For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province. This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences. The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (doctorate)--University of South Africa, 2001.

Text in Afrikaans / In hierdie studie is die opvoedingspraktyke van verskillende samelewings met betrekking tot verstandelik erg gestremde kinders histories-analities ondersoek. Die tendense wat telkens onderliggend aan veranderinge was, is geidentifiseer en aan die hand van pedagogiese kriteria geevalueer. In die antieke Griekse en Romeinse beskawings is 'n praktyk van uitwissing gevplg. Die Christelike godsdiens bet 'n meer verdraagsame houding meegebring, maar in die Middeleeue bet onkunde en bygeloof nog steeds hoogty gevier. Eers vanaf die agtiende en negentiende eeu bet groter kennis en 'n nuwe kindbeeld tot 'n meer rasionele benadering tot die verskynsel van verstandelike gestremdheid gelei. Pioniers, veral medici, bet na vore getree en die weg gebaan vir 'n beter bedeling vir hierdie kinders. Dit was egter eers in die tweede helfte van die twintigste eeu dat onderwys aan verstandelik erg gestremdes 'n werklikheid geword bet. Die beginsel van normalisasie is toenemend op dienste wat aan hierdie kinders verskaf is, toegepas en het tot gevolg gehad dat wetgewing met betrekking tot die onderwys aan verstandelik erg gestremde kinders tans in die toonaangewende lande en in SuidAfrika op 'n handves vir menseregte geskoei is. Hierdie bevindings bet segwaarde vir die huidige situasie ten opsigte van die beplanning van onderwysvoorsieninge vir verstandelik erg gestremde kinders in die Republiek van Suid- Afrika. / In this study the education practices with regard to severely mentally handicapped children of various societies have been investigated from a historic-analytical perspective. The trends related to a certain anthropologic view and a specific child image, which have been the cause of certain changes have also been identified and were evaluated according to pedagogic criteria. In the ancient Greek and Roman civilizations a trend of infanticide influenced the education of severely mentally handicapped children. The Christian religion brought a more tolerant attitude, but during the Middle Ages superstition and ignorance were still at the order of the day. It was only from the eighteenth and nineteenth centuries that more knowledge and a new child image brought about a more rational approach to this problem. Pioneers, mostly medical surgeons, came to the fore and paved the way for a better dispensation for these children. In the latter part of the twentieth century education for the severely mentally handicapped had for the first time become a reality. The normalization principle was increasingly applied to all services rendered to these children and this resulted in legislation regarding the education of severely mentally handicapped children in all leading countries and in South Africa being based on a declaration of human rights. These findings have an important meaning for the present situation with reference to the planning of education services for severely mentally handicapped children in South-Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

This study pointed out that without parental involvement in the children's education, the latter cannot fulfil its pre-set goals. The family together with the community, have to contribute a lot to the development and improvement of the education system. Implications of parental involvement, together with parents, and children's rights was discussed. The latter fact was supplemented with the educational laws of South Africa and the Constitution of the Republic of South Africa. To determine the problems experienced by teachers in dealing with parents, concerning school related matters, teachers and parents' responses are discussed in this study. In this study America and Britain have been put as examples as far as parental involvement in children's education is concerned. It was concluded that the government together with the parents have to take drastic steps to rectify the situation in the rural areas of the Eastern Cape Province. / Educational Studies / M.Ed. (History of Education)

Thesis in compliance with the requirements for the Doctor's Degree in Technology: Language Practice, Durban University of Technology, 2012. / This autoethnographic self study tracks my new ways of knowing in the various roles I play from daughter (passive recipient) to curriculum designer (active analytical composer). It retells my journey in the teaching profession at a school in Durban, in South Africa. The story occurs during a period when schools were racially desegregated in order to address the anti-apartheid policies that were prevalent prior to the first democratic elections in 1994. The story captures the challenges I faced during the transformation era in education and how I went about addressing two of the main challenges I faced: 1. Cultural diversity in racially desegregated schools. 2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher of learners with mixed abilities in an environment deprived of resources in terms of mentorship, and teacher/learner resource material. This study reveals how the challenges I experienced were, in retrospect, the disguised opportunities that led to my growth from teacher to textbook writer. It gives an account of the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar for curriculum development. The study uses autoethnography (Ellis 2004) as a method to bring to life the teaching of isiZulu as an additional language in South Africa. It defines some of the difficulties experienced by teachers during a transformation era in education. In this study I clarify the relationship between Outcomes Based Education and the National Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge gained from intuition and experience to demonstrate how these policies can be applied in the classroom to achieve effective learning, an aspect often ignored in in-service teacher education. Readers (particularly teachers) will resonate with the experiences described in the stories, and, in so doing, gain a better understanding of themselves and their teaching practices; this might provide the much needed optimism amongst teachers, and might motivate and inspire them to grow professionally. The personal benefit in writing this thesis is that it renewed my place in the academic world, and more importantly, it has satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul satisfying and enriching journey. It is hoped that this study will in some way contribute to the transformation in education process in post liberation South Africa.

Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology: Emergency Medical Care, Durban University of Technology, 2011. / South African Advanced Life Support (ALS) providers follow an autonomous practice model of care. This advanced role profile is characterized by clinical skill competence and autonomous decision making whilst demonstrating a high level of awareness of their own ethical attitudes, values and beliefs. It is through a professional commitment that ALS providers deliver an advanced evidence based practice that should be maintained constantly within a dynamic environment. Continuous Professional Development (CPD) is seen as an instrument for this. CPD should also serve as a means to acquire professional excellence and going beyond the boundaries of meeting the base level standard with the aim of providing the finest quality of care in the interest of patient safety. Purpose of the research The purpose of this research is to identify gaps in the professional development of out-of-hospital ALS providers trained in South Africa by assessing frequency of performance of ALS clinical skills, by determining perceived level of competence and predictors of confidence, and by sourcing information on attendance of CPD activities and training needs. vi Methodology This study used a quantitative non-experimental design. Data was attained from an e-mail based descriptive survey that was limited to a precise and concise questionnaire. The data from 140 (N) ALS providers was subjected to a descriptive statistical analysis using the PASW statistics version 18.0 to systematically show patterns and trends. Frequency distributions were generated to describe data categories. Bivariate analysis was conducted using Chi-square and Pearson correlation tests. Results Results indicated that ALS providers performed clinical skills infrequently. Of the total number of respondents 140 (N), the average ALS clinical skills performance was 6 (4.8%) daily. In the 2-6 times a week category 8 (6.4%) ALS clinical skills were performed. ALS clinical skills performance in the once a week category showed an average of 7 (5.6%) and the once a month category, an average of 17 (13.7%) ALS skills were performed. An average of 31 (25%) ALS skills were performed in the once in six months category whilst an average of 54 (43.5%) were performed in the greater than six months category. CPD activities that are appropriate to ensuring the maintenance of competence for these clinical skills were not adequately undertaken. Medical updates were mostly attended by ALS providers, 52 (42.9%) whilst CPD events that addressed clinical skills, was mostly limited vii to the ACLS course 42 (34.7%). The needs assessment for CPD showed that 56 (53%) of respondents expressed a need for paediatric and obstetric simulated skill sessions, whilst 43 (40.9%) requested clinical skills workshops and 39 (37.1%) expressed a need for clinical practice in theatre and coronary care units. Conclusions and recommendations This study shows that ALS clinical skill competence is maintained by frequent practice and appropriateness of CPD activities. The infrequent performance of ALS skills coupled with the lack of appropriate and diverse CPD activity attendance results in poor maintenance of competence. The loss of competence can be related to poor reported levels of confidence which consequently places patient safety at risk. To safeguard against medical error and ensure patient safety, it is strongly recommended that CPD audits be undertaken on all ALS providers for appropriate CPD compliance related to clinical skills performance. In addition to a clinical skills audit, it is recommended that a national clinical skills registry be established with the intention of facilitating clinical skill surveillance, to determine a notifiable, high risk skill set. To safeguard against knowledge and clinical skill attrition and loss of competence, the delivery of CPD activities should be assessed for effectiveness and appropriateness.

