The Skills Development Act (97 of 1988) introduced a new approach to the development of workrelated skills in South Africa. This Act provided the legal underpinnings for learnerships, which include both structured work experience (Le. a practical component) and instructional learning (i.e. a theory learning component). Learnerships are offered in an accredited workplace environment and culminate in a qualification that is registered on the National Qualifications Framework (NQF). Research studies support the view that informal learning accounts for over 75%-90% of the learning that takes place in organizations today. Although the majority of learning that occurs in the workplace is informal, little is, however, known about how such learning is best supported, encouraged and developed in a learnership programme. The impact of informal learning on learnerships must be seen as an essential ingredient for effective workplace skills programmes and the advancement of skills acquisition leading to qualifications and career planning resulting in a highly skilled workforce. This research study was prompted by the perception that the majority of workers in the footwear industry have a low formal educational level and are either non-skilled or semi-skilled, financial sustainability of the footwear industry and global competition. Learnerships are perceived to be a creative vehicle whereby workers are able to acquire basic production and manufacturing skills in the workplace through a Clothing, Textiles, Footwear and Leather (CTFL) learnership programme. This research study explores the factors in an education and training environment that enhance or inhibit informal learning opportunities and how these factors shape or impede informal learning, thus impacting on the performance of learners in a footwear learnership programme. Although no single theoretical framework of informal learning exists, this research study was informed and underpinned by the theoretical models of various experts in the field of informal 7 learning. Using an interpretivist paradigm the researcher opted to study the implementation of learnerships at one accredited training provider in the footwear industry. Data collection instruments provided rich, detailed qualitative data using semi-structured interviews, observations and document analysis within a case study approach. The findings of this study identified a number of overarching factors that enhanced or impeded informal learning in a footwear learnership programme that also impacted on the performance of learners. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

From 1950 to 2000 the former Faculty of Medicine, University of Natal, Durban, pursued the traditional, didactic curriculum. The implementation of problem-based learning, Curriculum 2001, introduced many changes in the curriculum where facilitators guide instead of teach students. Based on this it is important to understand the principles of problem-based learning (PBL) more extensively and the demands that may be made on the Library and the Librarians. It is assumed that a partnership exits between the librarians and the School of Undergraduate Medical Education (SUME). The object of this study is to determine whether the introduction of Curriculum 2001 impacted on the role and functions of the library and the librarians. The 5th year students from the Traditional Curriculum and 2nd year students from Curriculum 2001 were selected to participate in this study. The methods used in this study were the analysis of the minutes of the meetings that were held to discuss and plan Curriculum 2001 of the Curriculum Development Task Force, questionnaires for the undergraduate students and semi-structured interviews with the facilitators in Curriculum 2001 and medical librarians. The minutes of the CDTF were examined to ascertain if the librarians had any input in Curriculum 2001. The interviews would determine whether PBL had an impact on the role and functions of the library and the librarians. Four librarians and 15 facilitators were interviewed. Quantitative and qualitative methods were used in this study with the assistance of the EPI Info and NVivo software to analyze the results. The results of this study indicated that there is room for greater and enhanced collaboration and faculty partnerships between SUME and the library to assist the students to improve and develop their information literacy skills that are integral part in problem solving in the PBL curriculum. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Colleges of education have recently been absorbed into institutions of higher learning. This has had a tremendous impact on the staff of these colleges who have undergone an exercise of re-deployment and have been absorbed into posts within the provincial department of education. The research project suggests that the impact will be felt at both universities and technikons as they are compelled to adapt to the changing face of teacher education in South Africa. The impact will also be experienced within the entire education system. This research project sought to identify the experiences of those persons who were affected by these recent changes. A case study methodology is used and five respondents allow their voices to be heard. Responses are elicited by means of a questionnaire and an informal interview. The data is presented in transcribed form and then analysed and compared. Of interest to this study is firstly, the degree to which a rationale for the rationalisation of colleges of education is understood by those affected. Secondly, the feelings and experiences of the respondents to the process of absorption are expressed. Thirdly, the respondents provide recommendations for future re- deployment processes and for those persons who might be affected by such re-deployment. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

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.

