Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: It is true, to say that education in Venda in the Northern Province was experiencing and is still experiencing problems. Many schools in Venda - primary and secondary schools - have lost their vision. Statistics reveal that there is a large number of failures and dropouts at these schools with discipline dropping in almost all schools. Learners are no longer committed, they go to school late, they do not wear uniforms, they are not prepared to devote time and energy to their studies. They boycott classes and spend long periods of time not attending lessons. Daily classroom routines no longer receive their utmost attention, homework is not done resulting in many failing their examinations every year. In some of the schools, especially in the secondary schools, many learners are arrogant. They no longer respect their teachers and some schools have developed into battlefield - learners carry weapons such as guns to schools, they stab their teachers and principals with pangas and they also fight each other. The Research has revealed that many learners are unprepared for the responsibilities of being a student. On the other hand teachers also embark on strikes, sit-ins and chalk downs as some teachers are no longer loyal to their profession. They go to work late and leave early. At the end of the month they do not even go to work, while those that go, sometimes are unprepared for their lessons. Child (learners) abuse is also rife in some schools. There are also areas in the Province where learners do not receive stationeries, textbooks and prescribed books during the course of the year. Some learners are still taught in shanties built by the communities while some learners in the rural areas are still being taught outside, under trees. The research revealed that the situation which is prevailing in schools in the Venda area can be remedied by better relationship between the different stakeholders : parents, teachers, learners, Department, communities and churches. Of all the stakeholders, the parent is regarded as the primary educator since all others like . teachers, the Education Department, communities, churches etc. are assisting the parents in the task entrusted to them by God. The results also revealed that many parents in Venda do not participate in the education of their children causing poor results, high dropouts rate and the absence of discipline in the schools. Therefore, the role of parents in values education with special reference to the situation in Venda is significant. The effective involvement of the parents in these situations can be the best remedy. They are the most important stakeholders in creating conducive teaching and learning atmosphere. / AFRIKAANSE OPSOMMING: Daar word beweer dat onderwys in Venda, in die Noordelike Provinsie verskeie probleme in skole ervaar het en nogs steeds ervaar. Heelwat skole in Venda; primêr sowel as sekondêr, het hulle doelstellings ten opsigte van gesag, dissipline, leerdoelsteIlinge in die klaskamer en samewerking met ouers verloor. Statistieke bring aan die lig dat skole te doen het met In hoë druipsyfer, onderpresteerders, uitsakkers en vroeë skoolverlating. Gesag en dissipline verval in byna al die skole. Leerlinge is nie meer entoesiasties en toegewyd in hulle skoolwerk nie. Laatkommery is algemeen, hulle dra nie meer die voorgeskrewe skooldrag nie en hulle is nie bereid om hulle tyd en energie aan hulle studies te bestee nie. Leerlinge boikot hulle klasse en bry weg van die lesperiodes. Huiswerk end opdragte word geignoreer en die eindresultaat is dat baie leerlinge jaarliks druip. Verwaantheid onder leerlinge kom veral in die sekondêre skole voor. Leerlinge respekteer nie meer hulle onderwysers nie en die probleem het al so handuitgeruk dat sommige skole in In oorlogsveld ontaard het. Onderwysers en medeleerlinge se veiligheid word bedreig deur wapens wat skool toe gebring word. Voorvalle waar onderwysers en hoofde met messe gesteek is, het al voorgekom. Gevegte onder leerlinge is algemeen. Die ondersoek/navorsing het verder aan die lig gebring, dat, leerlinge nog nie gereed is om as verantwoordelike studente op te tree nie. Leiding en gesag is steeds nodig. Leerlinge kan egter nie alleen verantwoordelik gehou word vir hierdie probleme nie. Onderwysers neem ook deel aan wegblyaksies, daag laat by die skoolop, is onvoorbereid vir hulle dagtaak, verlaat die skool sonder toestemming en kom nie skool toe aan die einde van die maand nie. Mishandeling van leerlinge kom in sommige skole voor. In sekere gebiede in die Provinsie ontvang leerlinge nie betyds skryfbehoeftes, handboeke en voorgeskrewe boeke nie. Sommige skole ontvang geen boeke gedurende die jaar nie. Sommige leerlinge ontvang nog steeds onderrig in vervalle klaskamers wat lank gelede deur die gemeenskap gebou is, terwyl leerlinge in die landelike gedeeltes van Venda nog steeds onderrig buite onder die bome ontvang. Die ondersoek het aangetoon dat hierdie situasies wat in die skole in Venda heers herstel kan word deur 'n beter verhouding tussen die verskillende insethouers nl. ouers, onderwysers, leerlinge, die Department, gemeenskap en kerke te skep. Ouers word nog steeds beskou as die primêre opvoeders en word bygestaan en ondersteun deur die verskillende insethouers in hulle Godgegewe opvoedingstaak. Verdere resultate van die ondersoek toon aan dat baie ouers in Venda nie deel het aan die opvoeding van hulle kinders nie en dit lei tot swak eksamenuitslae, swak dissipline en vroeë skoolverlating in skole. Daarom is die rol van die ouer in die opvoeding van waardes met spesiale verwysing na die probleemsituasie in skole in Venda belangrik.

