Bibliography: pages 310-325. / At the end of World War II, volunteers from the University of Cape Town began literacy and post-literacy evening classes for African adults near the Blouvlei squatter settlement in Retreat. From this small beginning a significant voluntary adult education movement developed until, at the peak of its expansion, there were night schools located at fourteen different sites in the Cape Peninsula from Sea Point to Simonstown. The thesis studies the twenty-three year lifespan of this movement which provided tuition at both primary and secondary level and from 1950 called itself the "Cape Non-European Night Schools Association" (CNENSA). The history of the organisation deals chronologically with three distinct periods: (1) 1945-1948, the opening phase, when in the aftermath of a Commission of Enquiry into adult education, volunteer groups undertaking adult night classes were encouraged and were granted small subsidies; (2) 1949-1957, a period of continuing and rapid expansion; (3) 1958-1967, the years in which the government reduced, restricted and finally eliminated all the CNENSA's schools. While the movement is studied with regard to its educational programme, choice of subjects, curricula, text-books and general organisation, much of the central interest derives from an examination of its origin and operation in relation to the political and socio-economic developments in the country. The study is thus concerned with the causes of African poverty and illiteracy and the continuous backdrop of major external events during the existence of the Association. In the inter-relatedness of the two historical themes thus pursued, the participants in the education movement, both teachers and pupils, are seen to reflect the wider society, and the study in its broad survey refers to many events of profound historical significance; these include the setting up of Bantu Education and the other pillars of apartheid, the development of major protest organisations and trade unions, the staging of the Civil Disobedience Campaign and the Congress of the People, the events at Sharpeville and in Langa in 1960 and the eventual emergence of underground movements and armed resistance. There is a strong focus on the motives and attitudes of both the learners and teachers in the movement and on their perceptions of their times and of each other. In this respect an interesting liberal-radical continuum is seen running right through the history of the Association. In the concluding chapters, to question the evidence from an alternative viewpoint before final evaluations are made, the work of the CNENSA is examined in the light of a Paulo Freirian perspective.

Thesis (MEd)--Cape Peninsula University of Technology, 2016. / Many schools in the Western Cape Province of South Africa have opted to change from a fee-paying school to that of no-fee paying school, due to the small or no income of funding received annually from learners from poor economic backgrounds. The study aimed to investigate whether this school fee system was able to successfully address barriers which the previous system was unable to, and for this reason I addressed the stakeholders who are involved in the implementation of this no-fee school policy. This study aimed to explore the experiences of teachers and parents at the no-fee school well after its transition from feepaying. In summary, the study examined whether the no-fee allocated funds per learner were able to improve the school performance indicators (school facilities, resources, teacher complement, pass rates, infrastructure, etc.), since the change took place. The study applied a qualitative case study methodology to realize its purpose. I used purposeful sampling to select one newly declared no-fee school. From this school, one principal, six teachers and four sets of parents were interviewed on their experiences regarding this policy. Semi-structured interviews and observation with document analysis were triangulated to collect and enrich the data. The study revealed that this no-fee school was able to address the needs of the poor in the Lotus River historically disadvantaged community.

Includes bibliography. / The thesis is an exploratory and primarily empirical study with the objective to construct a detailed chronology of the events of the 1985 school crisis particularly in African schools in the Western Cape and to reflect on the relationship between the school crisis and the organic crisis in South Africa and the Western Cape in particular. The data for the thesis were derived from primary and secondary documentary sources and in-depth interview material. A total of 51 interviewees were selected principally on the basis of the specific role they played particularly within the Department of Education and Training institutions as well as in community, political, workers', parents', teachers' and student organisations during the 1985 school crisis in the Western cape. Interviews were open-ended with a semi-structured interview schedule which consisted of topical headings. The thesis's theoretical framework was informed by Gramsci's Marxism am the key concepts employed in the analysis included Gramsci's notions of hegemony and organic crisis as well as Freire's concept of conscientisation. Utilising Gramsci's Marxism, the historical transformations in economic, political and ideological spheres which affected the development of student struggles and the crisis in the Department of Education and Training schools in 1985 were examined. Chapter 1 deals with .the 'Total strategy' as a form of state "formative action" to overcome the general crisis. It also documents in chronological order the main events of the school boycotts and both political and economic struggles on a national level from 1953 to 1984 and early 1985 in order to provide a sound background for the 1985 school crisis in the Western Cape. Chapter 2 which is offered as an empirical contribution to sociology of education covers a series of complex events and processes which constituted the core of the 1985 school crisis in the Western Cape in a chronological order. In the conclusion, Gramsci's concepts of 'hegemony' and 'organic crisis' supplemented by Freire's notion of conscientisation were directly utilised to analyse the slogan 'People's education for people's power'. One crucial observation explicit in the thesis am expressed through verbatim interview extracts was that the school crisis could only be resolved when the apartheid capitalist system in its entirety has been abolished.

Eleven years into the South African democracy there are still huge challenges facing South African public schools, especially with regard to the notions of equity and redress. Increasingly historically advantaged and disadvantaged South African schools are entering into partnerships in an attempts to address the challenges facing them. This study focused on one such a partnership between two primary schools in an attempt to ascertain whether partnerships can in fact improve the situation.

Eleven years into the South African democracy there are still huge challenges facing South African public schools, especially with regard to the notions of equity and redress. Increasingly historically advantaged and disadvantaged South African schools are entering into partnerships in an attempts to address the challenges facing them. This study focused on one such a partnership between two primary schools in an attempt to ascertain whether partnerships can in fact improve the situation.

Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)

Asthma is not a disease with a single etiology but a very complex syndrome. Irrespective of a better understanding of the pathophysiology of asthma and its related therapeutic regimens the disease still escalates in prevalence and severity. Characteristic features of chronicity and remission ensures a fertile ground for non-compliance by patients. This quantitative, descriptive study set out to determine the asthma knowledge, asthma control and quality of life of adult asthmatics who attended the respiratory outpatient clinic at Tygerberg Hospital. The purpose was to determine an association between asthma knowledge, asthma control and asthma quality of life. A statistically significant association was found between asthma control and asthma quality of life, not with knowledge of asthma for either of the concepts. Important gaps in knowledge were identified namely an inability to recognise nocturnal coughing as a risk factor. The increased role of nurse practitioners in asthma care is highly recommended. / Health Studies / M.A. (Health Studies)

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MPA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made. / AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.

The functioning of a teacher support team is an important aspect in improving quality of education, because it has as its purpose the enhancement of collaboration and support to educators and development of conditions for learners to become more successful. This research study explored the functioning of teacher support teams in primary and elementary schools of the Western Cape Education Department of South Africa and Massachusetts in the United States of America, in assisting educators of learners with special needs in mainstream schools.