This research is predicated in the firm conviction that the quality of education is dependent upon the quality of teachers. Teachers as the bedrock of education must participate actively and conscientiously in their intellectual growth through various forms of INSET discussed in the research. From an international comparative perspective DE as a strategy of INSET is deemed as the most functional, if not prudent and efficacious educational experience for the upgrading and improvement of the qualifications of teachers. In this research the origin of DE in terms of its antecedents and evolution, the raison d'etre and the advantages and limitations of DE are adumbrated in order to focus on the complexity and diversity of DE. As part of the conceptual and theoretical framework various terms used synonymously with DE are considered. A syntagma of principles providing a utilitarian and pragmatic connotation for DE is then postulated. Selected theories relevant to DE provide the synthesis for theoretical perspectives. The typology of DE institutions comprising autonomous, dedicated providers of DE and those that are mixed or hybrid or dual mode systems is analyzed. In koeping with the theme of educational borrowing fundamental to comparative education studies provision of DE by the UKOU and AU for developed countries, IGNOU and the ZINTEC model for developing countries is discussed. National examples are UNISA, Vista University and SACTE. The provincial institutions discussed are the former SCE, NCE, UCFE and the newly formed SACOL. General and specific recommendations for the provision of DE programmes for the upgrading and improvement of the qualifications of teachers in the Province of KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision of DE for the upgrading and improvement of the qualifications of teachers is irrefragably xxvii the quintessential factor in the new generation of teacher education and a pivotal element for INSET. / Educational Studies / D. Ed. (Comparative Education)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Submitted in fulfillment for the requirements of the Degree of Doctor of Technology: Education, Durban University of Technology, 2010. / In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated. / National Research Foundation.

Submitted in fulfilment of the requirements for the Degree in Masters of Technology Nursing, Faculty of Health Sciences, Durban University of Technology. 2014. / Background The KwaZulu-Natal College of Nursing trains students to be professional nurses through the R425 programme. Teaching and evaluation are done in English, although the majority speak isiZulu as their home language. Due to inequalities in the South African schooling system, many English Additional Language (EAL) student nurses have poor English proficiency and struggle academically. There is a need to ensure that those selected for nurse-training are academically successful. Aim of the study The aim of this study was to determine if there was a relationship between English proficiency, determined by the matriculation English results, and first-year nursing academic results. Methodology A quantitative design was used, and comprised of two phases, namely a self-administered questionnaire and a correlation, retrospective record-review. The total population of first-year nurses was 271. The participating sample amounted to 133 consenting nurses, undertaking the R425 programme at KwaZulu-Natal College of Nursing campuses. Stratification sampling was used to ensure that approximately half the sample of nurses attended a rural campus and half attended an urban campus. Random sampling was then used to select the urban campuses and the rural campuses from where students were invited to participate. Descriptive and inferential statistical analysis as well as regression analysis was applied, using the SPSS version 20.0. Results Matriculation English appears to be positively related to many factors including the socio-economic situation when growing up, attending a rural primary school, library access at primary school and access to computers in primary and high school. English additional language nurses prefer to be taught nursing in English and consider it an advantage. The examination failure rate of first-year nurses was 24%. Nurses’ with higher matriculation English results on entry to nurse-training obtained better academic results in first-year nursing examinations. Recommendations Language should not be a barrier to admission into higher education, however a certain threshold of proficiency in the language of instruction is recommended. Under-resourced schools need to be addressed, especially in rural areas, including the language of instruction at schools. The matriculation results of the home language should also be considered in admission criteria to higher education. Policy formulation on formal academic support and language training, especially during the first-year of nurse-training is required for those struggling academically.

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Management, Durban University of Technology, 2012. / The emphasis of geometry is of such significance that the current National Curriculum Statement has included the learning of two-and three-dimensional shape from grade R. However it is observed that teachers rely on textbooks for their knowledge of a dynamic topic such as nets of solids. Learners do not have an opportunity to explore the different orientations of solid shapes. Not many teachers use technology to assist their pedagogy. Quality processes in mathematics education emphasise the use of technology in teaching and learning. A study was performed using “Poly”, which is free open-source software for mathematics teaching and learning. This software was chosen because it was an easy to use application. It was able to show the different orientations of the solid shapes. Three-dimensional geometry can be explored using this software. The research is based on a social constructivist view of learning and the methodology used is a case study. The Piagetian and van Hiele stages of development will be the basis of the researcher’s investigation. Piaget’s theory is based on age development whilst van Hiele alludes to the different stages of geometrical development. A control group was compared to the experimental group consisting of 20 learners each. The research was conducted in KwaZulu-Natal and involved a teacher with a class of 40 learners. Qualitative and quantitative data were collected and were analysed. The data consisted of classroom observations and learner questionnaires and interviews. The findings of this study affirm that the use of technology in the teaching of geometry can enhance conceptual understanding. Classroom management breaks from routine while using Poly. Poly has the potential to improve learners' educational experiences; it can enable the effective application of constructive, cognitive and collaborative models of learning. Poly is not just a mathematical tool but also a tool for thinking and helping to enhance learners’ learning. It can serve as a vehicle for helping learners to foster fundamental geometrical concepts. The assessment of the use of computers in mathematics by the learners of the experimental classes indicates that application of computers enables increasing the interest of the learners in mathematics and introduces more variety to the studies, making them more enjoyable and interesting. / National Research Foundation

