Enduring levels of illiteracy point to a long-term failure to address one of society's more solvable problems. The conditions giving rise to illiteracy are systemic and complex, but also deeply personal. Such conditions are invariably linked to histories of neglect, domination and injustice. Lying in a small, marginal space between limited, ongoing provision of adult basic education and training (ABET) from the South African state and industry, on the one hand, and state-led mass literacy campaigns, on the other, is the ABET work of non-governmental organizations (NGOs). This thesis examines a case of ABET within this alternative NGO sector at a time of heightened attention to the challenges of illiteracy in the global arena and a time of major transition in South Africa. It focuses on the Human Rights, Democracy and Development (HRDD) project in rural KwaZulu-Natal as a case of NGO-Ied ABET provision in community settings. The HRDD project attempted to combine ABET with livelihood and citizenship education. Its vision was to foster communities of learning and action. Using case study methodology within a critical paradigm, this study set out to critically document, narrate, analyse and theorise the practices, learning, and identity development within the HRDD project. The entire HRDD project serves as the unit of analysis for the case study. Data collection included 28 in-depth interviews with learners, educators and project partners and analysis of more than 100 project documents. The HRDD project provides opportunities to study adult learning and to examine a range of different types and purposes for learning. In this regard, the theories of Paulo Freire (1970; 1994), Jack Mezirow (1975; 1991), and Lave and Wenger (1999) are explored in setting up theoretical frames through which to understand and theorise learning in the project. The HRDD project provides an excellent opportunity to examine the processes of educator development within a community-based project and to examine the early stages of a community of practice (Wenger, 1998; Lave & Wenger, 1999; Lave, 1993) in which educators could learn the practice of "adult basic education" and find a network of support. A further theoretical frame which emerged during the process of the study and which showed relevance and promise for theorizing the relational and social network aspects of the study is Social Capital theory (Bourdieu, 1986; Putnam 2000; Coleman, 1990). This frame suggested the notions of depleted social capital and fracture as significant characteristics of the post-conflict status of the HRDD context. This thesis highlights the importance of paying close attention to the lives of learners and educators in educational projects and for viewing the project within the lives of learners and educators rather than viewing learners and educators in the life of the project. The thesis illuminates and contrasts such multiple perspectives and also highlights the importance of context and history as primary shapers of learning and action. This thesis ends with discussion of an emergent conceptual model of the HRDD project. The model contains four project dimensions, namely, learning, identity, personal transformation and social change. In addition, it includes four pedagogical devices, which are, reflection, dialogue, action and relationships. Finally, the model also reflects four major contextual factors, namely, poverty, patriarchy, power struggles and a post-conflict status. The concepts integrated in the model emerge from analyses and discussions throughout the thesis. The model is discussed as a summative device, as a heuristic and as a dialectic to outline several purposes which it serves in this study and could serve in future studies. The levels of struggle and fear which emerge through this case study present a portrait of life circumstances and learning contexts which are distinctly antidialogical and oppressive. The portrait also depicts several tenacious women who continue to struggle and learn in hope! 11 / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This thesis traces and analyses the dynamics of policy formulation and implementation in South Africa over the past two decades and attempts to identify the possibilities for democratic processes to change an unequal and multi-tiered education system. The study suggests that what has been missing from most analysis of transitional policymaking in South Africa is a careful examination of social class, and particularly how and why social movements and social actors on the ground, who were initially central to policy formulation and critique, became largely marginalised once policies were institutionalised. The trajectory of the latter trend, related to the class nature of the post–apartheid state and the political economy of the transition from apartheid to democracy is explored in detail in several of the chapters that comprise this thesis. The thesis builds an argument around class, political economy and community participation situated in critical education policy analysis as the theoretical approach. Critical policy analysis views the terrain of the state and therefore policy formulation processes as spaces of contestation and negotiation. It also allows insight beyond the symptoms of educational inequality and dysfunctionality and shows connectivity between education policy and social relations of power. The major characteristics of an ‘evaluative’ case study which combines description, explanation and judgement is employed in the study of the Education Rights Project. Such a methodological approach allows for reflection on the generation of extant post-apartheid education policy and its implementation. Various chapters provide an account of how communities can use research to document violations of education rights and claim their rights which in turn also provide insights into the complex nature of democratisation of education and formal policy making arrangements. The thesis also demonstrates how experiences of transformational education and activism actively seek to disrupt the dichotomies between formal and informal educational arrangements, the public and private spheres, and cultural and political spaces. The role of local education activism in South Africa has been relatively under researched and largely ignored by mainstream education policy theorists; this thesis attempts to rectify this gap in South African education scholarship. One of the questions explored is whether the elision of social class analysis and meaningful community participation in education policy deliberations has contributed to the failure in addressing and overcoming the profound inequalities and social cleavages that characterise the South African education system. Relatedly, this thesis examines the critical role of community, civil society and social movements in policy critique and development. The study also focuses on issues impacting on the implementation of the right to basic education through formal policy and legislative frameworks and whether these fall short of the needs of people living in South Africa as well as the constitutional imprimatur around the fulfilment of their potential. The thesis suggests that educational reforms should be accompanied by a wider range of redistributive strategies, democratic participation, political will and clear choices about the social ends policy interventions seek to achieve. These issues are prompted by other framing questions such as does the right to education impact on the development of democracy and social transformation in South Africa, what are the obstacles and impediments to the fulfilment of educational rights and what is the relationship between the state and civil society in educational policymaking and the meaning of this relationship for the establishment of democracy in education? / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Knowledge production or research in South Africa, as elsewhere in the world, does not occur within 'innocent' spaces devoid of personal, social, political, economic and cultural contexts (Singh, 2000). This study explores knowledge production at the level of policy. It questions in the review of the school's curriculum policy in general, and the science curriculum policy in particular: What becomes new? What is different? What remains the same? What is the policy problem? Who is the policy population that is the target of such policies? Why is there such a universal dimension of what should be taught in science, and hence what science is? Why is the conceptual knowledge of the science curriculum and the conception of scientific literacy around the world much the same? At the level of research, what is the most illuminative way to seek answers to these questions? The study explores the theoretical, methodological and contextual constructs that frame the conception of scientific literacy. This thesis presents a critical analysis of the policy process and policy documents for two reform periods in South Africa. The theoretical constructs deployed are policy archaeology, ideology, inclusivity, governmentality and professionalisation. I argue in this study that the latter two constructs are regularities that are necessary for the emergence of the policy problem, they shape the social construction of the policy problem and they constitute and shape the range of policy solutions. I posit that these regularities are necessary for the social construction of the policy problem in both the C2005 and the RNCS processes. These regularities intersect in a complex, grid-like fashion on the policy-problem axis. These intersecting regularities makes it possible for the policy problem to emerge as a problem, constructs the problem, and constitutes the problem as an 'object' of social visibility. I argue that ideological shifts in the conception of scientific literacy are constituted by these two regularities. I conclude the thesis by drawing out five significant policy lessons: (i) An 'ideal' that makes intellectual sense but does not fit conditions in society can exacerbate the problems it seeks to solve; (ii) 'Change is only as effective as the smallest unit': in the policy-making arena the smallest unit is the policy writers, in the arena of practice it is the classroom teacher; (iii) Timing determines what is possible: the socio-political climate of 1994 resulted in some important silences- especially from conservatives and scientists; (iv) In the science policy documents the definition of scientific literacy is epistemological at two levels: the idea that scientific literacy can be defined and constitutes individual knowledge,and the view of knowledge in the policy documents; and (v) The policy process and the policy documents challenged hegemony of structure and the epistemology of knowledge. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2005.

