The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.

From Chapter 1: At the 1956 Conference of Headmasters and Headmistresses of Private Schools of South Africa a motion was introduced proposing that the term 'private school' in the title of the Conference should be replaced by that of 'independent school'. The motion was defeated on the grounds that such an alteration would be 'difficult and misleading', (HMC, 1956(1)). This might well have been the case, but the proposer of this motion was no doubt aware that the term 'private school' was equally difficult and misleading.The first problem with the term 'private school' is historical. South Africa was in the British sphere of influence for more than a century and a half and consequently education in South Africa in general and 'private' education in particular has owed a great deal to that influence.

Text in Afrikaans / OPSOMMING: In 'n transformerende samelewing waar die klem is op die realisering van die individu se potensiaal en erkenning van alle vaardighede teen 'n Nasionale Kwalifikasie Raamwerk, verkeer ook die Suid-Afrikaanse Nasionale Weermag in 'n staat van verandering. Die diverse menslike hulpbron - burgerlikes en 'n uniformdraende komponent van ge'integreerde magte - vereis opleiding om effektiewe verdediging aan Suid-A:frika en sy inwoners te bied. Nie net die permanente komponent moet die nodige vaardighede ontwikkel nie, maar ook die Deeltydse Mag ('n totaal van meer as 140 000 lede). Hierdie opleidingsbehoefte en die krimpende begroting, noop die Weermag om koste-effektiewe menslike hulpbronontwikkelingstrategiee toe te pas. Afstandsonderrig, met veral die nuwe interaktiewe karakter daarvan, kan 'n lewensvatbare strategie wees. 'n Vraelystudie na die stand van afstandsonderrig in die Weermag het getoon dat afstandsonderrig reeds op beperkte skaal bedryf word, maar met leemtes in die leermateriaal en 'n gebrek aan noodsaaklike ondersteuning van die bevelstruktuur. Die skep van leerbevorderlike leermateriaal met 'n interaktiewe karakter, soos dit in resente literatuur beskryfword en in algemene afstandsonderrig sigbaar is, kan 'n effektiewe didaktiese leeroordragstelsel vorm. Van die verskeidenheid nuwe mediategnologiee wat tans in die makro-afstandsonderrigomgewing benut word, kan veral rekenaargebaseerde opleiding en oplyn-opleiding in die Weermag aangewend word. Gedrukte materiaal sal steeds die basis vorm en kan aangevul word met interaktiewe televisie-uitsendings - wat tydens 'n loodsaanbieding aan Weermaglede oorweldigend positief ervaar is, om wisselwerking tussen die instrukteur en die leerder, en die leerders onderling te verhoog. vu 'n Afstandsonderrigmodel, gerig op die spesifieke situasie van 'n organisasie soos die Weermag wat self verantwoordelik is vir die ontwikkeling van sy menslike hulpbron, is ontwerp as hoofriglyn vir die ontwikkeling van 'n afstandsonderrigstelsel. Dit beklemtoon die basiese opleidingskomponente van die leerder, die instrukteur en die leermateriaal wat gesien moet word binne die spesifieke omgewing waarbinne hulle funksioneer. Die essensiele rol van die beleidmakende komponent is ook bespreek, aangesien die afstandsonderrigstelsel slegs suksesvol bedryf kan word as daar beleid gepromulgeer is wat die afstandsonderrigstelsel bemagtig. Ontwikkelingsriglyne en implementerinsgriglyne vir 'n afstandsonderrigstelsel in die Weermag sluit ook 'n voorgestelde ontwikkelingsprogram van die afstandsonderriginstrukteurs in. / Summary : In a transforming society where the emphasis is on realizing the potential of the individual and accrediting all competencies against a National Qualifications Framework, the South African National Defence Force is also in a state of change. The diverse human resources demand training in order to effectively defend South Africa and its inhabitants. Competency development is needed by both the permanent component and the Part-time Force. This training requirement and the shrinking budget impel the Defence Force to apply cost-effective human resource development strategies. Distance learning, especially with its new interactive nature, can be a viable strategy. A questionnaire study of the status of distance learning in the Defence Force showed that it is already practised on a limited scale, but with deficiencies in the learning material and a lack of support from the command structure. The creation of interactive learning materials that enhance learning as described in current literature and found in general distance learning practice, can form an effective didactical learning transfer system. Of the various media technologies presently utilised in the macro-distance learning environment, computer-based training and on-line training can be applied in the Defence Force. Printed materials forms the basis and can be supplemented with interactive television broadcasts - which were overwhelmingly positively accepted by Defence Force members during a pilot presentation. - to improve the interaction between the instructor and learner and between learners. A distance learning model focussed on the specific situation of an organisation such as the Defence Force, which is responsible for the development of its own human resources, was designed as main guideline for the development of a distance learning system. It emphasizes the basic components of the learner, the instructor and the learning material that have to be seen within the specific environment in which they operate. The essential role of the policy making component is discussed, since a distance learning system can only be applied successfully if there is promulgated policy to empower the distance learning system. Development and implementation guidelines for a distance learning system in the Defence Force also include a suggested development program for distance learning instructors. / Didactics / D. Ed. (Didactics)