Curriculum experts, instructional technologists and teachers are looking at computer technology to address many of the inadequacies that plague traditional teaching. These inadequacies include practical limitations and outdated educational philosophies that encourage rote learning and passive transfer of information from teacher to student via the typical lecture-based classroom. Often educational technology is used as an add-on to make content available to students. However, technological tools should rather be used to facilitate productivity and communication in the modern classroom. In addition, the introduction of technology into the classroom can be used to completely transform the traditional lecture into interactive computer-based learning environments. Provided that innovation can be sustained and supported over a period of time, the creative use of technology should enhance sound pedagogical principles rather than replace it. This project reports on the development and evaluation of two, second year, Biology Internet-based software packages used by students in a computer-based constructivist environment that replaced the traditional lecture based model. The first part of the project involved the evaluation of a number of Internet-courses to identify appropriate design and development criteria. This information was then used to create an Educational Software Evaluation Tool (ESET). The courses on carbohydrate and lipid metabolism were then developed in conjunction with subject experts. Evaluations of these learning environments were conducted via paper-based questionnaires, student interviews and student evaluations using ESET. Additional quantitative data was obtained by comparing examination results with the previous year to measure the impact of the technology on learning outcomes. The results of the software evaluation indicated that students found the user interface of the software products easy to use and navigate. Students also rated construction of information from a searchable database highly. This project showed that student learning was improved by self-paced, user-controlled, non-linear software usage. The results also showed that personal information construction by students improved understanding of concepts and led to deeper learning and acquisition of specific skills such as problem solving, information navigation and self-management. Giving students responsibility for their own learning was also shown to be beneficial to them as a life-long learning skill. Evaluation of the learning environment by students indicated that they valued the permanent availability of Internet-based information highly and felt that having assistants (demonstrators and the subject expert) helped them to direct and guide their learning. The results also revealed that students learnt better in groups and that members of the group participated in communicating and constructing shared knowledge. The role of the teacher in this project was transformed from information provider to information facilitator, as the teacher became an additional resource and had more time to spend answering specific questions and problems. Evaluation of student behaviour via interviews revealed that student attitudes were improved and that they enjoyed working with the software. Students found the environment comfortable to work in, were motivational and thought the system was a highly effective way of preparing for the examinations. Students also regarded this active form of learning as far more effective than traditional lectures, although they felt that introductory lectures could still play a role in providing them with direction and focus. Quantitative analysis indicated that students understood key concepts in both the courses, and examination performances revealed that students performed better in both the computer-based courses than in the lecture-based courses for this particular year. Further analysis showed that students performed better than the previous year with respect to the Carbohydrate Metabolism course, but not for the Lipid Metabolism Course (no significant difference). Quantitative and qualitative comparisons between the Carbohydrate and Lipid Metabolism course identified that the Carbohydrate Metabolism course offered students with dynamic content that fostered knowledge construction from a searchable database with easy navigation tools, whereas the Lipid Metabolism course consisted of pre-structured static content that students found difficult to search. This result indicates that interactive components foster constructivist based learning skills are an essential part on on-line learning environments. The results of this study include a model for designing, developing and evaluating education software and concluded that technology based on sound pedagogy can be successfully and effectively integrated into the classroom and form the basis for future prolonged development and learning. / Thesis (M.Sc.)-University of Natal, 1999.

