The researcher investigated the management and implementation of the Common Tasks for Assessment Instrument as a tool for assessing Grade 9 learners in public schools. The objectives were to investigate: * what the CTA Instrument entails for teaching and learning * its positive and negative aspects * training and development of the school management teams (SMTs) and Grade 9 educators in preparation for the implementation * the management of its implementation * learner performance Four schools, comprising two urban and two township schools from the former Transvaal Education Department and the House of Delegates, respectively, were involved in this qualitative study. Grade 9 educators, SMT members and district officials were interviewed in this exploratory case study. The study indicates that: * The CTA Instrument entails a large amount of work for little marks. * Educators identified a few positive and a large number of negative aspects of the Instrument. * Training and development for SMTs and Grade 9 educators were inadequate. * Management styles and models, and leadership styles and models varied. The quality of management practices differed from one school to another. * On the whole, although implementation was satisfactory it was fraught with numerous problems largely relating to management's lack of effective support, their inadequate training and poor assessment competence, insufficient guidance for instruction, limited resources, learner apathy, staff instability, and absenteeism, amongst other problems. * Although some of the learners performed very well, this should not distract attention from the majority who performed badly. Factors such as poor socio- economic backgrounds, learners' negative attitudes, their insufficient participation and poor commitment to their studies, amongst others, affected their involvement and the overall results. / Educational Studies / M.Ed. (Education Management)

This study focuses on the role of educators in the establishment and maintenance of effective discipline in the school and classroom. In a mainly qualitative investigation, empirical data from three secondary schools in the Nkangala region of the Mpumalanga Province were collected by means of focus group and individual interviews as well as observation. These data were analysed in accordance with accepted procedures for qualitative data processing. The study confirmed most of the views found in the existing body of knowledge on school discipline. In the dissertation, detailed attention is paid to the disciplinary problems those educators who were interviewed, experienced, the perceived origin of those problems and suggested solutions. The rights and duties of educators in regard to the management of discipline were also considered. To conclude the study, eight strategies to promote the establishment and maintenance of discipline in secondary schools were proposed. / Educational Studies / M. Ed. (Educational Management)

This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management)

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 / 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)

The purpose of this study was to investigate the misconduct of learners in secondary schools in the Ntoane village. It served to determine the • extent to which teenage fall pregnant; • the intensity in which teachers tackle gender violence in schools; • the manner in which the parents’ culture and values are enforced by the teachers. Recommendations are made on how to overcome these barriers and to improve the level of misconduct. A literature study was carried out to gain an understanding of misconduct, and covered the following issues: • What is misconduct? • The causes of misconduct. • An overview of learner misconduct. • The origins of learner misconduct. • Manifestations of learner misconduct in the classroom. • The factors which cause learner misconduct. A qualitative research method was used in this research. The targeted population groups are teenagers in grades 9 and 10 in the Ntoane village. v Interviews were conducted at two schools in the Ntoane village where educators, the school governing bodies and members of the representative council of learners were interviewed. The findings were discussed at length to determine the research objectives. Conclusions were drawn after analysing these findings, and recommendations were formulated. / Education Management / M. Ed. (Education Management)

This study aimed to evaluate the benefits of life skills training as a preventive strategy for HIV and AIDS, for secondary school learners in one secondary school in the Moretele District of Mpumalanga. The objectives of this study were to determine the levels of learners’ knowledge about HIV and AIDS, and levels of teacher training in life skills, to assess how teachers’ and learners’ attitudes affect life skills training, to explore the perceptions of teachers and learners regarding the usefulness of life skills training in the prevention of HIV transmission and to assess the usefulness of the learning and teaching support materials (LTSM) used in life skills training. The study also investigated the challenges encountered by learners and teachers in life skills training in order to make recommendations for improvements. This is a qualitative evaluation study that involved qualitative focus group interviews, qualitative semi-structured interviews and qualitative observation. Sampling was purposive and it entailed 30 grade 9 learners and 2 grade 9 Life Orientation teachers. The Health Belief Model and Social Cognitive Theory formed the theoretical framework for this study. The results of the study showed that the aspects which significantly benefited learners were: sufficiently acceptable levels of knowledge about HIV and AIDS, the use of other resources from the library, and development of positive attitudes of learners and teachers involved in life skills. Aspects of life skills training which demonstrated partial benefits for the learners were teacher training and involvement of parents and other health care professionals. However, aspects which were less developed were the learners’ and teachers’ knowledge and application regarding some skills needed for prevention of HIV infection / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)