M.Ed. / The task of this research report has been to map out the historical experience of the People's Education movement in South Africa from its inception in 1986 to its eventual national closure in March 1995. The People's Education movement under the banner of the NECC had been an endemic part of the education struggles experienced in South Africa, and had played a major role in informing the post-apartheid educational bureaucracy. Its historical role is therefore a significant and essential part of our educational experience. As Wolpe (1991: 77), has said, "the historical significance of People's Education lies in the fact that its conceptions not only challenged all previous conceptions of educational transformations in South Africa, but in so doing, placed on the agenda questions which must constitute the necessary point of departure for the formulation of new policies and strategies under new conditions". The first chapter of this dissertation has demonstrated that the concept of People's Education had been adopted by the oppressed peoples of South Africa in various forms from a very early stage and has therefore not been a new notion. The official launching of the People's Education movement encouraged extreme state repression but despite this, the movement managed to initiate the introduction up of alternative textbooks and the redirection the opposition movement towards a more reconstructive channel. The second chapter of this theses has attempted to trace the experience of the NECC between the years 1986-1990. It was found that the concept of People's Education captured the interests of academics who attempted to make sense of the movement by dissecting and analysing the various terms employed by People's Education. This theoretical analysis did not paralyse the movement in any way. Instead, it revitalised it and enhanced its value. As Carrim (1993) has stated, "Intellectual theorising has been an endemic part of the struggle nationally, as well as within the NECC, and at no time did it paralyse it, rather, it was enhanced and informed by these debates". Theory and practice always compliment each other. The intellectual scrutiny that the People's Education movement experienced was a natural stage in its growth. Without the necessary theoretical debates, many ideas in the People's Education movement would remain unworkable on a practical level. The final chapter of this paper has historisised the People's Education movement during the political transformative years of 1990-1995. It showed that during this time the official banner of People's Education, the NECC, played an instrumental role in the negotiating process and at the same time succeeded in extinguishing numerous crisis situations. Its decision to expand on a national level by incorporating affiliated educational organisations tended to complicate the smooth running of the organisation, and the eventual withdrawal of international

M.Ed. / Next to the school the parental home plays a dynamic role in the formation of the learners' self-esteem. The learner with mental-disabilities very often has a long history of disappointments and failures. In the teaching process teacher use words such as "stupid", "unwilling", "silly" and "lazy" when they refer to learners with mental-disabilities. The actions of teachers are very often characterized by impatience and fury. Even in special schools such remarks as "he's too lazy to think", "she does not want to use her intellect" and "you can forget about it because you'll never get it right". Against this background the aim of this study was to investigate the self-esteem of the learner with slight to moderate mental-disability in the special school. At the same time investigation of learners in the mainstream school with no mental disabilities was made. The quasi-experimental research method was used to collect data. This approach made it possible for the researcher to examine the comparisons between the various groups and also to identify possible similarities and differences. A structure questionnaire, in Afrikaans and English, was used to examine the self-esteem on eight different scales. These self-esteem scale includes the physical self-esteem, the experience of frustration, the relationship with the family and extended family, the social relationship of religion, self confidence and the academic self-esteem. The questionnaire was given to 924 learners of which 419 learners were mentally disabled and in special schools, while the other 505 learners had no disability and were from the mainstream schools. The analysis and interpretation of the data yielded the following results: Teachers that are involved with the education of the grade 10-learners with mental disabilities have to pay more attention to minimize the increase of frustration experiences that these learners are experiencing.

M.Ed. (Sociology of Education) / The study aims to investigate the educators' perceptions of the implementation of the Life Orientation learning area in schools. The investigation arose from the fact that Life Orientation is a new learning area introduced in the Foundation and Senior Phase as part of Curriculum 2005. The aim of this learning area is to empower learners in a holistic manner to live meaningful lives in a society that demands rapid transformation. However, the implementation of the outcomes-based approach as expressed in Curriculum 2005 in general, and in particular in the newly developed Life Orientation learning area, has proved to be complex and resulted in negativity on the side of teachers. The question addressed in this study is: What are educators' perceptions of and experiences of the implementation of the Life Orientation learning area in their schools? The aim for this study is to provide curriculum developers and educational teacher trainers with a clearer picture of the facilitation of the Life Orientation learning area. »:> The research method used included literature review of the nature and aims of the Life Orientation learning area within the framework of Curriculum 2005. An empirical investigation of teacher's perceptions of the Life Orientation learning area and its implementation was performed using both the qualitative and the quantitative approaches. Respondents were selected from a purposeful sample of schools representing former Model C schools, informal settlement schools as well as township schools. The following findings from the investigation deserve mention: • • The majority of educators emphasised the need to improve the quality of training in the Life Orientation learning area. The training facilitators need to be equipped with the knowledge and skills, as well as relevant resources and teaching aids to provide effective training for educators. Most educators enjoyed teaching Life Orientation as they realised that it focussed on real life issues, coping skills as well as learner development in various aspects (physical, emotional, social, spiritual and intellectual). The aim or purpose of teaching Life Orientation is to provide learners with useful skills to cope with useful skills to cope with life and its challenges, as well as to mould them to adulthood...

