This descriptive study aimed to determine the knowledge, attitudes and practices about AIDS among Sexually Transmitted Disease (STD} clinic attenders in the Cape Peninsula. A questionnaire containing open and closed questions in the appropriate language (English, Afrikaans or Xhosa) was administered by trained clinic staff to 306 patients in 9 of the 29 STD Clinics in the region. The study was requested by the local authorities to initiate and improve AIDS education programmes within the STD clinics. 306 patients were interviewed in 9 clinics. The median age of attenders was 25 years. The median period of residence in the peninsula was 7 years. Knowledge of AIDS is reasonably good when tested by true/false questions but much worse when tested by open questions. Knowledge bears little relationship to practice. There is inadequate awareness of the asymptomatic carrier state, the incurability of AIDS and ways to prevent AIDS. Sexual practice is high risk. Condom use is extremely low especially in the African areas where only 9,6% used a condom in the past year. Prostitution is perceived to be a common occurrence in attenders' communities. There is a low perception of risk to self. The most important beliefs militating against condom use are that they are unacceptable to partners and peer group. More information about AIDS was requested by 90% of patients and a strong preference was expressed for programmes to be conducted in the patient's home language. This study supports the urgent need for an AIDS education and counselling programmes for patients with STD's in the region. Recommendations include the need to address the emotions, attitudes and beliefs that affect behaviour as well as to convey knowledge. Condom acceptability poses a major problem that will need to be addressed. Patients with STDs represent an extremely important core group for HIV transmission to others in the community and need specific attention and resources.

Bibliography: leaves 107-141. / Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking.

Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Philosophy of Education in the Faculty of Education at the University of Zululand, 1999. / This study focused on the use of media as resource in art outcomes-based class (OBE). The research was conducted mainly in black schools. The researcher established that media could be used as an effective educational tool, for the new school curriculum- This study attempted to emphasise the feet that schools should be provided with both print and electronic media. It also tried to emphasise that rural schools should be taken into consideration, by improving the mfrastnicture and supplying them with media equipment and material. Of importance was the discussion of various critical outcomes and how media can make them practical. The study showed that educators need support from education authorities, school management and parents. Former, educators need more workshops where they could be equipped with sew teaching methods. This could motivate and inculcate confidence in educators. In order to have motivated and confident learners, we need dedicated educators. The we need dedicated educators. The researcher looked into various media resources and few steps on bow they can be employed were suggested The researcher looked at the new approach to teaching and learning, which is outcomes-based education. It was established that a learner-centred approach, group work and activity-based learning could be easier with the use of media. However, as has been mentioned above, in order to be successful an educator needs proper training. Since the researcher found that very few schools employed media for the effective implementation of OBE, it was suggested that parents, schools, NGO's, the government, the department of education and the private sector collaborate in order to devise mechanisms of making media available in schools. This collaboration would also help in the provision of infrastructure in schools as the available media will need to be kept in storerooms, strongrooms or locked classrooms and laboratories. It emerged from this study that the future of OBE was bright as educators were given a chance of attending workshops and seminars by their school managements). Of importance, however, is the suggestion mat the government, parents, the VTll NGO's, the private sector and schools should assist in establishing more media centres that may help augment the work that is done by schools alone. The researcher also found that there is a strong feeling that media have to be employed as early as the level of play and pre-primary schools. This is in line with the idea of activity-based learning which emphasises the fact that learning should be as concrete as possible. It also emerged from the study that the use of media can really help make the educator and the learner partners in the teachmg-Iearaing situation. It became abundantly clear that when educators used media on outcomes-based education, and more importantly as facilitators, a culture of learning was enhanced. Undoubtedly, learners learn when learning was enjoyable and they found success in it.