The importance of quality pre-primary education is universally acknowledged in terms of the educational, social and economic benefits that accrue to the individual and society as a result of this type of educational provision. In South Africa, however, co-ordination, planning and funding of pre-primary education has never taken place at a national level. In terms of a policy statement made by the Minister of National Education in 1969, the four provincial authorities were given responsibility for the establishment and maintenance of pre-primary education, to be developed as and when the finances of the provinces permitted. The provinces opted for different types of provision and so expansion in this phase differed from place to place and almost exclusively benefited white children. In Natal, a highly successful system of provincially-controlled pre-primary schools was established, staffed by teachers employed by the Natal Education Department, whose salaries were funded by the Natal Provincial Administration. The money for the Natal pre-primary system did not come from the budget of the NED alone, but was supplemented by amounts transferred from other departments within the Natal Provincial Administration, authorised by the Provincial Council's 'right of virement' . The introduction of the Tricameral System, in 1986, led to the closure of the provincial governments and traditional sources of funding for pre-primary education were thus removed. Following the Government's declared commitment to move towards 'parity of provision' of education across all racially-based education departments, a new national financing formula for education was introduced in 1987. This consisted of a 'general affairs' component (applicable to all race groups) and an unknown 'global factor' which was still linked to 'own affairs ' provision. It was understood that the global factors would be equalised across race groups over a period of time. The main 'general affairs formula' was based on the number of pupils in compulsory education and did not include pre-primary pupils. This meant that pre-primary education did not receive funding or an allocation of teaching posts from this formula. The Government did not wish pre-primary education to become a 'general affair', because of the cost implications of extending provision to all race groups. As an interim measure, funding for existing white pre-primary education was included in the global factor relating to education under the Department of Education and Culture: House of Assembly. Bearing these factors in mind, this study attempts to: • outline the historical development of pre-primary education in South Africa. • describe the development of provincially-based pre-primary education, with particular reference to the Natal provincially-controlled system of pre-primary schools. • document the 'less than transparent' planning and ad-hoc decision-making that took place at a national level, as the government sought to divest itself of responsibility for provincially developed pre-school provision. • consider the implications of such decision making for the NED. Rapid political and social changes have taken place in South Africa in the 1990's, culminating in the election of the Government of National Unity in April 1994. During the past two years several policy documents on education have been published, which include options or proposals relating to pre-primary education. In the final chapter of this dissertation, some of the main policy documents are reviewed and areas of consensus are highlighted, particularly the need to: • transform current junior. primary (first phase) education by introducing a more activity-based, mediated learning approach. • establish state funded reception classes (Grade 0) for all children in the 5 - 6 year old range. • co-ordinate and upgrade pre-school services for the under 5's. The importance of funding, to develop and implement this policy vision, is stressed and the question of financial feasibility is briefly considered. Finally, attention is directed at the pivotal role that existing pre-primary teachers have to play in the development and delivery of teacher training courses (both in-service and pre-service) to equip people to teach in the first phase (Grade 0 - Grade 3). / Thesis (M.Ed.) - University of Natal, Durban, 1994.

The main aim of the study is to determine the views of teachers in the East London district on the influence of quintile-based school categorization on the culture of teaching and learning in No Fee Schools (NFS). The study is motivated by the high rate of underperformance registered by the NFS despite the huge amount of support and intervention directed to them. The study is located in the interpretive paradigm and hence used, was a qualitative approach and case study design. Purposive sampling technique was followed to identify participants. Twelve (12) teachers from three research sites, which are NFS, participated in the study. Data was gathered through observations, document analysis and one-on-one semi-structured interviews, respectively. In each school, a principal, a School Management Team (SMT) member and two Grade 12 teachers were interviewed as participants in order to enrich the study. The study is underpinned by the Social Identity Theory (SIT) which is guided by the pursuit of evaluative positive social identity through positive intergroup distinctiveness, which is, in turn, motivated by the need for positive self-esteem (Tafjel & Tunner in 1979). Thus, according to Hogg (2006), social identity is motivated by self-enhancement and uncertainty reduction, which causes groups to strive to be both better than and distinct from other groups. This theory afforded the researcher the opportunity to understand how teachers’ personal identity and professional identities are influenced by the categorisation status of their schools as well as by their associates. This study revealed that the no fee categorisation status seems to affect the teacher identity and their professional identities which in turn appears to affect the culture of teaching and learning in NFS. This is indicated by data that some of the teachers in NFS seem to be in denial or feel rejected whilst some are proud and embracing teaching in these disadvantaged schools. The study further reveals inadequacy of the funding systems to address lack of resources in NFS means teaches have to provide for these in one way or another. One of the main findings of this study is that various strategies used by the NFS in trying to enhance the culture of teaching and learning in their schools produces differentiated results depending on teacher’s attitudes, commitment, determination and hard work. The study also reveals that teachers from the same communities as the schools in which they work are more dedicated and willing to go an extra mile to plough back. In addition to this, teachers from similar environments seem to be driven by their backgrounds to help and support destitute learners. Amongst the strategies used in schools, matric revision camp, cell phone policy and parenting of learners by teachers are the most effective in terms of enhancing culture of teaching and learning thereby improving matric results. Moreover, the study further divulges that some of the teachers in NFS are committed, motivated and hardworking despite the contextual factors found in these schools. Furthermore, learners in these schools tend to mirror their teacher’s positive attitudes, hard work and determination towards their work which in turn they apply in their own studies. The study concludes with the findings that the teachers in underperforming NFS have to prove their worth to their associates in affluent schools or high performing NFS. Structural committees used at school levels have a positive contribution in the effective implementation of the intervention and support programs directed at NFS.