Many children in conflict with the law are not receiving the relevant education and services to which they are entitled. Convention on the Rights of the Child, proclaim that the convicted child‟s needs of persons of their age, like the right to appropriate education must be addressed as a matter of urgency. In addition, there is a serious lack of properly trained personnel who might be causing more impairment to children in conflict with the law, but who remain in the system. The appointment of relevant and appropriate staff in correctional facilities is definitely required. For instance, many young offenders lacked a decent education, social skills and occupational skills and involvement of parents, peers and the community. If essential programmes become successful, this will not only improve the livelihood of children in conflict with the law, but will also reduce recidivism rates. Qualified teachers and caregivers are required because the children in conflict with the law require specialised programmes like Individual Education Plan (IEP). The IEP is a basic aspect in providing quality special education services to help a particular learner attain his or her maximum learning potential. The aim of this study was to develop socio-ecological framework in understanding and giving support to children in conflict with the law. Bronfenbrenner‟s ecological model was used as a conceptual framework. Qualitative research design and phenomenology as a mode of enquiry were employed in this study. Interpretivism was used a philosophical paradigm. Population was learners, between ages of eleven and seventeen, from three correctional facilities. Purposive sampling was used as a method of sample selection. The findings in this study indicated that the children in conflict with the law resented the teachers showing signs of being judgemental, for failing to acknowledge their efforts and for being unresponsive to their needs. Initial desires to succeed in the classroom were replaced by frustration, anger, hopelessness and disappointment following failure. Many of their acting out behaviours were an expression of this anger and disappointment. / Inclusive Education / D. Ed. (Inclusive Education)

Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Reproductive health is the right of every person. The new Children’s Act (Act 38 of 2005) gives to children 12 years and older rights to reproductive health, which includes contraceptive access as well as information on sexuality and reproduction. They have the right to HIV/AIDS testing and treatment with only their own consent. The aim of the study was to investigate the personal and contextual factors which influence the accessibility and uptake of reproductive health education during early youth (13 to 18 years). The study also aimed to identify contextually appropriate recommendations toward improved reproductive health provision for these youths. A descriptive, non-experimental, research design was employed with a primarily quantitative approach. A sample of 270 participants, constituting 20% of the study population (N=1373) was randomly selected from Northlink FET Colleges, Cape Town. A self-completion structured questionnaire was used to collect the data. Ethical approval was obtained from the Health Research Ethics Committee of the Faculty of Health Sciences, Stellenbosch University. Permission to conduct the research was obtained from the management of Northlink FET College. A group of 30 participants, who met the inclusion criteria, constituting 11% of the sample, participated in a pilot study. Reliability and validity were assured by means of a pilot study and the use of experts in the field, nursing research and statistics. Data was collected personally by the Principal Investigator. The data analysis was primarily descriptive in nature and presented in frequency tables, proportions and measures of relationships, using where indicated Chi-square (x2) and Mann-Whitney U tests. A thematic approach was used to analyze the qualitative data yielded from the open-ended question. Subsequently, in order to strengthen the investigation, the qualitative data, within the identified themes, was quantified based on a validated analytical approach. The results show that 74.1% (n=195) of participants were sexually experienced by the time of the study. Of the participants who reported having already had sexual intercourse, 60.5% (n=115) indicated having made their sexual début by the age of 16. A third of participants (33.2%,n=77) received their first reproductive health education by age 13. Only half of the participants (50.4%,n=116) indicated that the reproductive health education they received always influenced them