In this study a group of adults who have participated in ABE programmes as learners for two to three years is compared with a group matched for employment position and scores on literacy screening tests who have had no involvement with ABE programmes. The study inquires into peoples' work situation, including their perceptions of future prospects at their place of employment, and the degree and nature of their job satisfaction, peoples' community involvement, including awareness of current issues, the extent to which they feel they can influence what happens to them, and the extent of their engagement with community issues, and peoples' personal situations, including how they use the reading and writing skills they have developed, their involvement with their children's schooling, the sources of information they rely on, their money management, their record keeping and their degree of confidence in using technical means of communication. The study also investigates people's attitudes towards adult basic education classes, and for those who have participated in them, their own perception of changes effected, gains and sacrifices made, and whether the effort has been, for them personally, worthwhile. Differences and similarities between the groups in the areas of their work situation, their educational experience and attitudes towards education and in literacy-related practices are analysed statistically and discussed. All comparisons between the groups are explored and discussed in the contexts of the learners' own lives and experiences as described by them. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

Abstract not available. / Thesis (M.Ed.) - University of Durban-Westville, 1995

This study aimed at investigating African students' perceptions of careers guidance in African schools. It aimed at determining the extent to which students viewed careers guidance and the effectiveness to which careers guidance programmes in schools have been able to assist them to make informed career decisions and choices. Literature reviewed revealed that careers guidance services were inadequate in schools due to the legacies of the apartheid era. As a result a lot of school leavers found themselves unable to make occupational choices. The relevance of careers guidance in relation to career development theories argues that a holistic approach to careers guidance in African schools is important because of a variety of factors (personal, situational and developmental) which influence career decisions and choices. Also, the negative views held by teachers and learners of careers guidance greatly impacts on its success. The study drew its data from a sample of University of Zululand students enrolled in the faculties of Arts, Education, Commerce and Administration, Law and Science. The research used a questionnaire with closed-ended questions to elicit the data required. The questionnaire focussed on the importance of careers guidance, effectiveness of careers guidance programmes in career decision making and choices, and the influence parents have on career decisions and choices. The study also tested the relationship between students' perceptions of careers guidance and the variables of gender, family composition, and degree registered at the university. The findings revealed that students perceived careers guidance to be important. However, careers guidance is perceived by students as having been ineffective in helping them make informed career decisions and choices. Parents were also found not to have been influential in career decisions and choices of their children. The study also revealed significant differences between males and females, single and both parent families, and the different degrees registered. Females were found to be more wanting of careers guidance than males. Students from single parent families were found to rely more on the school than the home for careers guidance as opposed to both parent students. Females found parents to have been more influential in their career decisions and choices than males who considered parents unimportant in influencing career decisions and choices. The implications of the findings were that careers guidance programmes ineffectively enhance learners' career development. As a result they are unable to make sound career decisions and choices. Learners' decisions and choices may still be influenced by gender, family and academic constructs. It is recommended that careers guidance be enforced in schools and given equal status to the other subjects . Relevant careers guidance programmes which are context specific and related to the job market are also an absolute necessity for learners. Only effective careers guidance programmes would lead to effective career decisions and choices. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.

The selection of textbooks used at tertiary institutions in South Africa, in the discipline of Accounting, is an area where there is a lack of published studies. Factors citied by academics for selecting prescribed textbooks are the cost of the textbooks, comprehensive coverage of relevant topics and applicability to the South African context. Other criteria, such as readability, are often not taken into consideration. Students feel that the prescribed textbooks are prescribed for the wrong reasons and find them difficult to read and learn from. The research reviews the Managerial Accounting and Finance (MAF) textbooks used at the University of KwaZulu-Natal (UKZN) and other universities. Observations about the textbooks, from staff and students are considered from interviews. / Thesis (M.Ed. (Department of Education)) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

