M.A. / New developments in the dissemination of information have focused attention on the multimodal text, here the text that combines the linguistic code and the visual code. The multimodal text is being used more and more in the teaching situation. The aim of the Department of Education is to provide education and training for all, and to this end distance education is regarded as the most viable option for the South African situation. In the distance education situation, effective teaching relies almost entirely on the printed text, which means that quality text is of the utmost importance. This study explores the meaningful and effective use and integration of the language text and the visual image in the multimodal education text, as well as the various contextual factors that are involved, as one of the aspects that may determine the effectiveness of the education text. Practical guidelines, based on a critical look at passages from existing South African education texts, are suggested with a view to contributing towards the objective of producing an effective multimodal education text for a multicultural, heterogeneous student body. In this regard, reference is made to the situation at the South African College for Teacher Education (SACTE).

D.Ed. (Educational Management) / The rendering and implementation of a suitable school curriculum for the educable intellectually handicapped pupil poses a problem on the micro level of circulating, and a managerial problem to both the teacher and the headmaster or managerial team of the special school. In the research in question, a literature study was undertaken, systematic reflection was done, a questionnaire was compiled, and practical experience as headmaster of a special school for whites in the Transvaal was implemented, to be able to: provide pedagogically founded curriculum guidelines for the teacher and the headmaster or managerial team as curriculators on the micro level and to design managerial structures and identify and describe managerial approaches, managerial styles or leadership styles and areas of management, with a view to supporting and realising curriculum implementation on the micro level...

This treatise investigates the extent to which education could be declared an essential service. This is informed by an ongoing public perception that education is in a crisis as a result of the ease within which teachers embark on wildcat strikes, the level of absenteeism in schools, the manner in which communities prevent learners from attending school to place pressure on the state to meet service delivery demands, the lack of professionalism among teachers and the performance of our learners in achieving international benchmarks of results. The treatise critically explores the debate, in the South African context, on the need to declare education as an essential service in South Africa. This is done by examining the international benchmarks set by the International Labour Organization (ILO) in relation to essential services and what motivating reasons exist, if any, to proceed with declaring education as an essential service. There is a dire need to find a balance between the teachers’ right to strike and the learners’ right to basic education. At the moment there is a threat to this balance with the rights of teachers appearing to override those of learners and this has a negative impact on the learning outcomes and stability in education. The question that arises is what measures must the South African government put in place to ensure that the fundamental rights to education are not compromised. If the current situation continues to prevail it has the danger of retarding the development of a society in transition. There is a need for urgent intervention that takes on a consensus-based approach of identifying education as an essential priority in the interests of all. Can this be achieved by developing a minimum service level agreement for education that outlines which levels of teachers may go on strike? Can policy be regulated that outlines the duties of principals and deputy principals as those who are in the authority of the state and as such may not go on a strike? Can this be achieved without compromising the rights of any citizen as guaranteed in the Constitution of South Africa? The solution that this treatise provides to these vexing questions attempts to balance the rights of teachers with those of learners with a view to normalizing and stabilizing education in South Africa. It recommends that policy be set in place for principals and deputy principal that identifies them as part of those public servants who are in the authority of the state and therefore may not embark on a strike. This will enable the state to gain control of striking situations in education to ensure that there is still authority at the schools to maintain some level of minimum service, especially where there are very young learners. At the same time this will not be so severe as to render a strike in education ineffective for the teachers’ not to be able to exert force on the state to achieve improved conditions of service for themselves.

A dissertation submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / This dissertation deals with the forging of identities in twentieth century South Africa.It is undertaken within the discipline of history of education, but, givenithe complexity of the topic, the writer has adopted an interdisciplinary approach, drawing where appropriate on the methodologies provided by other disciplines. (Abbreviation abstract) / AC 2018

No description available.

The origins of the present segregated schooling system are bound up with the structuring of South African racial capitalism under the dominance of mining capital, particularly in the period 1900-1924, In attempting an historical explanation of this process, this study argues that the economic and social foundations of the backwardness of the schooling for Blacks in South Africa are connected with the segregationist structure determined by class struggle in the for early period of mining capital. It demonstrates that the basic characteristics and features of segregation in education had been established during the same period.