Submitted to the Faculty of Education in fulfillment or partial fulfillment of the requirement for the degree of Doctor of Education In the Department of Philosophy of Education at the University of Zululand, 1997. / This study has taken shape over a period of years during which the South African education system has been influenced by radical political changes. The changes have, consequently, catalysed transformation of the lives and thought patterns of South Africans. These changes, therefore, assign to philosophy of education a dramatic and significant role in the process of social transformation as philosophy of education ought to be a guide to educational practice. This thesis centred on one broad objective, i.e. to establish the role of philosophy of education in teacher education in South Africa as there has been controversy surrounding its role in apartheid South Africa. Chapter two covers the review of literature on the nature and role of philosophy of education. Firstly, the disputes of philosophy of education are analysed. Secondly, the history of philosophy of education is discussed so as to put the study in historical perspective. Thirdly, some approaches, which give a muitifaceted nature of philosophy of education as a field of study, are analysed. Chapter three reviews philosophy of education in selected countries so that the study can be viewed in relation to international trends-Questionnaire survey, as well as informal interviews were used in this study which enabled the researcher to gain deeper understanding of and insight into the problem under investigation. Findings revealed that: (i) Philosophy of education is still fragmented, i.e., there is no co-ordination among various philosophy of education departments. (ii) Universities have oriented their philosophy of education curricula to serve the national aspirations of South Africa. However, in some universities significant sections of the 'old' philosophy of education curricula remained unchanged. (iii) Philosophy of education is not truly multicentric in nature (with the exception of one university) as African philosophy is not included in the philosophy of education curricula. (iv) The piace of philosophy of education is still secured in all universities. The above findings emphasise the need for philosophy of education departments to review their philosophies of education curricula and the way they operate. The following are the two most significant recommendations. 1. Philosophy of education departments need to collaborate with one another because of the importance of the course in teacher education. 2. African philosophy need to be a component of philosophy of education curricula in order to introduce an African perspective in this course.

A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology University of Zululand, 2002. / To provide equal access to education, it is required that children be placed in the least restrictive environment that will promote their academic and social development. Schools are therefore integrating learners with special education needs (LSEN) from segregated special education settings into mainstream schools. Educators play a crucial role in the integration process, thus knowledge of their attitudes is important. The study focuses on the attitudes of educators towards LSEN and the attitudes of educators towards the integration of LSEN into mainstream schools. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was statistically analyzed and presented. The questionnaire consisted of scales that measured attitudes. The relationship of educator attitudes to such educator variables as age, gender and experience in education was examined. The study revealed that educators hold favourable attitudes to both LSEN and the integration of LSEN into the mainstream. It was also found that male educators hold more favourable attitudes than female educators. Educator variables, age and number of years teaching experience were found to not significantly effect attitudes. Results from this study will enable programmes and policy implementation and development concerning the integration process of LSEN into the mainstream environment.

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004. / This study was influenced by the White Paper 6 document on inclusive education. The document proposes non-discrimination of learners which is in line with South African Constitution, Act 108 of 1996 and South African Schools, Act 1996. All learners should be accommodated in the class without any discrimination against race, gender and disabilities so as to have opportunities to develop their capacities and potential, and make their full contribution to the society. The empirical study, conducted at Ndwedwe Circuit in Kwa-Zulu Natal (KZN), attempts to evaluate the implementation of inclusive education in mainstream schools. Data has been solicited from a sample population of school management teams by means of questionnaires. Both open and close-ended questions were used. The followings are reflected as key findings that emanated from the empirical study. * There is a general lack of information from school management teams about new education document relative to Inclusive Education which has -emerged recently such as Education White Paper 6 (2002). * There is a lack of teacher development programmes to capacitate the educators to effectively implement inclusive education in the mainstream schools. * There is also a shortage and/or inadequate infrastructure to support inclusive education within the mainstream schools. ^ The study also reveals that not all the respondents have appropriate knowledge or adequate information about inclusive education and effective strategies for it successful implementation. On the basis of the above findings, among others, the following key recommendations have been made. * Every educator in the mainstream schools should be adequately trained to implement Inclusive Education at the level of the classroom. * The department of education should provide meaningful and adequate support services to schools and school management teams (SMTs). * The school governing body should play an active role to promote inclusive education and training.

