No doubt can exist that discipline and authority in Black schools, including Tsonga secondary schools, is at present undergoing a very difficult period. One crisis follows another and there are constant threats of boycotts and violence, threats which only too often become reality. This dissertation is an attempt at revealing the possible causes for this problem, by means of a phenomenological investigation into those essentials which are preconditions for the implementation of pedagogically accountable authority. The concept of authority, with special reference to Tsonga traditions and the place and role of members of the tribe and family, in enforcing authority, are examined. Guidance, assistance, acceptance, and the essential components of the relationship structure are given attention. As the dissertation is concerned with the school situation, the teacher's person, personality and his training also received attention. Recommendations for further study and possible ways to alleviate the situation, are suggested. / Educational Studies / M. Ed. (Fundamental Pedagogics)

South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)

Thesis in compliance with the requirements for the Doctor’s Degree in Technology: Language Practice, Durban University of Technology, 2012. / This study, in adopting a phenomenological approach, provides an overview of the contextual realities surrounding language choice and usage as it impacts on the academic performance of English second language learners. There have been concerns that the majority of learners with indigenous mother tongues can be seen to fare badly in a post liberation educational system in which English or Afrikaans is still used as medium of instruction. The focus of this study was therefore the impact of English as the medium of instruction on the academic performance of English second language learners. Using a mixed method approach, through a case study, data from questionnaires, interviews and observations were analysed using various statistical packages and the findings were reported on. It was established that it was not so much the language per se which had a negative impact on the academic performance of English second language learners: it was rather the efficacy of usage of the chosen language and other periphery issues in the formal environment, such as lack of interactions with target language speakers, code-switching, and teacher competence, which resulted in the poor academic performance of English second language learners. Furthermore, it was also established that the informal environment, consisting of learners’ culture and traditions, family educational qualifications, absenteeism and appropriate resources at home and community libraries, which also had a negative impact on academic performance. It was therefore recommended that, amongst other things, the Language in Education Policy be amended to provide for more opportunities for learner interaction with the target language. Furthermore, given that the efficacy of education is contingent upon the competence of the teachers, relevant skills and competencies among teachers should be developed to enhance their performance in class. It was also found that code-switching was counterproductive to learning the target language, thus holding back ESL learners’ acquisition of content knowledge. As such, code-switching should be used very restrictively, if at all, in the Further Education and Training phase. It was also recommended that necessary lexicons and registers of the indigenous languages be developed sufficiently so that these are worthy of use as media of instruction, without necessarily being seen as a replacement of English as medium of instruction. There should also be greater involvement of all stakeholders in the choice of and availability of resources which are relevant to the context of learners. Other issues requiring intervention from a broader stakeholder involvement include iii interdepartmental integration to alleviate poverty, and provision of transport so that learners might report regularly and timeously to school, thus reducing absenteeism. The solution to improving learner academic performance requires concerted and co-ordinated inter-governmental, community and other stakeholders’ effort and the necessary will of the government to ensure that learners receive quality education. / Durban University of Technology Postgraduate Development and Support Centre.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: In light of recent South African literature that shows that most adolescents from previously disadvantaged communities have until recently not had access to career guidance interventions, it was decided to do an investigation into the career interests of a group of learners from such a community. It was decided to specifically focus on sex role stereotyping and parental role models, with the purpose of gaining relevant information that can be used in the planning of career guidance curricula. Socio-economic and cultural variables were also considered. The investigation was done with the coloured communities of the Cape West Coast area. Learners from grade nine of 11 senior secondary schools were visited and requested to rank the ten interest fields of the MB 10 interest questionnaire from 1 to lOon grounds of preference. Statistical calculations were used to compare the boys' and girls' fields of interest. The learners were also requested to make a provisional career choice. This information was then compared to their parents' careers in order to ascertain what role parental role models have in their conditional career choices. From the investigation the following become evident: • There is a statistical relevant difference (p<O.O1) between the sexes' interest on al ten MB 10 fields of interests together. • There is a statistical relevant difference (p<O.OI) between the sexes' interest in the following fields: People as individualsIin small groups (In), People in groups or public appearance (Gr), Linguistic (L), Artistic (A), Practical (P) and Animals, biological sciences (Z). • Parental role models do not seem to have a powerful influence on the participants' declared career choices. • Socio-economic and cultural influences seem to playa role in the participants' declared career choices. An attempt was made to contribute to the process of career development of adolescents through making recommendations regarding the development of career guidance curricula. / AFRIKAANSE OPSOMMING: In die lig van resente Suid-Afrikaanse literatuur wat dit duidelik maak dat die meeste adolessente uit histories benadeelde gebiede tot onlangs min en selfs geen toegang tot beroepsvoorligtingintervensies gehad het nie, is besluit om 'n ondersoek te doen na die beroepsbelangstellings van so 'n groep leerders. Daar is besluit om spesifiek op geslagsrolstereotipering en ouerlike rolmodelle te fokus, met die doe Iom sodoende relevante inligting in te win wat in die beplanning van beroepsvoorligting kurrikula 'n rol kan speel. Sosio-ekonomiese en kulturele veranderlikes is ook in ag geneem. Die ondersoek is onder die bruin gemeenskappe van die Kaapse Weskusstreek uitgevoer. Graad nege leerders van Il senior sekondêre skole is besoek en versoek om die tien belangstellingsvelde van die MB 10 belangstellingsvraelys op grond van voorkeur van 1 tot lOte rangorden. Die seuns en meisies se belangstellingsvelde is deur middel van statistiese berekeninge met mekaar vergelyk Die leerders is ook gevra om 'n voorlopige beroepskeuse te maak Hierdie inligting is toe met hulouers se beroepe vergelyk om sodoende vas te stel watter rolouerlike rolmodelle in hul verklaarde beroepskeuses speel. Uit die ondersoek blyk die volgende: • Daar is wel 'n statisties beduidende verskil (p<O.OI) tussen die geslagte se belangstelling op al tien die MB 10 belangstellingsvelde gesamentlik. • Daar is statisties beduidende verskille (p<O.OI) tussen die geslagte se belangstelling in die velde: Mense as individue/in klein groepies (In), Mense in groepe of openbare optrede (Gr), Linguïsties (L), Artisties (A), Prakties (pr) en Diere, biologiese wetenskappe (Z). • Ouerlike rolmodelle blyk nie 'n kragtige invloed op die deelnemers se verklaarde beroepskeuses te hê nie. • Sosio-ekonomiese en kulturele invloede blyk wel 'n rol te speel in die deelnemers se verklaarde keuses van beroep. Daar is gepoog om die proses van beroepsontwikkeling van adolessente aan te spreek deur aanbevelings rondom die ontwikkeling van beroepsvoorligting kurrikula te maak

