A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2004. / This study deals with sexual harassment in the Lower Umfolozi District. The researcher investigated speculation that there was sexual harassment in the Lower Umfolozi District. The researcher discovered that there was sexual harassment of Pi temporary and unemployed educators in the Lower Umfolozi District / M

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)

Dyslexia is one of the most common learning disabilities and learners affected by it are found in both mainstream and specialist schools. The aim of this study was to explore and describe the school experiences of learners who had been diagnosed with dyslexia and attended a long-term remedial school. A phenomenological research design was followed. Six learners in grades 6 to 9, who were attending a long term remedial school, were the participants. Semi-structured individual face-to-face interviews were held to collect data, posing questions that focused on the learners’ experiences with their educators, peers, written and verbal school work, as well as homework. From the data collected themes were formed. The findings showed that participants believed most of their teachers were aware of and knowledgeable about suitable methods to use when teaching dyslexic learners. The results also indicated that the school understood the challenges faced by the dyslexic learners and it was doing well in attempting to provide them with an educational environment suitable for their academic and personal needs. / Psychology of Education / M. Ed. (Psychology of Education)

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)

Dyslexia is one of the most common learning disabilities and learners affected by it are found in both mainstream and specialist schools. The aim of this study was to explore and describe the school experiences of learners who had been diagnosed with dyslexia and attended a long-term remedial school. A phenomenological research design was followed. Six learners in grades 6 to 9, who were attending a long term remedial school, were the participants. Semi-structured individual face-to-face interviews were held to collect data, posing questions that focused on the learners’ experiences with their educators, peers, written and verbal school work, as well as homework. From the data collected themes were formed. The findings showed that participants believed most of their teachers were aware of and knowledgeable about suitable methods to use when teaching dyslexic learners. The results also indicated that the school understood the challenges faced by the dyslexic learners and it was doing well in attempting to provide them with an educational environment suitable for their academic and personal needs. / Psychology of Education / M. Ed. (Psychology of Education)

Submitted in fulfillment of the requirements for the Degree of Master of Technology: Education, Durban University of Technology, 2013. / This study investigated the management of inclusive education in the four selected junior primary schools in the Empangeni District, KwaZulu-Natal. Despite the fact that the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System was released in 2001, aiming at providing quality education for all learners, the implementation and management of inclusive education in schools still remain a challenge. This research, therefore, investigated possible challenges and suggested solutions that could be used for the effective implementation and management of inclusive education in schools. This study was conducted to answer the following questions: i. What are the challenges at school level that delay the implementation of inclusive education? ii. What skills do teachers and principals have or acquired in order to identify and support learners who experience barriers to learning and development? iii. What are the teachers’ perceptions regarding the inclusion of learners who experience barriers to learning and development? iv. Does our education system provide teachers with relevant training to meet the challenges that come with inclusive education? An ethnographic research was conducted in four junior primary schools at the Empangeni District, KwaZulu- Natal to find out what happens in their school setting. Fifteen foundation phase teachers from four junior primary schools, four principals and six final year university student teachers participated in the study. The findings of data collected from teachers, principals and student teachers regarding their views on inclusion of learners who experience barriers to learning were used to make recommendations. The findings from the study revealed the need for schools to effectively implement the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System (2001). Inclusion of learners who experience barriers to learning and development is an international initiative, which aims to provide quality education for all learners. The success of inclusion is based on the adoption and implementation of the international, national and provincial inclusive education policies, declarations and guidelines. In this study, it became evident that there is a shortage of teachers who have specialization in Special Education: Barriers to Learning. In- service teacher training and special education element should be included in all courses of initial teacher training. Ongoing professional development of teachers on inclusive education issues is also crucial. Teachers need to be provided with necessary skills to identify developmental delays and barriers to learning early. This study highlighted the importance of the establishment of the functional support structures, Institutional Level Support Team and District Based Support Team so that inclusive education is effectively managed in the education system. Provision of skills that will assist teachers to provide relevant support to learners who experience barriers to learning, lies on the existence of the support structures. The findings also revealed that schools or any other stakeholder cannot address barriers to learning in isolation. Linkages with Tertiary Institutions, Department of Health, Department of Social Development, Non-Governmental Organizations, parents/ caregivers and teacher unions need to be prioritized, in order to ensure that diverse needs of learners are met and barriers to learning and development are addressed. The positive response from the National Department of Education to the international initiatives for promoting single inclusive education system that is responsive to the diverse needs of all learners, resulted to the release of the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System in 2001. The need to close the gap between theory outlined in all the policies and guidelines that promote inclusive education and practice becomes evident in this study. The management of inclusive education in schools, therefore requires the School Management Team to facilitate, amongst other things, human resource development and establishment of the Institutional Level Support Team.