A dissertation submitted to the Faculty of Education in fulfillment or partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2003. / The present investigation had three objectives. The first aim was to examine educators' attitudes towards inclusive education. The second aim was to determine the extent to which educators were influenced by factors such as qualifications, age, gender, phase, experience, and class size. The third aim was to find out whether educators who have contact with special education personnel, hold positive attitudes towards inclusive education. The questionnaire was administered to groups of black and white educators teaching in mainstream settings, a remedial centre and in a pilot school for inclusive education in KwaZulu-Natal. Fifty-eight percent of the educators were found to have negative attitudes towards inclusive education, whereas forty-two percent displayed a positive attitude towards inclusive education. Results also indicated that the variables of age, gender, qualification, experience, grade and class-size have an influence on educators' attitudes towards inclusive education. The results furthermore show that fifty-nine percent of educators did not have contact with special education personnel and that the majority of this group hold negative attitudes towards inclusive education. Forty-one percent of educators had contact with special education personnel and the majority of this group had positive attitudes towards inclusive education. Therefore, it is concluded that educators' contact with special education personnel influenced their attitudes towards inclusion of disabled learners in mainstream settings.

Submitted in accordance with the requirements of the degree of MASTER OF EDUCATION in the Department of SOCIOLOGY OF EDUCATION of the UNIVERSITY OF ZULULAND, 1993. / In this study the reasons why some Black parents send their children to multi-racial schools in Natal are investigated. The primary aim of this research is to find out what attracts these parents to these schools. Data was collected from parents by means of a questionnaire. The survey revealed that Black parents want ^best education for their children. The study found that parents could not get the best education for their children from schools that cater for Blacks only "because of the inferior education offered in such schools". Parents said that they therefore resorted to sending their children to multi-racial schools, as the government appears to be unwilling to seriously address the crisis in Black education. There is however a drawback with the open private schools. The fees charged by these schools as the study revealed, are so exhorbitant that only the wealthy or middle class Black families could afford them. On the other hand, a number of white schools are experiencing a serious crisis - student numbers were declining, drastically. This means that these schools were to wind up their business. The announcement that certain former white schools were to be open to Blacks has also to be seen in this light. To control this process, these schools were labelled Model A, B and C and later on Model D was added. Each model has its own requirements for admitting Black students. The study revealed that Black politicians and educationists have rejected these models. They reckon that these models do not come near to solving the crisis in Black education. Furthermore, the government did not consult the Black community when introducing these models. The fact that these schools have clearly shown that they are not a solution to the crisis in Black education, strengthen the call for a single education ministry. It is hoped that such a ministry can facilitate the integration of schools in South Africa. / University of Zululand

Submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION In the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2009. / The aim of this investigation was to establish primary school educators’ readiness for inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have necessary training, support system and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilized. The data obtained from the complete questionnaires were analyzed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: • Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. • Pre-service training courses to address the special needs of LSEN should form part of the curriculum at institutions that train educators. The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.

Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to investigate educators' perceptions of quality assurance in education. During the quality assurance process educators are evaluated on the quality of their delivery inside and outside the classroom, in order to assess whether successful educational outcomes are achieved. Successful educational outcomes are dependent upon empowering, motivating and training educators. Quality assurance seeks to manage and support these processes. The evaluation process is essential to any ongoing effort to improve the teaching profession. Evaluation is part of the educational process, based on sound performance standards that are congruent to the delivery of quality education. The evaluation process is transparent, accountable, supportive, developmental and inclusive. There are three programmes, which together form the Quality Assurance. Each of these programmes has a distinct focus and purpose, and together they monitor the performance of the education system and develop the educator. These are: > Development Appraisal. > Performance Measurement. > Whole School Evaluation. The Developmental Appraisal process appraises individual educators in a transparent manner with the view to determining areas of strength and weaknesses. The Performance Measurement process uses scores achieved during the teacher evaluation exercise to evaluate individual educators for salary progression, grade progression and rewards and incentives. The Whole School Evaluation process, which is an external process, evaluated the overall effectiveness of the school. The empirical investigation commenced with a self-structured questionnaire which was distributed to educators. The data obtained from the completed questionnaires was processed and analyzed by means of descriptive and inferential statistics. The following are some of the recommendations made: > The educator evaluation instrument must focus on teaching time. > The quality assurance process must focus on developing the educator. > Further research should be conducted on the role of quality assurance in educator career paths.