In his "Onderwys in Kaapland, 1652 - 1939", Dr. P.S. du Toit makes special references to the educational work of the Anglican Church, indicating that there is some contribution. This attitude has as its aim to expose more of the reef of which the outcrops receive attention by Dr. du Toit ... much can happen between 1807 and 1829, and some of what did is described in these pages. One of Dr. du Toit's interests is the effect of the attempt to make English and instruction in English the basis of all education. Chap. 1, p. 1.

This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other

This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

Educational Studies / M. Ed. (History of Education)

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Historically, the majority of South Africans were denied access to free, compulsory and general education (National Multi-Plan, 1997:1). This means that many citizens did not have access to that educational foundation necessary for further learning, quality employment opportunities or even full and active social and political participation. Various arguments throughout this study imply that the South African education system presented unequal educational opportunities for most of its people. In this case, Black Education failed to produce people with the necessary skills for our economy. To compensate these people, the opportunities for education should be created everywhere in schools, sports clubs, NGOs and more importantly, in workplaces because education is the key for survival. Due to the need for economic growth and the need for skilled workers, large numbers of adults should be provided with extensive adult education. In other words, industries should become educational centres where employees could be equipped with numeracy and literacy programmes which would improve production and basic life-skills necessary to meet the demands of the economy at large. The study sought to find out "what role the two industries play in providing basic life-skills education to unskilled Black employees in the Empangeni/Richards Bay industrial areas". This was an empirical survey involving the target population of unskilled Black employees and facilitators of the adult education programmes of the lllovo Sugar Milling and Spoornet industries. In this study two different types of questionnaires were designed and used to ascertain the respondents' disposition towards adult education programmes. In each industry one questionnaire was administered to the unskilled Black employees and another to the facilitators of adult education progarmnes. The research sample comprised of seven unskilled Black employees from lllovo, twentyfive unskilled Black employees from Spoomet, two facilitators from Illovo and another two facilitators from Spoornet industries. The data collected from the sample attempted to answer the following research questions: ./ What basic day-to- day life-skills are needed by unskilled Black employees in the industries? ./ How effective are these programmes to unskilled Black employees in the industries? ./ How accessible are these programmes to unskilled Black employees? These questions necessitated a literature study and an empirical survey as research tools. It has emerged from the study that adult education is seen as an agent for social change and instrument for social development. The study seeks to assess the extent to which these programmes: .:. Fulfil the day-to-day basic needs of unskilled Black employees, in for example, financial management or identifying and using sources of informatiom like directories and maps . •:. Fulfil the literacy and numeracy needs of unskilled Black employees, in for example, appending signatures, reading newspapers and bank forms . •:. Cultivate good habits in the workplace such as punctuality, time management, safety precautions and proper procedures. The findings reveal that adult education programmes in industries were valuable and useful to employees as they were able to transfer the skills acquired from the programme to the real world situation. These life-skills included counting money, writing names and letters, appending signatures, reading newspapers and safety precautions signs, understanding road signs and making telephone calls. The researcher concludes with a number of recommendations including the following: ~ Each industry should establish a building named a 'college' or 'centre' within its premises where adult education programmes will be presented. ~ Each industry should have its own policy documents regarding the provision of worker life-skills education. ~ All workers have a right to paid education and training leave. This means that skilled, semi-skilled and unskilled workers should be entitled to four or six weeks of paid leave per year for further education throughout their working life. / AFRIKAANSE OPSOMMING: As gevolg van die historiese en politieke ontwikkeling in Suid-Afrika is die meerderheid van die bevolking toegang tot