Biographical accounts constitute an important source of information about the experiences of black women under Apartheid. This study focuses on the life of an elderly black woman and presents the various life experiences she was exposed to in her various lifelong learning contexts, as told by her. It highlights the impact of the diverse learning contexts that she was exposed to throughout her life, and develops an understanding of how her meaning perspectives were shaped and transformed by her lifelong learning experiences. This research study is qualitative in nature and employs a life history methodology, which focuses on the meanings that people attach to their experiences. It draws on three of the major interpretive paradigms that structure qualitative research, namely the interpretivist, critical and feminist paradigms. The theoretical framework contains elements of two key theories of adult learning, namely that of Transformative Learning and Critical Consciousness. It also draws on elements of Feminist Theory. The research method consisted of six open-ended life history interviews, which are special types of field interviews, in which I gathered narrative accounts about the respondent’s life. Every interview was audio-taped. Although there was a ‘pre-interview’ agreement on some possible issues that could be discussed, I did not bring a series of predetermined questions or theories into the interview process, but rather used open-ended questions that generated themes from the respondent’s lifelong learning experiences. The participant knew that she was an equal partner in identifying the major themes. My own reflections on what I heard and observed during the interviewing processes also became an important source of information in constructing the research findings. The narrative analysis approach was used to analyze and interpret the interview data. A biographical life history was constructed. This was followed by a process of negotiating the possible main themes embedded in the biographical life history, and then analyzing those themes, which were subsequently interpreted individually for their meaning. This life history study illustrates that Madelwa constructed her identity through the various discourses and lifelong learning contexts that she was exposed to. The study also found that experiential learning is central to the theories of adult learning referred to above. The transformation that happened in Madelwa’s life is the outcome of a practice of critical reflection that already started in her childhood. A crucial finding was that critical hermeneutics in this case offered Madelwa a method for investigating the conditions of her existence, and led her to challenging of the status quo. This life history study suggests that there is a definite relationship between lifelong learning experiences and transformation in an individual’s life. Linked to this transformation is the fact that this study shows that each biography has its own truth. Her life history still continues… / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study investigates the perceptions of Zulu speaking parents of the new language-in-education policy. The context for the study, which is explained in Chapter one, is an ex-Model C senior primary school in KwaZulu-Natal. Chapter two consists of a review of the literature and examines South African language policy before 1989 as well as early ANC language policy up to the present language-in -education policy of additive multilingualism. The research entails a critical examination of the popularity of English as a language of learning (hereafter referred to as LOL), weighed against the need to maintain and sustain indigenous languages. There is also a focus on the current debate surrounding language policy and the notion that, historically, language policy has never been a neutral issue. Chapter three describes the research methodology. A qualitative approach was used, drawing on the interpretive paradigm. Some quantitative data, however, was necessary to support the research. Data was drawn from a sample comprising 30 Grade 4 Zulu speaking parents at a former Model C school, who completed a questionnaire. Interviews were conducted to probe and clarify the responses to the questionnaire. Three main issues were addressed: parents' reasons for choosing an English school; any concerns they might have over the neglect of culture; and their knowledge of the new language-in-education policy. Chapter four describes how these three broad issues were tested against the perceptions of two other participants, namely the Principal of the school (Mr B) and an outside educator (Dr L). Conclusions are discussed in Chapter 5. A key finding that emerges from the study is that parents do not favour an English only policy; they want both unfetted access to English and the assurance that their indigenous language and culture will be safeguarded. However, these findings need to be discussed in the context of rapid social change and it was concluded that parents were not well informed about the new language-in-education policy of additive multilingualism, and the options that this affords them. The government needs to disseminate information more efficiently if the new language-in-education policy is to impact on the decisions that parents make regarding their children's education. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