Submitted in fulfillment of the requirements for the degree Master of Management Sciences (Marketing), Durban University of Technology, Durban, South Africa, 2017. / Marketing higher education is a growing field of expertise in many developing countries. However, little research has been done on marketing Technical Vocational Education and Training (TVET) Colleges in South Africa. Evidence suggests that it may suffer from a lack of expertise to provide direction to the practical aspects of marketing TVET Colleges. Most of the marketing practices of Higher Education are underdeveloped and lack a strategic focus when it comes to Technical Vocational Education and Training (TVET). For TVET Colleges marketing communication plays an important role in students’ recruitment. The aim of this study is to analyse the influence of marketing communication towards students’ decisions to enrol at Technical Vocational Education and Training Colleges (TVET). The objectives of this study is to determine factors that influence students in the selection of a TVET College. Additionally, the study strives to identify students’ perceptions towards TEVT Colleges, and investigate marketing communication practices that contributes toward improving students’ perceptions at TVET. The study was conducted in KwaZulu-Natal where the targeted TVET colleges are based. This is a quantitative, descriptive, and cross-sectional study conducted among a sample of 400 TVET College students. Data was analyzed using SPSS. The results of this study reveal the need for marketing communication in TVET Colleges to be addressed urgently in order to improve public perception and enrolment rates at TVET Colleges. Both students and TVET Colleges will benefit from the study because marketing and communication as a source of information will assist when selecting a college of choice. In addition, this will also assist TVET Colleges in the selection of appropriate marketing communication media to enable proper allocation of marketing budget and resources The findings of this study will then act as guidelines to determine a more appropriate marketing communication strategy to improve the public perceptions of TVET Colleges to make TVET Colleges a students’ first choice. / M

M.Ed. / The purpose of this literature study was to identify guidelines for the design of a media supported distance training programme for Telkom personnel. The board of Telkom SA decided to add media supported distance training to their existing contact training method to help fulfil their training needs. Existing training officers in the service of Telkom SA will be used to train employees by using media support in distance training programmes. It was found that training officers do not have the necessary guidelines to train as successfully as they do in the usual class situation. With respect to media support in distance training programmes, the following aspects should be planned together, so that effective training and learning can take place: initiation; planning and preparation; presentation of the programme; and student evaluation. After having researched the above aspects, the following guidelines were proposed to provide Telkom training officers with the necessary training skills for media supported distance training programmes: determining training needs; programme planning with respect to the lesson phases as in contact training; curriculum design for study content; reduction of study content; selection of media; planning and determining interaction during presentation; planning, determining and preparation of an evaluation strategy; and monitoring students during the training and learning process. In order to train as successfully as in contact training, training officers should adapt to a media supported distance training programme. Using the abovementioned guidelines, existing Telkom training officers can develop their skills for media supported distance training programmes.

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

M.Ed. (Education Management) / Schools receive detailed curricula from the Department of Education. The successful application of these curricula is mainly the task of the headmaster. In the school another curriculum, namely the hidden curriculum, also functions. Coming to grips with the hidden curriculum is, however, no easy task, seeing as it involves the conveying of values and norms which is, to a great extent, in the hands of the teachers of the school. The headmaster, as managerial leader, is responsible for both the successful application of the formal curriculum and the hidden curriculum. This application has to be done in such a way that the hidden curriculum will supplement and strengthen the formal curriculum. Through his managerial style the headmaster can create the necessary positive school climate which will facilitate the teachers task in this respect. By applying the hidden curriculum the educator is able to supply pupils with anchors which should be of inestimable value in life. These anchors include religion, national- ties and morality. These anchors should supply the adolescent with steadfastness in an ever changing world. Abovementioned anchors form an integral part of mans view of life. The conveyance of the educators view of life to the adolescent places an extremely heavy responsibility on the shoulders of the headmaster. He as educational leader, has to see to it that the hidden curriculum, as such, will be implemented in such a way that it complements the formal curriculum. As managerial leader the headmaster has to see to it that his staffs cultural values and view of life will correspond with the Christian principle. This implies that the view of life should be such that he can point the direction in which the school should move. The headmasters view of life is determined by his personal relationship with God, his fellow - man and other matters. It can be stated, that all the headmasters other relationships are determined by his relationship to God. The headmasters relationship towards his God is conveyed to both the teaching staff and the pupils of the school. The teacher~s relationship towards his God is also conveyed to the pupils in the same way. This principle becomes part of the way of life of the whole school community, and in this way the hidden curriculum becomes an integral part of the formal curriculum. Owing to the fact that the hidden curriculum is dependant on the teacher's view of life, it is essential that education will be and stay a particular matter. Blending of cultural ties can have traumatic consequences for the pupils and can even lead to a dualistic view of life. This will confuse pupils and the conveyance of values and norms won't take place, resulting in failure to achieve the goals of education.

M.Ed. / The aim of the study is to assess the response of distance education students to constructivist based texts and to recommend criteria for the writing of distance education study guides. The research includes a literature review which discusses constructivist theory, distance education theory and the implications of combining the two in the instructional design of study guides. The theory is then put into practice in the design of three texts, each emphasising a different aspect of constructivism. Data on the participants' responses were collected by means of video tapes, direct observation and audiotaped interviews. The main findings of the research are: the participants had unique learning styles, their weaknesses lay in the metacognitive areas and their strengths in problem solving, and the students appeared to be in a state of transition from a surface learning approach to a deep one. The conclusion to the research suggests criteria which the researcher feels are important to instructional design in distance education. The criteria are based on the need for distance education students to construct meaning for themselves. They include ways of using constructivist skills to develop greater autonomy in the learning process, for example methods and techniques to facilitate metacognitive skills. The criteria suggest that the introduction of distance education students to constructivist learning should be a gradual process These criteria will be instrumental in assisting writers of study guides to facilitate construction of meaning and independent, critical thinking in students.

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

M.Ed. (Tertiary and Adult Education) / The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.