vrye, verpligte en algemene onderwys ontsê (National Multi- Plan, 1997: 1). Dit het tot gevolg gehad dat die meerderheid van die bevolking dus ook nie toegang gehad het tot verdere onderwys en gevolglik ook nie tot goeie werksgeleenthede en dus deelname aan die maatskaplike en politieke lewe ontneem is. In hierdie navorsing word minderwaardige onderwysgeleenthede wat aan die meeste swart mense gegee is uitgewys. Dit het tot gevolg gehad dat swart onderwys nie die opgeleide menslike hulpbronne kon lewer wat die ekonomie nodig gehad het nie. Ekonomiese groei is afhanklik van opgeleide menslike hulpbronne en om dit moontlik te maak behoort onderwysgeleenthede in groot getalle vir volwassenes geskep te word. Daarom behoort skoolfasiliteite, sportklubs, nie-regeringsorganisasies en die werkplek benut te word om onderwys aan die ongeletterde volwassene te gee. Dit impliseer dat nywerhede geleenthede vir geletterdheids- en syfervaardigheidsprogramme vir hulle werkers behoort te skep sodat hulle toegerus kan word met basiese lewensvaardighede en sodoende hulle lewenskwaliteit en produktiwiteit verhoog kan word. Met die navorsing is gepoog om vas te stel watter rol nywerhede in die Empangeni- /Richardsbaai-gebied speel in die verskaffing van onderwys in basiese lewensvaardighede aan hulle ongeskoolde swart werkers. Twee verskillende vraelyste en onderhoude is gebruik om data in te samel by 'n steekproef van die ongeskoolde swart werkers en die fasiliteerders van onderwysprogramme aan volwassenes by Illovo Suikermeule en Spoornet. Daar is gepoog om die respondente se houdings ten opsigte van onderwysprogramme aan volwassenes in dié twee nywerhede vas te stel. Die navorsinsteekproef het sewe ongeskoolde swart werkers en twee fasiliteerders van Illovo Suikermeule en vyf-en-twintig ongeskoolde swart werkers en twee fasiliteerders van Spoornet ingesluit. Met behulp van die ingesamelde data van die steekproef is gepoog om die volgende vrae te beantwoord: - Watter basiese lewensvaardighede benodig die ongeskoolde swart werkers in hierdie twee nywerhede? - Watter onderwysprogramme vir volwassenes is deur die twee nywerhede daargestelom in die onderwysbehoeftes in basiese lewensvaardighede van die ongeskoolde swart werkers te voorsien? Hoe toeganklik is hierdie programme vir die ongeskoolde swart werkers? Hoe effektief is die programme vir ongeskoolde swart werkers in die twee nywerhede? Om die vrae te probeer beantwoord was dit noodsaaklik om 'n literatuurstudie te doen, 'n vraelysopname te onderneem en onderhoude te voer. Die doelstellings met die navorsing was om te bepaal in watter mate die onderwysprogramme vir volwassenes in die twee nywerhede: voorsien in die daaglikse behoeftes van ongeskoolde swart werkers byvoorbeeld om hulle finansies te bestuur en om inligtingsbronne soos gidse en kaarte te identifiseer en te gebruik; voorsien in die geletterdheids - en syfervaardigheidsbehoeftes van ongeskoolde swart werkers soos die gebruik van 'n handtekening, die lees van koerante en die invul van bankvorms; lei tot 'n bewuswording en 'n besef van die belangrikheid van onderwys aan ongeskoolde swart werkers; ongeskoolde swart werkers voorberei om akademiese ondersteuning, soos byvoorbeeld hulpverlening met skoolwerk, aan hulle kinders te voorsien; 'n bewuswording skep van die maatskaplike, politieke, kulturele en ekonomiese verband waarin ongeskoolde swart werkers hulle bevind. Dit sluit die verskaffing van onderwys in basiese lewensvaardighede met betrekking tot vigs, gesinsbeplanning en kiesersopvoeding in; en die aankweek van goeie gewoontes in die werksituasie soos stiptelikheid. tydsbestuur, die toepassing van veiligheidsmaatreëls in die gebruik van korrekte procedures tot gevolg het. Die bevindinge van die navorsing dui daarop dat onderwysprogramme aan volwassenes in die nywerhede waardevol en nuttig vir die ongeskoolde swart werkers is aangesien dit hulle in staat stelom die vaardighede wat hulle aangeleer het na die werklike alledaagse lewenssituasie oor te dra. Hierdie vaardighede sluit onder andere in die tel van geld, die skryf van hulle name en briewe, die gebruik van 'n handtekening vir die ondertekening van dokumente, die lees van koerante en kennisgewings i.v.m. veiligheidsmaatreëls, die verstaan van padtekens en die maak van telefoonoproepe. Dit blyk ook uit die navorsing dat onderwysprogramme aan volwassenes as 'n werktuig van maatskaplike ontwikkeling beskou word. Die aanbevelings wat op grond van die bevindinge van die navorsing gemaak word, sluit onder andere die volgende in: Nywerhede wat groot getalle ongeskoolde swart werkers in diens het, behoort 'n beleid ten opsigte van onderwysprogramme in basiese lewensvaardighede aan werkers te hê. Elke nywerheid behoort fisiese fasiliteite vir die aanbieding van onderwysprogramme aan volwassenes op die perseel te hê. Hierdie fisiese fasiliteit kan 'n "kollege" of ,,s»entrum genoem wor d. Alle werkers behoort die reg te hê op vier tot ses weke betaalde onderwys-en opleidingsverlof per jaar.