Thesis in compliance with the requirements for the Doctor’s Degree in Technology: Language Practice, Durban University of Technology, 2012. / South Africa’s dynamic post-Apartheid education climate is beset by a plethora of new policies designed to transform education. Our county’s educators are expected to be the alchemists of change to create the new and transformed society envisaged in these policies, albeit with insufficient logistical planning and support. Moreover, so many of our schools are operationally dysfunctional, with literacy and numeracy levels at an all time low. Under these daunting circumstances our Provincial Education Department Teacher Development Institution, Ikhwezi In-Service Training Institute, develops training materials and delivers courses aimed at implementing policy while at the same time modelling progressive, internationally recognized and democratic adult-based methodology. In this self-study project of my departmental work with a group of trained educators, I use action research to trace the potential of integrated arts to transform teaching and learning in under-resourced rural and township classrooms. An aspect of this self-study looks at the therapeutic potential of the arts in my own life and career as an arts educator. When my Masters research revealed the dramatic effect a project-like arts approach to teaching could engender, I was motivated by compassion to develop the work further to reach a broader base of learners. I also wished to educate the authorities into mainstreaming the default marginalising of the arts in schools by developing photographic, written and video evidence promoting the arts in schools, mainly to emphasize their holistic educational role, but also as an essential healing, a potential remedy for the ills of the past that continue to impact on the present. / D

