Submitted in partial fulfilment of the requirements for the Degree of Master in Technology: Education, Durban Institute of Technology, 2004. / As the HIV/AIDS epidemic in South Africa accelerates, HIV sero-prevalence studies report increasing risk among young people in the general population. These young people are found predominantly in schools. It is for this reason that the researcher embarked on this study. The emphasis of the study is to evaluate the management of HIV/AIDS in secondary public schools in South Africa, particularly, an overview of the policy / M

Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.

Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learner performance is the poor teacher education system. However, there is a paucity of research in teacher education generally in South Africa, and specifically in relation to pre-service teachers. Furthermore, little attention has been given to how initial teacher education could contribute to the promotion of a social justice agenda with the intention of transforming the South African schooling system. This research seeks to understand how the expectations, scaffolding and assessment of preservice teachers’ teaching practices can be utilised to promote social justice during the Teaching Practice (TP) component of initial teacher education. In answering the research question, I analyse data and literature to identify a set of key valued functionings of quality praxis that preservice teachers ought to be provided the capability to realise, at the level of achieved functioning. This is a qualitative case study located in the interpretive paradigm. The case under study is: quality teaching practices of pre-service teachers. This case is bound by context (initial teacher education in South Africa) and setting (the pre-service teacher in the classroom). Two South African Higher Education Institutions (HEIs) were selected through purposive sampling and their respective Teaching Practice (TP) documentation was analysed. Focus group interviews were conducted with five lecturers involved in TP at one of the HEIs. The theoretical framework of the study used to guide the analysis of the data was underpinned by a social justice perspective on quality education. Given that a social justice perspective does not have analytic tools, I view quality pre-service teachers’ teaching practices as praxis and utilise the capability approach as a mechanism for identification and description of valued functionings and capabilities that contribute to quality praxis. There are four significant findings in my research. Firstly, there is consistency with regards to the valued functionings and capabilities across the TP documentation of the two participating HEIs. In other words, the conceptions of a capable pre-service teacher are similar. Secondly, if social justice goals are to be realised, greater clarity of the valued functionings needs to be evident in the TP documentation. Thirdly, the valued functionings can be categorised into those that are foundational and those that promote a social justice agenda. Finally, in promoting a social justice agenda, there are functionings that ought to be valued by the HEIs that are seemingly not currently valued.

D.Ed. / The heart of democracy, as reflected in the Constitution of South-Africa, announced in 1996, is the acknowledgement of human dignity. As result of the Constitution, the National Schools Act was also announced in 1996. The focus of this act is also to promote human rights by eliminating any form of discrimination. The rejection of discrimination and acknowledgement of human dignity implies that all humans are respectable. Respect is one of the cornerstones of ethical norms and therefor all human beings should, as from early childhood, be encouraged to obey this norm. The National Schools Act makes it very clear that education is considered to be the most important factor in reaching this goal (Potgieter, et.al ., 1997:6&7). In a guiding document for the incorporation of alternative discipline (Department of Education, 2001:9) the statement is made that positive discipline is the focus of the Schools Act's code of conduct. This "positives discipline" implies that teacher will commit themselves to the facilitation of the values and attitudes of peace, tolerance, respect, dignity and human rights. General discipline-problems and the increasing rate of crimes committed by youth is probably caused by increasing moral decline. The most important area of deficiency in universal communities is the value which people attach to the norm of respect (Lickona, 1991:43). There are several possible causes for the lacking value systems of young people, but the most important are possibly the secular attitude and dualism of roll models and educators (Curtin, 2000:7). Because narrative writers usually focus on problems resulting from community aspects, their creative products offer a unique source in the facilitation of ethical values (Kearny, 2002:6). Readers can identify with characters of the narrative text. During this "identifying"-process readers are led unconsciously into a situation of rethinking the underlying values which the narrative characters attach to norms — which come to light through the choices of action made by the characters. This rethinking of the actions of the narrative characters results in sensitising the values which the readers themselves attach to the related norm. The aim of this research was to design, implement and evaluate a psychoeducational learning program in the learning area Language, Literacy and Communication for learners in secondary schools (adolescents). The aim of the program was to determine to what extend the value, which named learners do attach to the ethical norm, respect, will be influenced when focussing on the use of narratives. The possible results that the influencing of their values would have on their mental health, was also investigated. A qualitative, explorative, descriptive and contextual design was used for this study. A situation-analyses was done through literature study after which a program was designed and implemented. The aim of this program was the facilitating of respect as ethical value by using stories. After the implementation of the program the participants wrote naïve sketches and focus group interviews was done six months later involving selected participants from the original group. The selected data was coded — with help of a independent coder — and analysed according to the open coding method of Tesch. Analysis of the data proved that the program that was designed, implemented and evaluated in this study was effective in facilitating ethical values to adolescents. The initial research aim was met as such. A meaningful contribution of this thesis is the description of a conceptual framework for the facilitating of ethical values to adolescents.