D.Ed. / In South Africa the water and sanitation sector faces many problems in the delivery of services to ensure that all South Africans have access to safe and sufficient water resources and adequate sanitation to meet their needs. Local government, mandated to supply these services, has a lack of resources including trained human resources. Distance education learning programmes could be one way of addressing the lack of trained human resources. Distance education can reach a much wider spectrum of people, the costs to the employers can be greatly reduced, less work hours are lost, people, especially women, have the opportunity to study whilst still taking the caring role at home, and learners are also able to learn at their own pace and time. To address the problem it was identified that a framework for the development of outcomes-based distance education learning programmes for adult learners would be beneficial to the programme planners and educators who plan and design distance education learning programmes. The framework was developed based on the research literature explored. A literature study of three issues namely: outcomes-based education, facilitation of adult learning and distance education was undertaken. Theoretical underpinnings were extrapolated from the literature study which were used as the building blocks for the framework. To establish the theoretical underpinnings for the framework the evolution of competency-based education to outcomes-based education was investigated. It was concluded that competency-based education included core elements such as learning that is not time bound, learning that is stated as outcomes, various means can be used to achieve the outcomes, and assessment is based on the stated outcomes. These concepts have become the focus areas in all developments in competency-based as well as outcomes-based education. In the 1990s the education and training sector in South Africa was transformed, and an outcomes-based education system was adopted. A National Qualifications Framework has been introduced which offers a set of principles and guidelines for the education and training sector. These principles and guidelines were examined. Another issue that was scrutinised was the design of outcomes-based training material for the South African situation. Theoretical underpinnings for the framework were extrapolated from the findings of the literature study on the facilitation of adult learning and planning of adult learning programmes. The characteristics of the adult learner and the importance of these characteristics when planning a learning programme for the adult learner were examined. Two learning theories namely constructivism and transformative learning provided valuable insights into how adults learn in the learning situation. How to plan a learning programme for adult learners using the Critical Events Model, was explained. For the extrapolation of the theoretical underpinnings for the framework from distance education the evolution of distance education, from an informal style of correspondence education to a more formal style of single media correspondence education and eventually to a formal distance education system using multi-media methods was also explored. All these theoretical underpinnings were consolidated into the final product of this study namely a framework for the development of outcomes-based distance education learning programmes for the adult learners in the water and sanitation sector. The framework is designed as an independent document to be used by the programme planners and educators of distance education learning programmes. Within the framework the theoretical underpinnings are applied, guidance and advice on how to plan and design events in the distance learning programmes is given, and an example of how to design outcomes-based training material is included. Checklists are included at the end of every event in the framework. Programme planners and educators can use the checklist to determine if all the activities in the event have been completed. This makes the framework a guide that can be used by the most inexperienced programme planners and educators. It is hoped that this framework will guide many programme planners and educators as they are faced with the immense task of assisting in meeting the challenges of education and training in the water and sanitation sector in South Africa.