The dawn of the new era in 1994, in South Africa, brought with it a number of changes, one of which is education. Adult Basic Education and Training (ABET) was seen as a vehicle to address the alarming rate of illiteracy. This made ABET to become a matter of great concern in South Africa. Limpopo as one of South Africa's provinces was earmarked as one of the regions that need thorough redressing and restitution of equality. This study investigated the type of ABET programmes that are offered . in Limpopo. It was specifically aimed at establishing the quality criteria that should characterise adult education programmes in the rural areas of the Limpopo Province. 40 adult educators, 152 adult learners and 12 area coordinators from the Greater Sekhukhune and Vhembe Districts, in Limpopo, participated in this study. Data was collected through questionnaires, individual and focus group interviews. It emerged from this study that the focus of the ABET programme, in the Limpopo Province, is basic read.in g, writing and numeracy skills. The missing element in the design of relevant adult education is a balance between basic literacy and numeracy skills and the provision of income-generation programmes and other programmes that equip adult learners with knowledge, skills, values and competencies that are relevant for the challenges of the 21 51 century. On the basis of these findings, it was recommended that an effective needs analysis procedure should form the basis for the design of relevant adult education programmes in the rural areas of Limpopo. / (Ph.D) North-West University, Mafikeng Campus, 2006

D.Ed. / The aim of this study is to investigate the extent to which secondary school educators are coping with the implementation of outcomes-based education (OBE). This will be done by conducting research in secondary schools in the Richards Bay Circuit. Through this research, the aim of this study is to provide guiding principles for implementing OBE through investigation and analysis of classroom practices of grade 9 educators by using lesson observations, educator journals, learner portfolios and interviews with relevant school management members. Ever since outcomes-based education (OBE) was first introduced in grade one in 1998, it has been fraught with controversy. Initially, there was a lot of debate about introducing a system of education that has failed in other leading countries of the world. However, the Department of Education has remained firm in its decision that outcomes-based education is the ideal system of education to put in place in South Africa, given the historical background of education in this country. They feel that 2 it can adequately redress the imbalances of the past and develop citizens who are highly skilled and marketable. As outcomes-based education was slowly phased into primary schools, educators began to come to grips with this system and implementation was made easier. Another area of implementation that has received a lot of attention is the implementation of OBE in grade seven in the senior phase. Many educators and educational critics felt that isolating one grade for implementation interrupted the pattern of normal schooling. This meant that in 2000, OBE was implemented for the first time in grades three and seven. However, due to the support that was given to grade seven educators by foundation phase educators, they were able to partially overcome initial difficulties. One of the greatest challenges facing officials from the Department of Education was introducing OBE to secondary schools. Educators from secondary schools were in the past not directly involved in implementing OBE in their schools. In 2001, when OBE was introduced to secondary schools, educators were faced with similar uncertainties and confusion as grade one educators in 1998. Educators were finding that their learners knew more about OBE than they did because they had encountered it in grade seven in 2000. They were faced with administrative changes and restructuring of the school curriculum. As with any process of change, there is fear, denial, unacceptance, negative criticism and outright rejection. It is against this backdrop of OBE implementation that the researcher has developed an interest in this area. The researcher has previously conducted research into training in the foundation phase and has concluded that educators experience difficulties due to the lack of adequate training and various other contextual factors. As an OBE facilitator for the senior phase (1999 - 2001), the researcher has encountered a similar situation as experienced by foundation phase and grade seven educators. During facilitation, some of the observations made by the researcher include : educators from different schools are implementing OBE at varying levels , educators are confused 3 because they do not have clear guidelines or a step by step process of implementing OBE. After voluntarily visiting a few rural and urban schools in order to assist them with implementation, the researcher noticed that vast discrepancies exist between the theory presented in workshops, that the researcher has facilitated and the actual implementation in schools. Many schools have unique contexts and OBE has to be adapted to suit these contexts. Based on these observations, the researcher consulted with the Superintendent of Education Management (SEM) of the Richards Bay Circuit about problems experienced by educators with OBE implementation in secondary schools. He has acknowledged the need for further investigation and supported the proposal to investigate how educators are coping with implementation of OBE in secondary schools. He has also recognised the need for checks and balances to be put in place for effective implementation to take place. The fact that both educators and schools are experiencing problems with OBE implementation indicate that there is a problem that needs investigating. The researcher's interest in this field is motivated by two reasons. Firstly, the researcher feels that there is a need for research to be conducted in the Empangeni Region of Kwazulu-Natal due to the geographical extent of the region; its vast rural population and the lack of research in this field. Secondly, the researcher has a genuine interest in providing assistance to both the Department of Education and educators with practical guidelines for implementing OBE in secondary schools. Overcoming the initial hurdles of implementing any. new system is integral to the success of the entire approach. The researcher is of the opinion that educators are the most important factor in the success of implementing OBE in schools across South Africa. A motivated, resourceful and committed educator can overcome many of the obstacles facing schools, learners and the education system in general. Therefore, the researcher feels that assisting educators with problems and difficulties that they 4 may have with implementation of OBE will actually ensure the future success of OBE in the education system of South Africa.