Thesis (MEd)--Universiteit van Stellenbosch, 2001. / ENGLISH ABSTRACT: Since 1994 the South African government has been committed to the transformation of the educational system driven by the process of democratisation. Inclusive education, as a recent initiative in education, finds its philosophical position within the niche created by the democratic ideal of freedom. equality and justice. Both the teacher and teacher training are key elements within the process of educational transformation. Successful transformation in the schools and classrooms depends upon a change of heart on the part of every teacher in the school. The establishment of a democratic way of life in learners and the successful implementation of inclusive education require that the whole school community, including the teachers, undergo a paradigm shift. The primary purpose of the study was to obtain a clear picture of the teachers' democratic values and their attitude to inclusive education as well as the relationship between their democratic/autocratic orientations and their attitude to inclusive education. The study was done using mainly qualitative research, but it also had a small quantitative component, which was limited to the data collection and data analysis phases. The research findings may be described as follows: • The participating teachers are still in a transitional phase on the road to the transformation of school and classroom practice and are resisting the renewal in education. • Although they find the philosophic underpinnings of inclusive education acceptable, they do not see themselves as ready for the implementation phase. • There is a significant correlation between the teachers' democratic/ autocratic orientations and their attitude to inclusive education. The findings of this study have critical implications for teacher training within a process of transformation, such as we are in at present. During an in-service training programme teachers should be brought to the point where they can place their own values, and attitudes under the microscope and to change them. / AFRIKAANSE OPSOMMING: Sedert 1994 is die Suid-Afrikaanse regering verbind tot die transformering van die onderwyssisteem soos gestuur deur In proses van demokratisering. Inklusiewe onderwys as In onlangse inisiatief in die onderwys vind 'n filosofiese staanplek binne die nis soos deur die demokratiese ideaal van vryheid, gelykheid en regverdigheid geskep. Beide die onderwyser en onderwyseropleiding is sleutelelemente binne 'n proses van transformasie in die onderwys. Suksesvolle transformasie in skole en klaskamers is afhanklik van In persoonlike harts- en wilsverandering van elke onderwyser in die skool. Die vestiging van In demokratiese lewenswyse by leerders en die suksesvolle implementering van inklusiewe onderwys vra dus In paradigmaskuif van die hele skoolgemeenskap, insluitende die onderwyser. Die doel van hierdie studie was eerstens om In duidelike beeld te verkry van onderwysers se demokratiese waardes, hulle houding teenoor inklusiewe onderwys en ook die verband tussen hulle demokraties/outokratiese orientasies en hulle houding teenoor inklusiewe onderwys. Die ondersoek is gedoen aan hand van In oorwegend kwalitatiewe studie, maar met In klein kwantitatiewe komponent wat net in die data-insamelings- en -analisefases gefigureer het. Die navorsingsbevindinge kan as volg aangedui word: • Die deelnemende onderwysers bevind hulle nog in In oorgangsfase na die transformering van die skool- en klaskamerpraktyk en bied weerstand teen die vernuwing in die onderwys. • Alhoewel die filosofiese begronding van inklusiewe onderwys vir hulle aanvaarbaar is, beskou hulle hulleself nie as gereed vir die implementeringsfase nie. • In Beduidende verband is bevind tussen onderwysers se demokraties/outokratiese orientasles en hulle houding teenoor inklusiewe onderwys. Die bevindinge van hierdie studie hou krities-belangrike implikasies in vir onderwyseropleiding binne In proses van transformasie van die onderwyssisteem soos tans die geval. Onderwysers behoort binne In indiens-opleidingsprogram begelei te word om eie waardes, oortuigings en houdings onder loep te neem en te verander.