M.Ed. (Philosophy of Education) / The topic of the study was the establishment of guidelines for a democratic teaching model in South Africa. The emphasis of the study was placed on the practical implementation and execution of the model within South Africa. The characteristics of a teaching model was clearly spelled out. The normcentred and the childcentred teaching models were furthermore discussed. Although both approaches contain positive elements, neither model meet the educational demands of South Africa. The shortcomings arise from the fact that neither approaches encouraged individualistic and lateral thinking by the pupils. After an evaluation, the democratic approach seems to be the most appropriate to suit the educational needs of South Africa. The democratic characteristics of freedom, equality, constructive communication, responsible leadership and a positive interaction between the pupil, teacher and the community, are a prerequisite in any educational situation. Successful educational realization is only possible if the characteristics of a democracy is prevalent in the educational situation. The democratic teaching model seems to be the most sensitive and appropriate model to satisfy the needs and requirements of education in South Africa.

M.Ed. / This case study focuses on the pedagogy of spelling and reading in a grade two class at an independent school. It has set out to investigate and understand the roles of the teacher and learner at the initial phases of this school activity. A pilot study, conducted through observation in the class that was used for the case study, indicated not only the possibility of there being roles for the teacher and learner, but also that definite problems arise at this stage of reading instruction. The case study continued from the pilot investigation and sought to understand the pedagogy of reading with special reference to the role of spelling in this. While reading and spelling are the focus of the study at hand, two further issues formed part of the investigation: the role of Piagetian development served as a framework in which the pedagogy of initial spelling and reading was examined; and, the popular South African perception, that independent schools offer a better education to children than other schools, was challenged. An essential part of this case study is the literature review. This review investigates a theory of reading, Piagetian theory of cognitive development, theories of language, semiotic theory and various issues surrounding spelling. Suggested within the review are a more comprehensive model of language and a more adequate model of semiotics. These models, specifically intended to be of use to teachers, form part of the conceptual framework and eventually of the suggested model of reading that is proposed on the basis of the research. The literature review indicates that reading is a complex activity of which spelling is only a small part. The traditional inclusion of phonemic awareness in the pedagogy of initial reading is questioned throughout the conceptual framework and research, thus leading to the arguments for a revised model of language. The cognitive aspects of reading are explored within the theory of cognitive development advanced by Jean Piaget, because of its common application in South African schools. The literature reviewed with regard to this theory indicates a place for the theory within educational settings. Furthermore, the semiotic aspect of language and reading is explored; this investigation shows that present models of semiotics are inadequate, not only with respect to written language, but to all language. This review was followed by an intense investigation in which the researcher was a 'participant'. A great deal of data was collected by various methods in the course of three months. These data were processed, both quantitatively and qualitatively, and analyzed, yielding results that differed from the indications given in the conceptual framework. The role of Piagetian development and the value of independent school education is questioned. The pedagogy of reading is challenged, specifically with respect to the use of oral reading in the classroom and with respect to the teaching of reading skills. The investigation suggested certain recommendations to the research school, which can be extended beyond the confines of that specific setting. Most of the suggestions are aimed at teacher education and call for liberal uniformity in schools and the education' system which might bring about more learner-centred approaches to teaching initial reading.

M.Ed. (Sociology of Education) / This study is part of a broader research project that deals with educating towards human rights. The purpose of this study was to determine the matriculants' perception of the duty of the State and the responsibility of the individual towards the State. It is also aimed at informing readers about the rights and duties of the State and individuals as far as education is concerned.

Please read the abstract in the section 00front of this document Copyright / Thesis (PhD (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.