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: After the dismantling of apartheid in South Africa, the transformation of the entire education system began with a plethora of new policies introduced by the Department of National Education (DNE). Among these, under the title of Curriculum 2005, the DNE introduced an outcomes-based education (OBE) curriculum for schools. Before the planned implementation of OBE in the Senior Phase of the General Education and Training (GET) band, the DNE decided to conduct a pilot programme at the beginning of 1999. The intention of the programme, among others, was to test the practical implementation of the new curriculum policy. However, this programme was aborted by the DNE in March 200 I. There has been no review of the programme since it was suspended. The aim of this study is to document the experiences of educators in an OBE pilot programme in a single school. This study is significant because it sheds light on realities faced by schools with the practical implementation of curriculum policy. The data generated from the study might therefore be useful to the broad education community. The findings of the study suggest that the shift from policy into practice is not a simple process. The educators interviewed in the study indicated that they were faced with many obstacles and challenges such as large class sizes, lack of resources and inadequate training and support that impeded the implementation of OBE. They became "frustrated" and were "relieved" when the programme was aborted. These difficulties suggest that contextual realities need to be considered in the development of curriculum policy. In addition, in order to translate policy into practice key aspects of curriculum, i.e. curriculum development, learning materials and training, must be fully in place and in alignment. The decision to follow an OBE model was made by the DNE with little participation by the broader education community. However, it is apparent that the DNE cannot achieve success on its own. Since OBE is likely to remain with us for a very long time, this study concludes with recommendations for the successful implementation of OBE. The recommendations are made on the assumption that there is a need for full participation of all stakeholders to bridge the 'gaps' between policy-making and policy implementation. / AFRIKAANSE OPSOMMING: Die aftakeling van apartheid in Suid-Afrika het gepaard gegaan met 'n proses van transformasie in die onderwys. Dit het tot die gevolg gehad dat 'n hele aantal beleidsdokumente die lig gesien het, ev.: die Uitkoms- gebaseerde onderwys (UGO) model het in skole onder die vaandel van Kurrikulum 2005 verskyn. Voor die beplande implementering van UGO in die Senior fase van die Algemene Opvoeding en Opleidings (GET) band/ fase, het die Departement van Nasionale Onderwys (DNO) besluit om 'n loodsprogram aan die begin van 1999 in werking te stel. Die doel van die program was, onder andere, om die praktiese implementering van die nuwe kurrikulumbeleid uit te toets. Hierdie program is egter deur die DNO in Maart 2001 beeindig. Tot dusver is die program nie heroorweeg nie. Die doel van hierdie studie is om die ervarings van opvoeders in 'n UGO loodsprogram in 'n enkele skool te dokumenteer. Die studie is betekenisvol aangesien dit lig werp op die werklike uitdagings wat die skole in die gesig staar, met die praktiese implementering van kurrikulumbeleid. Die data wat tydens die studie geproduseer is, mag dus betekenisvol vir die onderwys gemeenskap wees. Die bevindinge van die studie dui daarop dat die proses van transformasie vanaf beleid na praktyk 'n gekompliseerde proses is. Die betrokke opvoeders met wie daar onderhoude gevoer is, het die volgende struikelblokke aangedui: groot getalle leerders in die klas, 'n gebrek aan hulpbronne, en ontoereikende opleiding en ondersteuning met die implementering van UGO. Van die opvoeders was gefrusteerd en was verlig toe die program misluk het. Hierdie uitdagings bring mee dat gekontekstualiseerde werklikhede in ag geneem moet word wanneer kurrikulumbeleid ontwikkel word. Om beleid in praktyk te implementer, vereis dat sleutelaspekte soos kurrikulumontwikkeling, leermateriaal en opleiding ten volle in plek wees. Die besluit om 'n UGO model te implementer was 'n eensydige besluit van die DNO sonder veel deelname van die breë onderwysgemeenskap. Dit is duidelik dat die DNO nie sukses op sy eie kan behaal nie. UGO is tans 'n realiteit wat waarskynlik nog 'n lank- deel van die stelsel gaan wees. Hierdie studie maak aanbevelings wat moontlik tot meer suksesvolle implementering van UGO kan lei. Die aanbevelings berus op die aanname dat daar 'n behoefte is aan ten volle deelname deur alle rolspelers ten einde die gaping tussen beleidsmaking en praktiese implementering te oorbrug.

Thesis submitted in compliance with the requirements fo the Doctoral Degree in Technology: Education (Management), Durban Institute of Technology, 2004. / This study focused on women in Technikons who hold status positions as Dean or higher in the academic management hierarchy and aimed at uncovering those attributes which contributed to their success in breaking the 'glass ceiling'. The gender imbalance in their career paths highlighted the need to identify those attributes so that ways could be found to increase the representation of professional women in leadership and management position. The experiences and struggles of women in Third World Countries, such as South Africa, unfold in a very different context from those of women in First World Countries. As this research is about women for women and gives 'voice' to those women who participated in this project, attention must be paid to the knowledge and theory that incorporates women's experience and perspectives. It is therefore appropriate to view the marginalisation of women and hence their struggle for equality of opportunity in Technikon management from a feminist viewpoint. Narrative enquiry using primarily semi-structured in-depth interviews provided the data which was processed in terms of a categorical-content perspective. The relevant themes identified were interpreted by the researcher and used to formulate grounded theory. The results of this research study drew attention to the importance of the possession of emotional competencies and attributes, that is, the importance of emotional intelligence as an empowering attribute for women managers in academe. This is of special significance in that these attributes can be learned. It is imperative that women in management be provided with opportunities to develop these qualities and / M