M.Comm. / Na aanleiding van die argumente gevoer in die agtergrond en rasionaal van die studie, is die essensie van die problematiek gesentreer rondom die derde wereldkonteks wat gekenmerk word deur veral swak vervoerstelsels en 'n nie-effektiewe posstelsel. Uit die dialektiese interaksie met die navorsingterrein blyk dit vir die navorser of daar plek is vir verbetering ten opsigte van doeltreffende bestuur van die afstandsonderriginstansie. Aangesien dit egter vir die navorser essensieel is om handelingsriglyne te beskryf wat die praktyk sal verbeter, is daar besin om 'n strategie te benut waardeur tot `n beter verstaan van die problematiek gekom kan word, en wel deur studente te betrek wat die kliente van die diens is.

This thesis reports the results of some five years of work with first year physics students at the University of the Western Cape in South Africa. South African education is presently characterized by large numbers of students who, judging from their poor results in their first year at university, are poorly equipped to meet the academic requirements of a university course especially in science-related disciplines. The purpose of this research was twofold: (a) To determine the cognitive reasons for the poor performance of these students, characterized as disadvantaged in the study; (b) To develop suitable instructional materials based on the determination in (a). Feuerstein's theories of the cognitive development of disadvantaged persons were found to be extremely useful both in providing direction for the research as well as in interpreting the data generated by the study. Thirty person-to-person interviews of about 45 minutes in length, were conducted with first year physics students as they attempted to solve two typical kinematics problems. Analysis of the interviews revealed that in addition to language difficulties experienced, students also displayed regularities in the types of errors made. Over and above this, students demonstrated significant cognitive difficulties with the analysis and elaboration of data in the problems. Many of these difficulties can be related to the cognitive deficiencies documented in the work of Feuerstein. Additionally, a paper-and-pencil test was developed to examine whether students, after instruction, display any planned approach in their use of Newton's laws in solving typical physics problems. The results of the test with 86 first year physics students show that traditional physics instruction does not help disadvantaged students develop the ability to use Newton's laws in any structured manner. Instruments were developed to assist students using the algorithmic approaches of Landa. Nine areas in the typical university first year mechanics course were analysed for the cognitive operations requited to use specific laws or concepts in problem-solving. Booklets were designed which made these cognitive operations explicit in the application of the particular law or concept. A test group which used the instruments showed significant gains in quarterly examinations in the physics department, over a control group which received instruction in the traditional manner. Anecdotal evidence of the efficacy of the instruments is also presented. The success of the research shows that it is possible to address the cognitive difficulties of disadvantaged students in physics within the framework of a first year university course. The approaches documented in this thesis give an indication of how disadvantaged students can be assisted and supported academically.