Gender inequality, gender oppression and sexism are a violation of human rights. Gender inequality and sexism is a consequence of the power imbalance between men and women. A significant body of research exists on gender and education. Research on gender equality has commonly focused on boys and education, academic performance, masculinity studies, as well as identity formation of adolescent boys. With the emphasis on gender equality and the curriculum implementation, my interest was evoked in terms of engaging boys to achieve gender equality. Given that any work towards social justice requires working with both the oppressed and the oppressor to raise consciousness, identify and name oppression, improve and change attitudes and beliefs, much research on gender oppression and sexism has focused on girls’ experiences. In order to engage men and boys, we need to understand their perceptions of gender, gender equality and sexism and the extent to which they resist or entrench hegemonic masculinity and patriarchal positioning. While many studies focus on women and women’s movements to achieve gender equality, this study acknowledges the significant role that men and boys can play in achieving gender equality. Understanding boys’ perceptions and attitudes towards women and girls is crucial in adopting strategies to interrupt gender oppression. My aim in this study was therefore to investigate the attitudes, beliefs and perceptions of young men regarding gender, gender equality and sexism. Focusing on the role that men and boys can play in the achievement of gender equality will not only benefit women and girls, as well as men and boys, but also contribute effectively to the achievement of human rights and the promotion of democracy. I have adopted a qualitative approach to obtain a rich interpretation and description of the young men’s perceptions. This study concluded that while the majority of participants aligned themselves with the dominant discourse of masculinity, there were the minority divergent voices that valued alternative forms of masculinity. They valued equality for women and girls, and challenged both cultural and traditional norms, indicating a desire to relate to women and girls in non-oppressive ways. These voices need to be encouraged as a viable strategy to promote gender equality. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This study sought to investigate the effects of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa. Since the inception of Curriculum 2005 (C2005) in 1994, there have been several policy initiatives aimed at the Foundation Phase. These include: The Revised National Curriculum Statement (2002) , followed by the Foundations for Learning Campaign and the Curriculum Assessment Policy Statement (CAPS) in 2012. This study aims to understand the process and experience of change from a teachers‟ perspective, as teachers‟ participation in education policy formulation has been limited or non-existent. The study sought to answer three critical questions: Why have there been continuous curriculum policy changes in post-apartheid South Africa? What are the implications of continuous curriculum policy changes for foundation phase teachers? What are the effects of these changes on the professional lives of foundation phase teachers? The literature review sought to explore the motivation for continuous curriculum changes and the implications that these changes have for foundation phase teachers. The literature review indicates that policy changes derive largely from two contending imperatives, namely pedagogical enhancement and/or political symbolism. The qualitative data generated for the analysis is underpinned by the interpretive paradigm using data collected through structured interviews. Foundation phase teachers from three primary schools were selected to participate in the study. The questions have also been explored using relevant theoretical explanations that derive from empirical data. This study has been framed within four theoretical frameworks, namely: Foucault‟s (1991) theory of governmentality, Jansen‟s (2002) theory of political symbolism, Carnal‟s (1993) theory of change, and Hargreaves (1994) theory of professionalism and intensification. The analysis reveals that continuous policy changes lead to intensification of teacher workloads and poor uptake and implementation of new/revised policies. As the trajectory of curriculum policy change reveals, teachers who have hardly been able to internalise pre-existing policies are required to engage with new policies. The data reveals that frequent policy changes have resulted in uncertainty and confusion among teachers, and contrary to the policy rhetoric, do not improve the performance of learners, as is evident from South Africa‟s poor performance in international literacy and numeracy tests. Nor does it assist with teacher development. The haste usually associated with the policy process results in the use of the much maligned “cascade” model of teacher development. Policy bureaucrats, who have inadequate understandings of policy, superficially cascade these understandings to teachers through quick-fix workshops. The study contends that the state of policy-flux is counterproductive and can be attributed to the phenomenon of governmentality. This is an attempt by the ruling party (which governs policy development almost exclusively) to be seen to be making substantive changes, but these changes remain at the level of policy rhetoric and policy symbolism. The report concludes with the assertion that for policy to have substantive force, there needs to be more productive policy dialogue among practising teachers and policy makers. It is still possible to infuse a sense of legitimacy in the policy process, if teachers are positioned at the centre of the endeavour rather than at the margins. / Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The restructuring of South African Higher Education Insti tutions by the government has seen mergers becoming a feature amongst these institutions. The aim of these mergers was to redress past imbalances, creating synergies and promoting rationalisation of resources. Thekwini FET College was one such institution, merged out of the former Cato Manor, Durban Central and L C Johnson Technical Colleges. This research document investigates the relationship between the full time Level 1 academic staff's perception of their post merger working environment and organisational commitment. 