M.Ed. / High demands in education are set by a complicated and rapidly developing society. Due to better techniques and changing circumstances the task of the principal as well as his management team has become more complex. The management team no longer needs to be reactive to changing circumstances. A pro-active approach such as strategic management can be followed. Strategic management demands that the school management team develop a strategic plan. The mission must be formulated in conjunction with all interested parties. Once the main aim has been compiled, an analysis of the internal environment of the school should take place in order to determine strong and weak points. It now becomes the urgent task of the management team to pay attention to the following aspects, namely: structure, culture, climate, resources, manpower and marketing in order to determine the prevailing situation in the school. Analysis of the external environment should guide the management team to pinpoint the opportunities and threats present in the school environment. A clear mission and an awareness of the school's strong and weak points, as well as the opportunities and threats should lead to the development of aims and objectives. This in turn leads to establishing a common ground for meaningful functioning within the school. It becomes the task of the management team to consider alternative strategies for the execution of the school's aims/objectives. After careful consideration of alternative strategies a choice has to be made as to which strategy should be followed. This strategic plan must be changed into a practical plan. It is essential that the objectives of the strategies are carefully formulated. This in turn leads to the implementation of short term functional activities. A policy framework is developed wherein decisions must be taken and this becomes a barometer as to how all the set aims/objectives are to be achieved. The institutionalization of the policy demands a thorough reflection of organisation structure, leadership, culture and the various means of recognition. Strategy and structure should complement each other. Several structures and their suitability should be considered for strategy implementation. Successful strategy implementation demands strong leadership characterized by personal example. Strategic management is a participative management process. The value of visible management can never be overemphasized. Successful implementation demands that there be clarity of present and envisaged school culture. School culture and the chosen strategy must complement each other. Recognition is an important part of strategical implementation and will motivate staff, which will lead to success. The last part of the strategic management model is the evaluation of performance and the control of work activities. Control follows planning. It ensures that the school achieves what it set out to accomplish. Just as planning involves the setting of objectives along with the strategies and programs necessary to accomplish them, the control process compares performance with desired results and provides the feedback necessary for management to evaluate the results and take corrective action, as needed. This process consists of a four-step feedback model, but is not always easily distinguished. The identification of key success factor areas and strategical control points help to facilitate control. One should also consider.

M.A. / A Peer Counseling Program was implemented at a High school in Pretoria. The program was run over a thirteen-month period. During this period two groups of peer counselors were trained. In the first year 15 pupils were selected, and in the second year 16 pupils were selected. Both of the groups were put throUgh the following: answering of a questionnaire, a personal interview, and the training process. Ongoing supervision was provided in the form of group discussions and individual supervision over this thirteen-month period. On completion of the thirteen-month program eqch peer counselor completed a Peer Facilitators Effectiveness Inventory Questionnaire. The findings of this questionnaire indicated that both of the groups had found this experience to be positive, although the second group found the experience to be more positive. The reasons for this were that the second group were selected earlier in the year, they received more support and one might speculate the: there had been a culture of helping established in the school. This study has shown that peer counseling is an effective means of making use of the resources available in the community, decreasing the size of the gap between adult counselor and adolescent, as well as reaching a wider population where help is needed. This study creates an opportunity for the implementation of peer counseling programs in more schools in South Africa.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract

M.Ed. (Media Science) / Aim of the study: To explore the theories, principles, new models and strategies of teaching and learning in order to provide an alternative to the traditional way of teaching and learning. To develop a multimedia programme in which individual learning is enhanced, using a Guided Self-study programme, being a combination of the Keller Plan and the Postlethwait system. 1.4 Method of investigation An exploration of literature as regards the use of particular media in individual learning. Studying media that will be used in drawing up an alternative programme in individual learning, utilizing a picture, a tape and study guide, bearing the models of learning in Chapter 2 in mind. 1.5 Structure of the study In the first chapter literature will be reviewed to gain an overview of the situation in Black education. Probable causes of the high failure rate in English will be examined through reports by examiners of English Second Language Higher Grade (1990a) and Motau (1990). Standard 7, 8 and 9 results will be studied to recognize the trend in performance especially in English literature, as this will be used in developing individualized programmes later in this study (see Appendix A and B). Bearing this knowledge in mind, the principles of learning by Mursell (1954) and Romiszowski's new model of learning will be examined in the light of the aims of teaching English, which emphasize the acquisition of certain skills and the use of the senses in teaching and learning (Compare paragraph 1.2.3). Romiszowski's model revives this awareness. Various learner-centred approaches will be highlighted in the second chapter (compare paragraph 2.5). The third chapter will concentrate on media. It should, however, be observed that media which have been thoroughly dealt with by other researchers in other studies will merely be alluded to. The author of this study acknowledges the views of previous researchers and would like to use only media that are affordable, and can easily be manipulated and duplicated. The fourth chapter will focus on a synthesis of the script and recommendations for further research. In Appendix A a multimedia programme for standard 9 is described. Appendix B contains a proposal for a multimedia programme for teaching English literature to standard 10. An attempt will be made to include Pottas's steps in drawing up a study guide, Romiszowski's new model (compare paragraph 1.3.5) and also skills, hierarchical frameworks and feedback models (compare paragraph 2.3). In this study the emphasis will be on individual learning. It will be endeavoured to use media and approaches by which individual learning is enhanced and which will motivate the learner to study independently.

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.