to make safer sex choices. Of the participants, 21.9% (n=59) stated that they felt that they were in some way hindered in accessing contraceptives during age 13 to 18 years. The vast majority of the participants (94.4%, n=255) indicated that they would prefer reproductive health education to be provided by a professional healthcare provider at a clinic (61.5%, n=166) or by a nurse at school (33%; n=89). Increased reproductive health education within the schooling systems was requested by 52 (19.3%) participants, with more than 30% (n=84) indicating their home as the preferred source of such education. Several recommendations, grounded in the study findings, were identified, including the provision of reproductive health care and accessibility to contraceptives for youths as young as 12 years within a school setting. This care should be provided by healthcare professionals, such as nurses, on a similar operating basis as that which is provided in primary health clinics. The findings reveal to the pressing need for the development, implementation and evaluation of an alternative model for reproductive health care provision in order to assure the complete deliverance of the rights and care to youths as stipulated in the new Child Act (Act 38 of 2005). / AFRIKAANSE OPSOMMING: Voortplantings gesondheid is die reg van elke persoon. Die nuwe Kinderwet (Wet 38 van 2005) gee aan elke kind 12 jaar en ouer die reg tot voortplantings gesondheid, wat insluit toegang tot swangerskap voorbehoeding en informasie aangaande seksualiteit en voortplanting. Die jeug het ook die reg tot HIV/AIDS toetsing en behandeling met net hulle eie toestemming. Die doelwitte daargestel is om te bepaal watter persoonlike en kontekstuele faktore die toegang en gebruik van voortplantings gesondheidsonderrig bevorder en/of benadeel by jonger tieners (13 tot 18 jaar). Die studie sou ook vasstel wat die voorwaardes is vir n toeganklike voortplantings gesondheidsorg diens vir hierdie tieners. !n Beskrywende, nie-eksperimentele navorsingsontwerp was gebruik met n primer kwantitatiewe benadering. !n Steekproef van 270 deelnemers, insluitende 20% van die studie populasie (N=1373) was vanuit die Northlink Verdere Onderrig en Opleidings Kolleges (Kaapstad) by die studie betrek. Die vraelys gebruik was gestruktueerd en is self deur deelnemers voltooi. Etiese Komitee van die Mediese Fakulteit te Universiteit Stellenbosch verkry asook die Bestuur van Northlink Kollege. ’n Loodstudie was gebruik, waarby 30 deelnemers wat inpas by die insluitings kriteria (11% van die studie populasie) betrek is. Die betroubaarheid en geldigheid van die studie is deur die loodstudie, die gebruik van ‘n statistikus, verpleegdeskundiges en die navorser-metodoloog versterk. Die finale data is persoonlik deur die navorser ingevorder. Data was geannaliseer met die bystand van ’n statistikus en is as frekwensie tabelle uitgebeeld met die gebruik van Chi-hoek (x2) en Mann-Whitney U toetse. ’n Tema benadering is geneem om die kwalitatiewe data te annaliseer. Gevolgens is die data van die kwalitatiewe studie gekwantifiseer. Die bevindings van die studie het getoon dat 74.1% (n=195) van deelnemers seksuele ondervinding voor die studie gehad het. Van die deelnemers het 60.5% (n=115) hulle eerste seksuele ondervinding gehad voor die ouderdom van 16 jaar. Van die deelnemers het 33.2% (n=77) hulle voortplantings onderrig teen 13 jarige ouderdom ontvang. Net 50.4% (n=116) van deelnemers het bekend gemaak dat die onderrig wat hulle ontvang het, hulle altyd gelei het tot veiliger seksuele keuses. Van die deelnemers het 21.9% (n=59) het gevoel dat hulle op een of ander manier verhoed was om voorbehoeding te bekom. Van die deelnemers, sou 94.4% (n=255) verkies het om alternatiewe voortplantings gesondheidsonderrig van ’n professionele gesondheidsorg voorsiener te ontvang, 61.5% (n=166) in klinieke en 33% (n=89) deur ’n verpleegster by ’n skool. ’n Toename in voortplantings onderrig binne die skoolsisteem is versoek deur 52 (19.3%) van die deelnemers, met 30% (n=84) van die deelnemers wat voortplantings onderrig van die huis af sou verkies het. Die hoop word dus uitgespreek dat die voorsiening van voortplantings gesondheidsorg aan kinders so jonk as 12 jaar binne die skool sisteem voorsien kan word, deur ’n professionele gesondheidsorg verpleegster op ’n soortgelyke basis as in publieke gesondheids klinieke. Die studie se bevindinge lei die navorser tot die voorstel om n alternatiewe model te ontwikkel en beplan. Hierdeur moet die voorsiening van voortplantings gesondheidsorg geskied wat sou verseker dat die volledige regte en sorgvoorwaardes aan die heug toegestaan deur die nuwe Kinder Wet (Wet 38 van 2005), aan voldoen word.

Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This assignment is based on the principles of the sociolinguistic theory. Exponents of the sociolinguistic theory focus on the social dimension of language. They argue that language planning is part of social change, and as such it is subjected to the rules of social change. Language planning does not take place in a vacuum and therefore, the exponents of the sociolinguistic theory also focus on the broader societal factors such as the economic, political, demographic and psigological factors that influence language planning during the planning phase. This study investigates the manner in which the University of Stellenbosch dealt with multillingualism through its language policy. In this regard the investigation aims to establish whether the University of Stellenbosch is doing enough in terms of its language policy to promote multilingualism through developmental programmes, in order to make the university more accessible for non-Afrikaans speakers from the community it serves. This study also investigates the historic background of the university and nationalism in dealing with the lingusitic and Afrikaans character of the University. In this regard the focus is on the role of Afrikaner Nationalism, the role it played in the language policy, and also how it influenced the broader political goals of nation building and reconciliation. Against this backdrop a critical analysis is made of the language policy of the University of Stellenbosch based on the provisions of the constitution and language ideological models. Lastly this study aims to make recommendations for a language policy at Stellenbosch University which will promote multilingualism, by recognising all the official languages, through this the university will be more accessible for non-Afrikaans speakers, especially those in the Western Cape. / AFRIKAANSE OPSOMMING: Die werkstuk is gebaseer op die beginsels van die sosiolinguistiese teorie. Voorstanders van die sosiolinguistiese teorie plaas die fokus op die sosiale aard van taal. Taalbeplanning is deel van sosiale verandering, en is as sulks onderhewig aan die reëls van sosiale verandering. Taalbeplanning geskied nie in 'n vakuum nie, en daarom fokus voorstanders van die sosiolinguistiese teorie ook op die breër sosiale faktore soos die ekonomiese, politieke, demografiese en psigologiese faktore wat taalbeplanning beinvloed tydens die beplanningsfase. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid aan die Universiteit van Stellenbosch hanteer word. In hierdie verband word ingegaan op die kwessie of die Universiteit van Stellenbosch in terme van sy taalbeleid, genoeg doen om veeltaligheid deur ontwikkelingsprogramme te bevorder sodat die universiteit meer toeganklik kan wees vir nie-Afrikaanssprekendes uit die gemeenskap wat dit dien. Die studie ondersoek ook die historiese agtergrond van die universiteit en nasionalisme in die hantering van die taal- en Afrikaanse karakter van die universiteit. In dié verband word spesifiek gefokus op die rol van Afrikanernasionalisme, asook die wyse waarop die breër politieke strewes van nasiebou en versoening die formulering van die universiteit se taalbeleid beïnvloed het. Teen hierdie agtergrond word 'n kritiese analise gedoen van die taalbeleid van die Universiteit van Stellenbosch aan die hand van die bepalings van die grondwet en taalideologiese modelle. Laastens word aanbevelings gemaak vir 'n taalbeleid aan die US wat veeltaligheid sal bevorder deur erkenning te gee aan alle amptelike tale veral in die Wes-Kaap sodat die US meer toeganklik kan wees vir nie-Afrikaanssprekendes.

Thesis (M Social Work(Social Work))--University of Stellenbosch, 2007. / The study emanates from the social worker’s intervention as facilitator for learners with disabilities in inclusive education. The aim of the study was to explore and explain the role of the social worker as facilitator in inclusive education. When learners with disabilities are placed in mainstream schools, there should be some means whereby the mainstream school system provides specialised support for their needs. An exploratory research design together with a qualitative research approach was chosen in order to obtain knowledge, insight and understanding regarding the role of the social worker as facilitator for learners with disabilities in inclusive education. A literature review was conducted to obtain a perspective of research done in this field. Much research has been documented regarding inclusive education. However no research has been done regarding the role of the social worker as facilitator for learners with disabilities in inclusive education. The empirical investigation consisted of case studies of two boys during middle childhood that were included in inclusive schools with the help of a facilitator. The findings of the investigation were in line with what was found in the literature study, namely that learners with disabilities can function successfully in inclusive schools with the help of a facilitator. Throughout the discussion it seemed clear that the social worker does not need new skills to be able to facilitate learners with disabilities in inclusive schools. The social worker can draw on already existing skills as discussed in the study.