mekaar. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)