M. Tech. Business Information Systems / Gauteng Online Schools Systems are hardware, software, network and other Information Technology resources that were provided to the schools through Gauteng Online School's Project to be used by teachers. Gauteng Online School's Project ensures that all learners and teachers in the public schooling system have access to computers, email and the internet. Teachers are expected to use Gauteng Online Schools Systems, but there are factors that influence them not to use it. The purpose of this study was to measure educator's beliefs about the factors that influence them to use Gauteng Online Schools Systems.

Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2011. / The Constitution of South Africa in its Bill of Rights and the Language Policy introduced nine more official languages in addition to English and Afrikaans which were the only languages used as media of instruction in schools before 1994. The other nine official languages now embraced by the Policy as the media of instruction in schools are isiZulu, siSwati, isiNdebele, isiXhosa, Sepedi, Sesotho, Setswana, Xitsonga, and Tshivenda. The purpose of this study was to determine how the Language Policy is implemented in secondary schools in Mpumalanga.

This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems.

This study explores how students experience oppression and subordination in and through biology education. The exploration is guided by the following questions: how is racism/discrimination played out in my biology classroom; in what way/s are the classroom practices of both the students and the teacher racist/discriminatory; and what reinforces such racist/discriminatory practices and why. Since the critical perspective allows for oppressions, subordinations and discriminatory practice to be named and challenged this then became the perspective within which the study was located. The methodology, guided by the critical perspective, and used to generate the data in this search is therefore a critical ethnography within which a critical self ethnography is also employed. Through foregrounding the oppression of race and racism, this methodology made it possible to generate data on the various oppressions and subordinations that are perpetuated in and through biology education. The data was generated from biology lessons on cell division, human reproduction, genetics and biological determinism in a Grade 11 class. This class had in it 34 fe/male students from three different race groups viz. Indian, Black and Coloured. Ten students who volunteered to be interviewed also contributed to the data generated in this study. At a first level of analysis, the data generated from the lessons and the interviews were written up and presented as factionalised stories. This was then used to provide, at a second level a descriptive cross-case analysis grounded in the data of the stories. This cross-case analysis generated categories of oppression, subordination and discriminatory practice that included race and colour; gender and patriarchy; bodies and sexuality; class, poverty and sexually transmitted diseases; institutional power and hierarchy; religion; and language. These categories of oppression and subordination, although described separately, are mutually inclusive categories. From this description it became possible to name and theorise, at a third level of analysis, oppressions and subordinations within biology education. The theorisations deliberated on issues of race, class, gender, language and power. The naming and challenging of existing oppressions, subordinations and discriminatory practice required that a traditional contemporary biology education be replaced by a critical biology education. This study, in engaging a critical biology education, shows how biology may be taught differently when the agenda is social transformation in efforts towards social justice. Whilst it is accepted that social justice in all forms may never be attained, this study shows possibilities for how that contained within current Life Sciences policy for human rights and social justice, could be realised. / Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2005.

Public policy can take a wide range of forms, from broad statements of goals to more specific statements of intention (De Clercq 1997 cited in Kallaway et al 1997). Policy can be expressed in speeches, official statements, court decisions, laws and regulations, all of which embody the authority to define goals and priorities. Policy also provides a framework for taking action and lends legitimacy to implementation and evaluation purposes (Ray and Poonwansie 1987 cited in Ovando, 1999). The outcomes of a policy depend critically on the resources allocated to its support and the institutional arrangements mobilized in its implementation. Despite the introduction and implementation of the new Language in Education Policy (1997), policies and legislation enacted by the new government in South Africa to redress the imbalances of the past, especially in terms of promoting the marginalized African languages, and recognising language diversity and choice, the status and use of African languages in schools has not improved. The purpose of this study was to examine the impact of the current language policy on an adult centre that is Phindangene Adult Centre. This study sought to investigate learners and teachers attitudes towards the Language In Education Policy. It also aimed to demonstrate how language choices were made at Phindangene AEC, and whose interests they served. Different research instruments were used for data collection. A written questionnaire and semi-structured interviews were used to gather data from the respondents. Observation and official records were also used to supplement this. This study showed that there was a big difference between the language policy of the country and language practice at Phindangene AEC. In the light of the major findings the study recommends the following: • Student's primary language should be incorporated into the instructional program. • A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum development through seminars and workshops. • Much more effort should go into developing and providing learning materials and textbooks that are more appropriate to adult learners. • School governing bodies need to familiarize themselves with the new Language in Education Policy. • It is the responsibility of the Department of Education to make sure that each adult centre gets a copy of the language policy. / Thesis (M.Ed.) - University of Natal, 2002

No abstract available. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

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.