Higher education in South Africa faces severe challenges due to the under preparedness of many students entering the system. Research (Perkins 1991; Pretorius 2000, 2005; Balfour 2002) has shown that many students who enter higher education do not have the required academic literacy knowledge and strategies to engage meaningfully with the relevant texts in their disciplines. A major obstacle to students’ success is their limited reading strategies. A significantly large number of students are not able to read at the appropriate grade and/or age level. Yet, reading is one of the most important academic tasks encountered by students. This thesis focuses on the use of reading strategy interventions together with integrated reading/writing activities to enhance reading comprehension. The study is located at the Durban University of Technology, using as participants the students who were registered on the first year extended Dental Technology programme in 2004. The interventions are implemented through an action research project. The piloting phase of the interventions reveals the need for an understanding of the students’ backgrounds in, amongst others, their reading and writing practices, attitudes, approaches to learning, and motivational factors. Consequently, the action research project was conducted in parallel with an ethnographic inquiry into students’ reading worlds and practices. Given that reading and writing are complementary processes whereby the enhancement of the one has a positive effect on the other, the ethnographic inquiry also explores students’ attitudes and practices towards writing. Using the ideological model (Street 1984) and, in particular, the new literacy approach to teaching and learning as a framework for the thesis, I argue that the students’ early childhood and schooling experiences of reading and writing impact on their current attitudes and practices. I further suggest that for children from disadvantaged backgrounds learning and retaining literacy is more difficult than for children from advantaged, middle class backgrounds. The ethnographic inquiry involved a series of interviews with students, as well as a questionnaire to ascertain students’ attitudes and practices towards reading and writing. In addition, a questionnaire was designed for lecturers to obtain their attitudes and practices towards reading and writing in their disciplines. A major finding of the ethnographic inquiry was that the majority of participants in the study come from a background that can be described as traditionally oral in the sense that it is one in which very little or no emphasis is placed on reading. For some participants story telling was a more common form of interaction or communication with the elders. Also, the majority of participants come from lower socio-economic backgrounds where the purchasing of reading materials is considered a luxury. In addition, for many of the English additional language students, their school environment and experiences were not adequate enough to foster the need for reading and/or any engagement in reading. Based on my research, as well as the findings of other researchers, I argue that reading strategy interventions are essential in order to raise awareness and promote the use of reading strategies so as to enhance the learning (reading) process. The review of literature on reading development and the findings from the interviews indicate that the explicit teaching of reading strategies is essential for students who come from disadvantaged backgrounds (Heath 1983; Delpit 1986; Cope and Kalantzis 1993). To this end the action research component of the study was implemented through the explicit teaching of three reading strategies, namely, identifying the main idea in a paragraph, using context clues to guess the meaning of unknown words in a text, and summarization. The focus of the intervention was on the process and on raising students’ levels of metacognitive awareness. The approach is novel in two ways. First, via the process approach to reading the chosen reading strategies were initially taught independently to the students using the explicit explanation approach which involved scaffolded tasks involving explanations, modeling (using the think-aloud protocol), practice, and transfer exercises. Thereafter, using the cognitive apprenticeship approach, students were taught to use all three strategies simultaneously during reading. Second, discipline specific materials were used as reading sources during the interventions which were conducted with integrated reading/writing activities. Data was collected by means of a language proficiency pre-and post-test, a reading strategy pre-and post-test, worksheets, student reflective pieces, portfolios, and observations. An analysis of the pre-and post-test data showed that the reading strategy interventions were highly successful. Students performed better in the reading strategy post-test than in the pre-test. Furthermore, their performance was better than that of a control group of students who were registered for the first year mainstream programme and who wrote only the reading strategy post-test. A marked improvement was also noted in the language proficiency post-test. These results stress the need for the teaching of reading strategies through integrated reading and writing activities. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2006.