This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

The purpose of this study was to examine western influence on the Muslim child and to research the possibilities of Islam for the authentic education of the South African Muslim child. The dissertation therefore focuses on the world perspectives of the Muslim child and the phenomenon education. The study examines philosophical perspectives such as the existentialphenomenological aspect, the ontologic-anthropological aspect and the fundamental pedagogical perspective of being human. A detailed account of the religion of Islam as a philosophy of life is rendered in order to explicate the self-actualization of the South African Muslim child. A study of a modern ideology, namely, Marxism, was conducted to indicate crosscurrents which occur and affect the self-actualization of the South African Muslim child. The conclusion reached is that Islam holds possibilities for the selfactualization of the South African Muslim child since it satisfies the demands of the pedagogic. / Educational Studies / M.Ed. (Philosophy of Education)

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education (Management), Technikon Natal, 1999. / In 1992 the National Education Co-ordinating Committee published a National Education Policy Investigation (NEPI) report in which emerging curriculum alternatives for South Africa were discussed. In 1994 the National Department of Education sponsored discussions which led to the introduction of Curriculum 2005, a curriculum based on outcomes (OBE). OBE represents a paradigm shift from a system emphasising syllabus and content to one where prescribed outcomes are of critical importance. Workshops were conducted by the National and Provincial Departments of Education and NGOs to introduce and train Grade 1 teachers in OBE. Some principals reported that they were invited to one-day workshops on OBE. This study is an investigation into the management skills required by Junior Primary school (Foundation Phase) principals in the Amanzimtoti District in the implementation of Curriculum 2005. This is an exploratory study of the role of the principal in the implementation of / M

M.Ed. / Please refer to full text to view abstract

M.A. (Social Work) / Continuing education is an indispensable activity in any profession, including Social Work. The constant increase and renewal of knowledge and the learning and refining of practice skills are necessitated by the rate at which knowledge is generated in the twentieth century as well as rapid societal changes. At the same time the profession faces new demands, particularly those which are relevant to accountability, while social work aspirations towards professional status are sustained.Continuing education has for a very long time been an acknowledged and established component of social workers' activities, yet up till now, very little research has been done on this particular subject. In this study,· the following aspects of continuing education in Social Work are explored: it's principles and aims, the provision of training opportunities by educational institutions in South Africa and social workers' motivation for, participation in, and needs regarding continuing education. In chapter two, continuing education is defined in its relation to recurrent education, formal, non-formal and informal education, adult education and professional training. Attention is also paid to activities that constitute continuing education in Social Work. It is being argued that continuing education is supplementary to preparatory training, that it improves social workers' professional efficiency and that it stimulates the process of professionalization. Furthermore, it is instrumental in the provision of high level manpower for the profession and it contributes towards the maintenance of the corps of social workers by preventing professional burnout...

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education. / With the rise of the independent trade union movement since 1973, immense importance has been attached to worker education. The growth of the union movement created the space and provided the resources for workers to assert an independent cultural practice in which worker education plays pivotal role. Intense debate has raged within the union movement over the content, of this education, the way it is to be provided, who the recipients should be and whether it fulfils its perceived aim. There exists general consensus though that worker education has been integral to the development of the labour movement. Yet, there is no comprehensive study of worker education in South Africa. Such a study is even more necessary today as attempts are made to address the historical deficiencies in the South African education system, This report therefore is a small contribution toward understanding worker education and the importance of its role not only for the Labour: movement but for society at large. (Abbreviation abstract) / Andrew Chakane 2019

A research report submitted in partial fulfillment of the requirements for the degree of Master of Education (Coursework and Research Report), University of the Witwatersrand. / This research report examines the nature of drama as a means of facilitating adult learning, especially in the South African rural context, by conducting a literature review and by compiling case studies of the use of drama at Akanani, an association. of rural development projects in South Africa where theatre-for-development is the principal methodology employed. The literature review explores the use of drama as a methodology in education and then focuses on how and why theatre-for-development has been used in Africa for community development and empowerment. The international developments in popular theatre are also considered so that as much information as possible can feed into the guidelines which are this report's conclusions. This chapter concludes with a consideration of how drama can be used for adult learning in South Africa. This research was conducted primarily by compiling a number of case studies of the use of drama at Akanani in the far northern Transvaal. Participant observation, illuminative evaluation and semi-structured interviews were used within a Participatory Research apprgach to gather information about Akanani. The researcher spent two periods of time at Akanani conducting the interviews and observing the daily operations as well as the use of drama in various contexts at Akanani. The cases studies were compiled to discover whether drama, as it is used at Akanani, is a successful and appropriate methodology for adult education in the rural areas of South Africa. This research finds drama to be a a very effective means of facilitating learning amongst adults in rural areas and concludes by offering guidelines for the use of drama as a methodology in adult education in South Africa, especially in the rural areas.

A research report submitted in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2016 / This study aimed to explore parents’ perceptions on inclusive education in private South African schools with the focus on two inclusive practices: bridging classes and classroom facilitators. The sample for this study consisted of 10 parents from two private schools in the northern suburbs of Johannesburg. A semi-structured in-depth interview schedule was devised to examine parents’ perceptions on the support and inclusive practices offered within their schools. The results indicated that majority of parents found bridging classes to be more beneficial than classroom facilitators in assisting children experiencing barriers to learning. Furthermore, results demonstrated that the quality of teaching ultimately influences the success of inclusive education within the school. / XL2018