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background. / AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

Thesis (MEd) -- Stellenbosch University, 2010. / ENGLISH ABSTRACT: The new Technology curriculum was included in the National Curriculum Statement (Department of Education, 2005) as part of the broader intention of serving as the vehicle for reconstructing our society and our orientation towards education for the 21st century. In this narrative I will start by exploring the congruence between the technology curriculum, globalisation and the knowledge economy, the related discourses and the expectations these create for technology education in the Further Education and Training and General Education and Training bands in secondary education in South African schools. I will continue by critically engaging with the discourses and school-based patterns of engagement that shape the technology curriculum as well as teaching and learning practices in a secondary school. By locating my arguments within Pierre Bourdieu’s theories of habitus, field and strategies, as elaborated on by Lingard and Christie (2003), as well as Foucault’s theory of power, this narrative will engage with the perceived gap in the policy implementation process. This gap consists of a myriad of contextually interrelated factors that interact with the achievement of the prescribed outcomes and ultimately the intention of shaping learners for meaningful participation in the knowledge economy.

D.Ed. / This study focuses on the problem of the lack of a culture of learning in schools of the former Department of Education and Training (DET). It is common knowledge that the culture of learning in many schools leaves much to be desired. The schools are characterised by early school dropout, an anti academic attitude, low morale among pupils and teachers, loss of time on a large scale and poor results. The purpose of this study is to analyse, describe and classify the nature of the culture of learning in schools of the former DET in parts of Gauteng, Mpumalanga and the Free State. This purpose was realised by undertaking a theoretical investigation in the first place and secondly an empirical investigation into various aspects of the culture of learning. In the theoretical investigation, which served as basis for the empirical investigation, an attempt was made to obtain clarity about the meaning of the concept 'a culture of learning'. A concept analysis indicated that 'a culture of learning' points to the disposition towards learning and the atmosphere of diligence_ or industry that develops in a school as a result of a combination of the personal characteristics of pupils, certain elements in the family, elements in the school and elements in the community. The empirical investigation consisted of visits to fourteen schools in parts of Gauteng, Mpumalanga and the Free State. Qualitative and quantitative methods were combined during the empirical investigation. During the quantitative investigation objective observation techniques were used, namely two questionnaires - one for teachers and one for pupils. During the qualitative investigation participating data collection techniques were used, namely semi-structured interviews with pupils, teachers, principals and DET officials. By combining these two procedures a clearer overall representation could be obtained of the nature of the culture of learning in schools and the validity of the eventual conclusions could be promoted by the process of triangulation. A few deductions concerning the personal characteristics of pupils, elements of the family and elements of the school are hereby presented: Prominent features of pupils that are a result of the qualitative and quantitative data and that have an inhibiting influence on the culture of learning, include: irregular school attendance and a lack of punctuality ; an inadequate language code and a limited capacity of expression ; inadequate study methods ; an inferior knowledge base or frame of reference ; the absence of a work ethic ; the presence of a passive or unconcerned attitude towards learning a lack of motivation and discipline. The investigation proved that the family structure forms the foundation on which the culture of learning at school must build. As a result of various. problems the families of a large number of pupils are not able to support the pupil in preparing for the demands of the school. These problems include: the disintegration of families ; the lack of involvement of parents ; illiteracy of parents ; inadequate facilities in the home. 3 • Prominent features of schools with a negative influence on the culture of learning that continue the vicious cycle of poor performance and failure, include: disorder and lack of discipline the ineffective functioning of the principal ; an inadequate culture of teaching/instruction ; wasting of time on a large scale ; over occupation and inadequate facilities. Many of the problems that have a negative influence on the culture of learning in schools of the former DET, are deeply embedded in the South African community. It must therefore, be accepted that the solution to the problem regarding the culture of learning in South Africa will require time, intensive attention and a change of attitude in all parties concerned, in order to be solved.