This dissertation Is an investigation of educators' perceptions and practices of the key Constitutional Values in the Bojanala West Region High Schools. South Africa is experiencing an alarming increase of crime related incidents, such as, lack of accountability, dishonesty, violence and injustice, which is an indication of a decline in morality and values. Schools have their own problems, such as, lack of discipline and respect for authority especially by learners. The great challenge for education is for schools to transfer to learners not only the ability to learn and acquire skills for an increasingly complex world. It is also to ' assist in the building of character. Surely we all want our children to become adults who are caring, tolerant, fair, and respectful. We want our children to know and uphold the principles of; Democracy, Social justice and equity, Equality, Non-racism and Non-sexism, Ubuntu, An Open society, Accountability, The rule of law, Respect and Reconciliation. This is perhaps the expectation of parents and the South African Government alike. Data were collected from several sources. Questionnaires were distributed to High School educators in the four Area Project Offices in the Bojanala West Region, and structured interviews· were conducted. The findings indicated that educators agree that emphasis on the teaching of values is a solution to violence, social problems and lack of respect in our society, they further agree that the school has an important role to play in the teaching and imparting of the constitutional values to the learners. The interview responses indicated that educators are not aware of the existence of the Constitutional . values and the educational strategies to help them infuse the values into the curriculum, most of them indicated that they rely on their own Initiatives to Impart values to learners. Furthermore, the majority of educators interviewed Indicated that any attempt to give prominence to values in education should be done through the existing curriculum framework and not become an added imposition. / (M.Ed.) North West University, Mafikeng Campus, 2006

The ushering in of the new democratic order in South Africa in 1994 brought with it far-reaching changes that impacted on the lives of every citizen. South Africa was faced with the task of translating the dreams of its citizens into reality. To do so, the state, through its various departments had to revisit it approach to service delivery. this led to the extensive restructuring processes that characterised the first decade of democratic rule in this country. The changes that occurred and are still occurring in education are remarkable and commendable. Post 1994, the Ministry of Education had to dismantle the apartheid structure and create a unified education system. During apartheid there were 19 Education Departments, which had to be amalgamated into one National Department, which is further divided into nine Provincial Education Departments (Hofmeyer, 2000:2). this was to create a more equitable system of financing in a context of the huge demand on the limited financial resources and to create a policy framework, which gave concrete expression to the values, which underpinned the post apartheid state. The first five years of reconstruction were dedicated towards the dismantling of apartheid, and the creation of structures and procedures. This included transfers of staff, offices, records, assets and more than ten million learners and educators into the new system without compromising service delivery. Educators are central to educational change, the policy on norms and standard for educators were introduced in 2000 (Robinson, 2003:19). This policy created the framework and procedures for the approval of teacher education programmes and outlined the kinds of qualifications that the Department of Education would consider for funding and for employment. The policy provides an outline of the knowledge, skills and values that are seen as the hallmarks of a professional and competent educator (Robinson, 2003:21 ). / (MBA) North-West University, Mafikeng Campus, 2006

The study was undertaken to analyse educator's views on their effectiveness in using group work as a co-operative learning strategy. Specifically the study aims to: To determine through literature the nature of group work as a co-operative learning strategy. To find out views of educators in their effectiveness of using group work as a teaching strategy. The investigation involved 208 educators from middle and secondary schools in Themba District. Close and open ended questionnaires were used for data collection. Results obtained showed that approximately 168 (80.76%) of the educators indicated their preparedness to use group work as a co-operative learning strategy. Results revealed that almost all the educators were willing to use group work as a co-operative learning strategy. However the study could not conclude that group work as a co-operative learning strategy has been applied effectively. The major problem faced by educators are skills requirements for using the strategy effectively. Other problem areas are:· it is time consuming, Jack of participation by learners, lack of learning resources. The following recommendations have been put forward: Pre-service training and in-service training should be made available to educators for the improvement of teaching and learning strategies in group work. Educators should be enlightened on how to use group work as an effective strategy. The educators should therefore be trained on the following: • Theory and philosophy of cooperative learning • Demonstration of co-operative methods • On-going coaching and collegial support at the classroom level • Training educators in maintaining product teaching approaches in order to curb useless time consuming activities. / (M.Ed.) North-West University, Mafikeng Campus, 2004