Background: The Continuing Professional Development (CPD) Framework established by the South African Nursing Council (SANC) states that organisations have a responsibility to create enabling environments in which the development of nurses can take place. Aim: The aim of this study is to assess the CPD of nurses at a public hospital in KwaZulu-Natal. Method: A quantitative descriptive design was followed. Convenience sampling yielded a sample of 166 nurses consisting of the registered nurse (63.2%) and enrolled nurse categories (36.8%). Data collection was done using a self-designed questionnaire. Statistical analysis was done using the Statistical Analysis System (SAS) Version 9.4 programme. Results: The findings revealed that CPD was ranked the least important area in terms of management priorities. Key barriers to development included staff shortages, lack of funding, poor resources and competing personal responsibilities. The study found that CPD had positive outcomes for nursing practice. / Health Studies / M.A. (Nursing Science)

Submitted in fulfilment of the requirements of the Master of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2016. / Background: The occurrence of absenteeism observed at the Coastal KZN FET College is very large. However, absenteeism of this magnitude is not inconsistent with observations from other educational institutions and work places around the world. Generally, absenteeism is coupled to the absence of good health, the presence of one or more non-communicable disease and the paucity of physical exercise undertaken by the personnel. Absenteeism in the work place results in avoidable financial costs to the employer, the employee, and the country as a whole. The wealth of literature shows that health concerns concerning adults are diet related. Diabetes, heart disease, hypertension, obesity, cancer and other non-communicable diseases (NCD’s) are increasing at an alarming rate, daily. A double-burden plagues South Africa: on the one hand there is over-nutrition (an excessive consumption of nutrients); while on the other there is under-nutrition (an insufficient intake of nutrients by certain groups of individuals). Factors such as urbanisation, globalisation, physical inactivity and consumer financial buying power have a significant influence on these health concerns. Aim: The data gathered in this study will be used to develop nutrition wellness education material as a component of a wellness programme for staff members at the Swinton Campus of the KZN Coastal FET College in Mobeni. Methodology: A needs analysis was undertaken to determine whether nutrition wellness education material as a component of a wellness programme for the institution was appropriate. Three 24-hour recall questionnaires gathered from the staff, data on eating habits and nutrient intake were undertaken/collected. A food frequency questionnaire collected data on the frequency and variety of foods eaten. A health questionnaire gathered data on self-reported illnesses, consumption of alcohol, and smoking habits. The demographics of the group, living conditions, and amount of money earned and spent on food was assessed through a socio-demographic questionnaire. Anthropometric measurements assessed included blood pressure, waist circumference, BMI and Waist-to-height-ratio (WHtR). Results: The sample consisted of 138 participants of which 44% (n=61) were men and 56% (n=77) were women. Less than 50% of the respondents were food secure: only 65 persons (47.1%) in the sample always had money to purchase food. In this group 63.93% of the men and 71.43% of the woman were obese. Subsequently 86% of the women exceeded the waist cut-off point of 88cm while 16.39% of the men were above the 102cm cut-off point. Findings revealed that 42.62% of the men and 25.9% of the women had pre-hypertension while 8.20% of the men and 5.90% of the women were hypertensive. This study indicated that this group was nutrient deficient. The fruit and vegetable intake was between 134.44g - 175.69g per day for men and 124.00g - 183.30g per day for women. Energy, dietary fibre, vitamin A, vitamin D, calcium, magnesium and iodine were below the nutrient adequacy ratio. There were positive correlations between age and systolic blood pressure, waist circumference and systolic blood pressure, waist circumference and diastolic blood pressure and waist-to-height ratio and BMI. Conclusion: Central obesity and to a lesser extent hypertension as well as deficiencies in nutrients and minerals were present in this group. Although the participants indicated a good variety of food, the quality and quantities consumed were not adequate. A link between diet, physical activity and diseases of lifestyle has been demonstrated. A need for nutrition education as a component of the wellness programme is indicated. Nutrition education is important both within and outside the workplace. To make lifestyle changes it is essential that education and knowledge is made available. Behavioural habits including eating habits are principally learnt. If bad behaviour habits can be learnt, good behaviour habits can also be instilled. The proposed intervention is aimed at reducing the incidence of absenteeism and decreasing the presence of non-communicable diseases. It is important for staff members at a FET college to be present in the classroom so that education of quality can be conveyed to learners. Further, the good health of staff members facilitates the ability of teachers to perform their important task of educating young minds at all educational institutions. / M

Despite educational legislation and school reforms to promote improved performance and quality education, underperformance among secondary school learners is still the norm in the rural schools of KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means of a literature study and an empirical inquiry. The former provides an overview of the provisions for and problems of rural schooling in both an international and local context and it is followed by a discussion of learner assessment and learner achievement in the South African education system, with specific reference to KZN's schooling system and the problem of learner underachievement. The empirical inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of qualitative data gathered during individual and focus group interviews conducted with a small sample of underachieving learners and their parents, educators and school managers. Based on these findings, recommendations for improvement are made. / Comparative Education / M.A. (Comparative Education)

Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-J / Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.

Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-J / Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.