In the twenty-first century, many educational systems are embracing a new paradigm of educational management that utilises team management in schools. The democratic nature of this notion in South Africa involves the use of School Management Teams (SMTs). Reflecting on this movement, this research explored the capacity of these SMTs to cultivate moral purpose in six purposively sampled schools in Limpopo Province. The data collection methods included a series of semi-structured interviews with SMT members, examination of relevant documents, and scheduled observations. The data from the interviews was transcribed manually and this, together with document analysis and scheduled observations, was analysed in three interrelated stages using the four research questions as guides (Miles & Huberman, 1994). The research highlighted that the moral purpose is a relatively new concept to the majority of SMTs. Only a few school managers presented explicit references to the notion, perceiving it as a “compelling moral imperative” or “moral goal of achievement” or “whole-school vision for academic success” or simply “respect”. Notwithstanding the different perceptions, this moral purpose is directed towards raising the level of learner achievement and it is realised when the SMTs articulate the values of commitment, discipline and responsibility. The SMTs members affirmed their commitment to various aspects of instructional leadership. Furthermore, teamwork exemplified in participative decision-making was highlighted as a notion that enhances learner achievement. The findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of parent involvement, learners discipline, and teachers’ lack of commitment to moral purpose as crucial factors that inhibit the sharing of moral purpose in schools. The two critical responsibilities accepted by the SMTs to address the constraints of sharing moral purpose are highlighted as consulting with legitimate stakeholders and reinforcing policy in the schools. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Educational Leadership and Management)

A Dissertation Submitted to the Faculty of Education University of the Witwatersrand, Johannesburg for the Degree of Doctor of Philosophy / In the mid 1970s certain hitherto white private schools began admitting pupils of other race groups. As desegregated schools become more common in this country, there is need for curriculum research that can inform both policy makers and practioners. This study explores curriculum issues at a secondary school ten years after it admitted pupils of all race groups. Located within the qualitative research paradigm, this research is an ethnographic case study based on a year's participant observation in the school The study focused on teachers' approaches to their work, their aims, choice of material and methodology, academic achievement patterns, perceptions of factors influencing these and strategies for dealing with them; pupils' responses to different curriculum content, teaching styles and strategies, and the interplay between social interaction and learning. Within a framework of Similarity, there were differences among black and white pupils' expectations of the school, their evaluation of subjects, their prioritization of constructs of good teaching and their evaluation of the school in fulfilling key expectations. Black pupils underachieved academically. and were relatively more sensitive to the subtle tension underlying race group interaction. The curriculum was perceived as basically assimilationist, and most teaching conservative. geared toward narrow academic aims. A small group of teachers who promoted a less Eurocentric approach which tended to be more pupil-centered, activity-based and issue-centered met some opposition from their colleagues. The study highlights the interplay between social interaction and achievement, the need to address both social and personal educational aims together with academic achievement. The findings suggest that unless certain key curriculum changes are implemented, black pupils are likely to remain academically marginalized in open schools, and desegregated schools run the risk of contributing little to social change. / AC2017

Thesis (M. Ed. (Educational technology)) -- University of Limpopo, 2002 / Refer to document