This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems.

Thesis (MNutr (Human Nutrition))--University of Stellenbosch, 2007. / INTRODUCTION: The study’s objective was to evaluate the South African Continuing Professional Development (CPD) system for dietitians, by determining their perceptions of the systems’ implementation and participation in CPD activities within the system, that was in place from 1 September 2001 until 1 April 2006. METHODS: The study was designed as an observational descriptive study. Three data gathering techniques were used, incorporating both quantitative and qualitative methods:- i) A national survey of dietitians was conducted using a self-administered questionnaire. The 40 item questionnaire comprised 3 sections, i.e. socio-demographics, the CPD system, and CPD activities. Content and face validity was conducted followed by pilot testing, prior to distribution via post and e-mail, to 1589 dietitians. ii) After the survey, 3 focus group discussions (FGD) were held with 19 Pretoria-based dietitians, to discuss issues that emerged from the questionnaire responses. iii) In-depth interviews were conducted with 6 CPD personnel representing the Health Professions Council of South Africa (HPCSA), CPD Committee and the Association for Dietetics in South Africa (ADSA) providing insights from an administrative and managerial perspective. RESULTS: A response rate of 20% was achieved for the national survey. More respondents found the ADSA and CPD office helpful, friendly, easy to contact and their CPD queries efficiently handled. However respondents and FGD participants stated that the HPCSA was difficult to contact and CPD queries were unresolved. Respondents called for simplified rules and guidelines to improve understanding of the system since they felt that CPD information/correspondence was lengthy and difficult to understand. The majority of respondents (54.5%; n=156) and most FGD participants did not find the CPD administration fee reasonable. Affordability of CPD activities was also a concern with 55.2% (n=164) stating that activities were expensive. A few FGD dietitians and 29.65% (n=88) of respondents did agree that there were both expensive and affordable activities to choose from. Statistically significant differences were found between the amounts of money spent on CPD across the various practice areas, qualifications and between provinces. Dietitians’ current CPD practices were mainly attendance at lectures and seminars, followed by conferences and then journal articles. If given a preference, however, respondents ranked conferences as their top preference followed by lectures. Journal clubs were rated third, ahead of journal reading. Barriers to CPD participation included cost, limited activities close by, obtaining leave from work, family obligations and internet access. Variety and usefulness of topics for presentations and articles were also criticised, as was the technical nature of questions. In the new system, the reduced annual CPD points requirement was appreciated, however 51.7% (n= 161) preferred not to keep their own CPD records. CONCLUSION: The study provided some insights into dietitians’ perceptions of the CPD system. Strengths of the current system were stated as improved knowledge, improved patient care and networking with colleagues. Issues identified for improvement include simpler CPD correspondence and reasonable fees. Additionally, ways should be sought to minimise barriers to participating in CPD. Addressing these issues will contribute to the provision of quality CPD within a system that is acceptable to its participants.

This research explores the potential for engaging teachers in school-based environmental education curriculum development processes by using camera. The research, through its epistemological and ontological position, is closely linked to educational orientations associated with aspects of outcomes-based educational transformation in South Africa. A participatory approach that recognises teachers as co-researchers, each bringing to the inquiry her or his questions and constructions of meaning, was adopted. Participatory inquiry was initiated by setting up cluster meetings that allowed for teacher inputs through open dialogic processes. Fundamental to the inquiry is the notion that context shapes curriculum and curriculum development processes. It was from this orientation that a group of 13 teachers, using cameras to create visual narratives, explored their own diverse and complex contexts. These narratives (or stories) form the basis for further inquiry and development of sophistication with respect to the concept of environment. The research process is critically and reflexively documented as a series of field and research texts constructed from a variety of data sources gathered over the period of one year. The work is presented as a process of engaging critically with environmental education curriculum development and an opportunity to raise questions, rather than seek answers in this regard.