This study develops a model for university adult education to guide the Qwa-Qwa Campus of the University of the North in its quest to play a role in adult education practice. It explores the route that the Qwa-Qwa Campus could take in extending its resources to a wide range of individuals, special interest groups and targeted audiences in the North-Eastern Free State community that was historically marginalised from university education. In developing the envisaged model the study explores a number of international and local (South African) approaches in university adult education. This academic endeavour is intended to provide some guidelines for the Qwa-Qwa Campus’ envisaged role in university adult education. In pursuance of these aims (lie study investigates the typical role that a university plays in adult education by reflecting on the following issues: _ University outreach __ Distance education _ University Extension programmes / service _ University adult and ccntmuing education _ Universities and communities __ Sources o f funding for university adult education practice. A review of literature including a home-page survey are used as methodologies of unravelling typical University Adult Education approaches of four universities in Australia ii(La Trobe, Deakin, Ballarat and Charles'STtirt), one university in the United States of America (Tuskegee), two universities in Southe; s Africa (Botswana and Lesotho) and four Universities in South , . . Africa (Western Cape, Cape ToWd, Witwatersrand and Transkei). Key people at selected South African Universities actively involved in adult education practice were interviewed. Three people fi/nn the community were interviewed to assess the needs of surrounding people in the Qwa-Qwa area. The study brings these elements together in an attempt to develop a realistic model for the involvement of the Qwa-Qwa Campus in adult education.

A research report submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology by coursework and research report in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2010 / The study explored how teachers in mainstream schools in South Africa attempt to ensure all learners are included in the classroom as active participants. Inclusive education has been the educational policy in South Africa since 2001 and teachers are invaluable in implementing it, thus this research explored what teachers do in the classroom to ensure all learners are included as active participants. In particular the study explored whether teachers use learner-centred and differentiated instruction, strategies recommended for the inclusive classroom. Barriers and differences among learners that teachers consider in ensuring inclusion of learners in the curriculum and classroom as well as factors that hamper their ability in ensuring inclusion of learners were also explored. The sample of the study consisted of 14 teachers from four primary schools in the Johannesburg East region. Three focus groups and one individual interview were conducted. Questions looked at teaching strategies teachers use in their inclusive classrooms, factors among learners they consider in creating inclusive lessons and factors that hamper their implementation of inclusive education. It was found that teachers view learner-centred and differentiated instruction as useful within the inclusive classroom and they indicated that they do use these strategies. However, teachers indicated that they have received insufficient pre and in-service training for such strategies and for inclusive education in general and that there is thus a need to improve pre and in-service training for inclusive education. Moreover, commonly occurring factors such as large classes, limited resources, heavy workload, insufficient support services and time constraints were argued to make such strategies difficult to use. In discussing differences among learners considered in creating inclusive lessons teachers focused on cognitive and academic differences, while differences in culture, learning styles, interests, personality and socio-economic background were discussed infrequently. Barriers that teachers discussed as important to accommodate for in the inclusive classroom included hearing, visual and emotional barriers and poor concentration. Language was also identified as an important barrier to accommodate for. The family were identified as an important resource in achieving the goals of inclusive education, however it was indicated that there is a lack of family involvement. Limitations of the study are also discussed as well as directions for future research. / GR2017

Focus This thesis investigates inclusive education policy and practice in South Africa. In this context, particular focus is given to the rights and needs of visually impaired learners and students. Background Due to the dual segregated education system, as at 2001, approximately 280 000 disabled children did not have access to education at school. The special schools system fostered inequality and discrimination of disabled learners from an early age. This stood in tension with the South African Constitution and was not in line with international trends. This ‘normative tension’ and lack of alignment with evolving international practice led to a shift towards an inclusive education system as a policy preference. Policy In 1996 the Constitution and the South African Schools Act prescribed that everyone had the right to basic education and should not be discriminated against on any grounds. Mainstream schools catered for able-bodied learners, and existing legislation did not automatically equip schools and teachers with resources and training to accommodate disabled learners. To enable directives to obtain these objectives, Education White Paper 6 was passed in 2001. This policy documented Government’s intent to implement an inclusive education system by 2021. Investigation The educational needs of visually impaired learners were identified and discussed. An analysis of White Paper 6, highlighting its strengths and limitations in light of the identified specialised educational needs, was conducted. Research was undertaken in mainstream schools, special schools and universities to assess the progress of the implementation process. Challenges impeding the process including untrained educators, insufficient funding, and no established provisioning norms were identified. Inclusive education has its foundations within social rights theory. Education, like other basic social rights is a justiciable right which the State must uphold. However, like all normative wish lists of rights, limited resources, competing claimants and policy trade-offs are inevitable, more especially in a developing country. As a result budgets, utilisation of funds and accountability of the Department of Education were also investigated. Conclusion Following an analysis of the contents of the policy and findings on the progress of the implementation process, policy recommendations- informed by the researchwere proposed. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2008.

The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.