The aim of this study is to deal with the theoretical and philosophical aspects of Christian education and to evaluate the realisation thereof in Gazankulu schools. Concepts dealing with the study, such as education, Christian education, learning, teaching, pedagogy, religion and Christianity are firstly discussed. A brief background of the area of study is also given. Secondly a philosophical orientation is given in which an attempt is made to answer the question 'What is philosophy?'. Important aspects of a Christian philosophy is also established and philosophical categories, the nature and aims of Christian education are discussed. Christian schooling are thirdly discussed, especially Christian schooling as it ought to be. Important aspects thereof, such as major learning goals and components of the education situation are dealt with. The position and status of scripture teaching in school, as well as the position of religious education in Gazankulu are outlined. In the fourth place, an empirical study to evaluate the stand of Christian education in Gazankulu schools, are discussed. This study involved principals, parents, pupils and teachers. Finally conclusions are given and certain recommendations regarding Christian education are made. / Die doel van hierdie studie is om die teoretiese en filosofiese aspekte van Christelike onderwys te deurgrond en om die realisering van hierdie aspekte in skole in Gazankulu te evalueer. Begrippe wat met die studie te make het, soos opvoeding, Christelike onderwys, onderrig-leer, pedagogie, geloof, en Christelikheid, word bespreek. 'n Beknopte oorsig van die studiegebied word ook gegee. Daar word tweedens 'n filosofiese orientering gegee, waarin daar gepoog word om vrae soos 'Wat is filosofie?' te beantwoord. Belangrike aspekte van 'n Christelike filosofie word ook bespreek en filosofiese kategoriee, die aard van en doelstellings met Christelike onderwys, word aangespreek. Christelike onderwys, en veral Christelike onderwys soos dit behoort te wees, word derdens bespreek. Belangrike aspekte daarvan, soos die onderrigleerdoelstellings en die komponente van die opvoedingsituasie word aangeraak. Die plek en status van Bybelonderrig in Gazankulu word ook beskryf. In die vierde plek word 'n empiriese ondersoek om die stand van Christelike onderwys in Gazankulu te evalueer, bespreek. Hierdie ondersoek het hoofde, ouers, leerlinge en onderwysers betrek. Laastens word daar tot sekere gevolgtrekkings gekom, en aanbevelings gemaak ten opsigte van Christelike onderwys. / Educational Studies / M. Ed. (Philosophy of Education)

