M. Tech. Education / The Gauteng North district schools experience a gap between the financially advantaged and the financially disadvantaged with regards to their ability to acquire Information and Communication Technology resources and use relevant practices. The gap was created because of the different levels of teachers' Information and Communication Technology skills, pertaining to how to use resources on a limited budget and deal with funding for Information and Communication Technology resources. Furthermore, the gap created by the lack of resources and practices in a technological environment affected teachers' participation and performance in digital schooling. The gap identified as relating to teachers in the Gauteng North district concerned how to use Information and Communication Technologies effectively, accessing quality resources and integrating them into teaching and learning. The aim of this study was therefore to determine the resources and practices that could be implemented to bridge the digital divide existing in Gauteng North district schools. This study focused on both well- and under-resourced schools in order to determine and develop the different approaches and levels of Information and Communication Technologies in schools.

M.Ed. (Educational Management) / This study is part of the SANPAD (Southern African Netherlands Partnership for Alternatives in Development) research project. It seeks to answer the research question, how do women principals experience curriculum leadership at schools in disadvantaged communities in the Gauteng East District? The dawn of South African democracy gave rise to many changes and awoke many dormant issues, one of which was the issue of equity in the workplace. This extended into the sphere of education. There are many women who have managed to penetrate this equity barrier and reach positions of leadership in schools. I conducted this research at three schools, which are located in disadvantaged communities in the Gauteng East District in Gauteng Province in South Africa. For this qualitative research I used observations and semi-structured interviews to elicit data from the participants. During the analysis of this data the following themes emerged: (1) exercising a successful leadership style; (2) the principal as a curriculum leader; (3) socio-economic profile of community and its impact on curriculum; (4) striking a balance between family and school and (5) stakeholder participation and support. This study reveals that women principals continue to experience challenges within school; from the community outside school and in their personal lives. Stereotyping still exists, especially in communities where men are still privileged over women. Women principals need a support structure to persevere as curriculum leaders. This research project concludes with suggestions and recommendations for future research.

M.Ed. / Education in South Africa assumes that all learners should have access to effective teaching, so that inequalities can be eliminated and the skills of all learners be optimally developed. It is of cardinal importance that career guidance in schools attempt to maintain a balance between the technological demands of the world of work and the needs of each unique individual learner. Technology Education involves a radical change in the approach to education. It moves away from giving students a set body of knowledge, to a style of creating a wide range of learning activities. One such learning activity is problem-solving which teach learners to think for themselves and provides them with the skills and experiences in researching, designing and evaluating knowledge. Teachers become facilitators and work together with and help learners to reach successful outcomes and competencies. In recent research by the Curriculum 2005 Initiative (1997) in the field of career guidance, the emphasis has been placed on enabling learners to access career and other opportunities and to set goals which will enable them to make the best use of their full potential and talents. It is stated clearly that it has become imperative for education and the world of work to forge closer co-operation in order to prepare the learners for their future working lives and life-long learning prospects. The world of work changes from time to time. There is a need to continuously develop human resources to meet the demands of a growing economy and the needs of all people in the country. An effective career guidance programme is therefore essential in linking the needs of the country with the aspirations, abilities and skills of learners. The research in this study focuses primarily on career guidance in a technologically stimulating school environment. The secondary aims are to investigate the effectiveness of the career guidance teacher, the correlation between the possible influence of the career guidance teacher in grade 11 and 12, and the correlation between learners with Mathematics and Science and their study and career choices. A questionnaire with both open and closed questions was given to grade 12 learners to complete. The questionnaire was validated during a pilot study. The following interesting results were gathered: the aspects that mostly influenced the learner's subject, study and career choice are their interest and love for the subject; there is a correlation between the effectiveness of the guidance teacher and the teaching aids he or she uses in promoting careers; there is a positive correlation between the influence of the guidance teacher in grade 11 and his/her influence in grade 12. there is a correlation between learners with Mathematics and their eventual career choices. This study confirms the importance and influence of career guidance and highlights the reasons and choices which are made by learners regarding careers.

The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies. / Educational Studies / M.Ed. (Environmental Education)

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)

The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies. / Educational Studies / M.Ed. (Environmental Education)

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)

This study aims to explore the management of offenders’ education for optimum rehabilitation in a Correctional Centre in Gauteng. In this study the nature of correctional education management is explored in relation to the self-concept of offenders as learners, as well as their view and experience on their future position as released parolees striving for reintegration into the society. Methodologically, the study is located in the qualitative paradigm where a questionnaire was designed to gather the respondents’ demographic profiles, and to extract from them the factors that influence crime propensity and amenability to correction through correctional education. The questionnaire was targeted at all functionally literate participants who indicated their interest at the sampling stage. The research site was a Correctional Centre in the Gauteng Province. Respondents comprised sixteen offenders and five officials. The key findings of this research are that policy intervention is crucial to improve the management of offenders’ education, so to remove barriers that hinder the exercise of effective education. How offenders’ education is managed impacts on their receptiveness of education. This implies their fate as future ex-offenders and their prospects of employment after release as citizens are tarnished with the stigma of a criminal record. Their self-esteem seems to improve with the acquisition of well managed education, while on the other hand, propensity to recidivate is high where the management of their education has failed and hopelessness and lack of motivation in planning for a better future pervade. Thus, proper management of offenders’ education can go a long way to ensure their successful reintegration in the society. The research report concludes with recommendations that could have implications for future research in the context of correctional education management, as well as implementation and monitoring of such management via policy in order to achieve optimum rehabilitation of offenders. / Educational Leadership and Management / M. Ed. (Education Management)

D.Ed. (Educational Psychology) / The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners' reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of wholeschool reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher's reflections. Findings indicated that SBST's need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.

D.Ed. / The aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.