51 staff members' were selected using a quantitative and qualitative approach in a correlation cross-sectional research design. The measuring instrument comprised of a structured questionnaire incorporating a Likert type scale and an open ended interview schedule. These instruments aimed to expose staff perceptions of their post merger working environment and levels of their organisational commitment. The findings of the research reveal that there was a strong and positive correlation between staff perceptions of their post merger working environment and organisational commitment. Staff who perceived their post merger working environment to be negative, was lowly committed to Thekwini FET College and vice versa. The general feeling from the research findings show that staff had a negative perception towards their post merger working environment and were therefore lowly committed to Thekwini FET College. Most of the reasons for these negative attitudes point to the poor management of the college. Finally, some recommendations were made to try and improve the negative attitudes of the staff towards the institution. / Thesis (M.B.A.)-University of KwaZulu-Natal, Durban, 2006.

The Natal Education Department's "Native" education system which functioned from 1910 to 1953 has often been termed a good example of "liberal" education for Africans. However an investigation into the administrative structure and curricula content of this education order proved that numerous similarities existed between "Native" education, as formulated by the Natal Education Department, and "Bantu" education as established by the Nationalist government as part of its apartheid program. "Native" education in Natal could be considered a forerunner of "Bantu" education. Both systems were designed to achieve similar aims, eg. to maintain the social divisions, aid in the reproduction of semi-skilled labour and bolster the reserve system and migrant labour system. Course content was geared, in both "Native" and "Bantu" education, to promote a specific way of life for the African - a life that was both rural and agrarian in nature. A continuity of both method and aim existed between the two education orders. In effect, despite the different rhetoric and arguments used by the authorities of these two education systems, both implemented systems aimed at maintaining segregation. Emphasis is placed on exposing the true character of "Native" education as well as developing the argument that "Native" and "Bantu" education should be seen as the continuation of a specific education order rather than two distinct and different systems. This study focuses on Natal's 'Native' education and reveals it as a system designed to promote segregation and protect white interests. It too did not have the true interests of African children at heart. / Thesis (M.A.)-University of Natal, 1990.

This study explores strategies for building sustainable and competitive organizations with the University of Zululand (UZ) as a case of the study. The problem of the study is uncovering reason/s why the UZ has not developed into a sustainable and a competitive organization. In order to solve the identified problem, two activities were undertaken. These are a review of theory on building sustainable and competitive organizations and collection and analysis of data about the UZ. Systems thinking theory a discipline of a learning organization was used as a framework of the study. Systems thinking theory was used because conventional approaches to organizational development have not been able to offer lasting solutions to the problems that affect sustainability of organizations. Extensive reference was made to the work of Senge (1990, 1994, and 1999). Works of other scholars on this subject were widely consulted. According to Senge (1990) the most successful organizations are what he calls learning organizations. Learning organizations are distinguished by the following disciplines, viz., systems thinking, personal mastery, mental models, building shared vision, and team learning. In as far as data is concerned, three sets of data were collected and analyzed, namely, in depth-one-on one interviews were conducted with people that are knowledgeable about the UZ; and with representatives of business of the city of Umhlathuze to find out how they view the UZ; and a survey was done to determine attitudes of employees of the UZ towards the institution. The analysis of data showed that the UZ did not meet the criteria of a learning organization, that helped to explain why this institution has not developed into a sustainable and a competitive organization. The study recommended that this institution adopt a living systems framework and thus becomes a learning organization, because it is only by becoming a learning organization that the UZ will be sustainable and competitive. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2006.