Since the advent of democracy in 1994 South Africa has been faced with the shortage of skilled people and this is caused, amongst other things, by the inadequacy of the outdated National Education Programmes for Technical Colleges (NATED) and later referred to as the N-programmes. To address the problem, the former Department of Education (DoE) developed new programmes called the National Certificate Vocational NC (V) for the students of the Further Education and Training colleges (FETs), which were renamed the Technical Vocational Educational and Training Colleges (TVET). The TVET programmes were implemented with the collaboration of industry and other stakeholders who were involved when the NC (V) programmes were developed to ensure their buy-in. Despite all these efforts, Magnus et al. (2013) are of the view that the vocationally-oriented NC (V) programmes offered at colleges are not useful, work-focused and flexible, as a result some leading employers reject the products of the programmes. Returning to the global debate, Lewis (2009) contends that failure of vocational programmes anywhere ought not to be taken as an indictment of vocationalism. Based on the above scenario, this study surveyed and traced TVET graduates who graduated from 2009 to 2012, to determine the impact of the NC (V) programme on those who decided to either further their studies or be employed. Although the programmes offered by the FET’s are rolled out in various study fields throughout the country, the research was limited to graduates who were enrolled in the following three programmes in the North West Province: building construction, electrical, and engineering related studies. The three mega FET Colleges, composed of more than ten campuses as listed in point 1.2.1, are spread throughout the province, which is regarded to be predominantly rural even though it boasts the biggest hub of mines, especially platinum mines. There is also high concentration of tourism industry as well as agricultural businesses that require a skilled labour force to drive economic activities. An extensive literature review was conducted to appropriately inform the study and to provide a firm basis for the arguments. The NC (V) programmes by their nature and design are closely related to the work of the Sector Education and Training Authorities (SETAs) with respect to the apprenticeships and the learnerships. Factors relating to the research scope, context and the geographical environment were analysed to ensure proper delineation and delimitation of the study since it covered only the North West Province of South Africa. The study used both qualitative and quantitative research methodologies for the collection of data. An interview schedule was used for the collection of the qualitative data from the Colleges, Department of Higher Education and Training, the Sector Education and Training Authorities (SETAs), the Universities of Technologies (UoTs), and the various employer organizations. The questionnaire was applied to collect quantitative data from the graduates because of their large numbers. The use of both methods, the qualitative and quantitative, enhanced the quality of the verification and the validation of the data. The correlational relationship and connection between the NC (V) graduates and their post college destinations was determined. This refers to the correlation between NC (V) graduates and the opportunities seized after their college studies. Charles (1998:11) attests that “although in most cases data for correlation studies are obtained through measurement, at times they come from judgments made by researchers, teachers, or other qualified persons”. In line with this, the researcher presented the findings from the qualitative method in a manner that outlines the opinions and the post college status of the graduates. The findings of the qualitative method provided background knowledge into the NC (V) programmes, the graduates and their destinations, thereby validating the quantitative findings. A work integrated learning framework model is proposed for the enhancement of the FET College curriculum, for the improvement of quality work-placement and for the promotion of partnership amongst the beneficiaries; graduates, employers, colleges and the intermediaries. / Educational Leadership and Management / D. Ed. (Education Management)

The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Education’ materials and their use, developed and piloted during the pilot phase. The Waste Education materials were also used in phase one. In phase two, the research focused on the use of ‘Health and Water’ learning support materials in 4 Grahamstown schools. Research participants included educators, support team members, municipal officials, Department of Education officials, Department of Health (Eastern Cape) officials, the Health Promoting Schools committee and NGO representatives. I employed a range of data collection strategies including questionnaires, observations, field notes, semi-structured interviews, focus group interviews, workshops, reflective journal, videotapes, and photographs and documents analysis. The research process was collaboratively discussed and agreed upon by all the participants. This research indicated that the purpose influences the use of LSM. It also indicated the importance of mediation processes in the use of LSM. This study indicates that the designs of LSM and particular views of learning influence the way LSM are used. It does that by looking at how an active learning framework influenced the use of learning support materials and consequent learning processes. It also highlights the significance of paying attention to issues of language and literacy in the design of LSM, and how these factors influence the use of LSM. It also identified the tension between prescriptive and open-ended processes to professional development in supporting the use of LSM in contexts of curriculum change and transformation. This study also indicated the importance of reflexive processes to improve support process in the CSW project by demonstrating how the contributions and the roles of the support team were reflexively changed. I have reviewed the research processes in relation to the research design decisions made at the start of the project. This study lastly offers some recommendations for further research into the use of LSM, and how an understanding of LSM use may influence the development of LSM.

This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.

M.Ed. / According to the investigations conducted by the National Commission of Special Needs Education and Training (NCSNET) and the National Committee on Education Support Services (NCESS) in South African schools, the findings were that: Firstly, only the minority group benefited in both physical and human resources. The specialised education and support were predominantly provided on racial basis for whites only. Secondly, the government can no more fund these schools. Thirdly, learners with disability want to be out of the cocoon. The purpose of this research was to find out how people in the education system, namely parents, educators and learners in "special" and "mainstream/developed" schools in Soweto perceive inclusion. Since is qualitative research, the researcher interviewed, observed and recorded educators (heads, deputies or HODs) and 4 parents from three different types of special schools, namely Sizwile School for deaf and dumb children, Adelaide Tambo School for the physically disabled and Philip Khushlik School for Cerebral Palsied children. She then interviewed 2 learners, one from J.C. Merkin School for quadriplegic learners and one from Dominican Convent High School. The findings of this research effort suggest that disabled learners do not want to be kept in bedrooms because they feel isolated, excluded and discriminated against. They need to be part of the community. They need a step ahead, a brighter future so that they can plough back something into the community.

MEd / Department of Curriculum Studies

Thesis (Ph.D. (Education) -- University of Limpopo, 2019 / Refer to the document