Ph.D. / This study investigated the nature of collaboration between three institutions: the school, NGO and community (local leaders and members) in enabling sustainable development in regard to the creation of livelihoods and conservation. Two school-based environmental education programmes in South Africa and Tanzania were used to investigate the nature and issues of collaboration involving the tripartite institutions. Adopting pragmatic and critical paradigms, a mixed model approach formed the framework within which the study was conducted. A mixed model emphasising qualitative methods was appropriate and proved useful enabling insightful investigations. The study found that the nature of collaboration between the tripartite institutions was superfluous. Inspired by their traditional roles and modernistic competitive practices, most institutions preferred independent or singularist approaches and weaker inter-relationships to openness and closer working partnerships for survival. The resultant deliberate negation of developing local capacities promoted the traditional independent relational status quo, which assured little or no innovative approaches to conservation and livelihood creation. The isolated and independent institutional activity implementation approaches led to institutions copying each other as opposed to learning from each other innovatively as enunciated in communities of practice. The position thus contributed in stifling the efforts that could drive sustainable development activities in local communities through the institutions. It also impeded the development of familiarity between, and among the institutions further discouraging meaningful collaboration. Local institutions thus isolated themselves from each other making themselves vulnerable to external forces that further derailed their efforts to contribute towards education, conservation and the creation of livelihoods in local contexts. It is recommended that NGOs involved in education and environmental activities, and the government departments of education in particular assist educators to establish forums and nurture them to attain functional capacities. This is one way of encouraging continuous professional development and growth. Learners must be exposed to as many active learning opportunities as possible, which include activities in the community as part of their formal education requirements and assessment for their final grades. Furthermore, more innovative approaches are required in introducing curriculum changes to educators and involving them to co-interpret such changes with the developers to fit respective contexts and to meaningfully contribute in implementing the envisaged changes. NGOs should invest material and financial resources in school and community programmes during implementation to illuminate deeper socio-economic, cultural and political community issues that influence community development and well-being as a core activity. Indeed conventional education and community development programmes should be integrated in design, budgets, and capacity-building objectives and implementation plans to effectively demonstrate natural community or societal systemic functions essential for nurturing sustainable communities. In conclusion, it is recommended that a critical review of such knowledge claims as "poverty causes environmental degradation" and some of the models that are popularly used in most environmental education activities which relate to human-nature interactions be exposed to learners and community development workers as a way of enabling them to engage with such knowledge claims and realities. The continuing reliance on such false science does not promote a practical understanding, practice, or foster self-sustaining communities for the current generation and posterity.

M.Ed. / The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators

M.Ed. / South Africa has already moved into a post-apartheid society, but its education system is till to date not yet fully transformed. Though the names of the various former education departments in the existing provinces have changed, because of the change in government, the integration is not completed yet. As a result, former "white" education departments and the former Department of Education and Training (DET) have been formally integrated, but in reality they are still separate. There are a number of differences among the schools of the different departments. For example, the schools which were previously controlled by the Transvaal Education Department (TED) are still maintaining the status quo in terms of curricula, syllabi, governance, appraisal and many other issues. Similarly all the schools which were previously controlled by the DET, also maintain their status quo regarding curricula, syllabi and governance. To just prove a point: in the black schools, governing bodies are presently transformed where all stakeholders are involved, whereas in the white schools, learners are excluded from governance; the names also differ: some are known as PTSA's (Parents, Teachers, and Students Associations) and others just management councils. The question is whether a new education dispensation can respond to broad social, economical and political goals, without continuing to be just political - that is, controlled by a particular ideology, not necessarily supported by all members of the society the education system serves. This is our past and present experience. This study hopes to contribute to the search for that common purpose, by considering the process by which we in South Africa Might prepare ourselves for that future education, and contribute to it in a way that is consistent with its long-term goals. There are several crises in education that are affecting the teaching and learning process directly or indirectly countrywide, but particularly in the schools previously controlled by the DET as well as former TBVC (Transkei/Bophuthatswana/Venda/Ciskei) states' schools. There have been genuine attempts on the part of government to resolve the education crises through negotiations with communities, political structures, religious structures, non-government organisations, teacher unions and student organisations. In spite of all these efforts, very little progress has been made so far. Tensions are still rife between the education authorities and the different stakeholders or structures. In the various schools now under the jurisdiction of provincial education departments, the picture is one of continuing deterioration in the relationships between the department and its teachers and pupils. The serious disruptions and ups and downs in attendance, especially in the rural schools, resulted in the total breakdown of the teaching-learning environment in most schools. Teachers are dispirited, pupils are restless, demotivated and disturbed by what is going on around them. The general environment is not conducive to learning at all. Regular learning habits have broken down, and discipline is loose or non-existent. Discipline has collapsed as a result of the abolition of corporal punishment in the schools by the government. The problem is that no alternative forms of punishment have been put into place to maintain discipline in the schools. These measures taken by the government have negative implications. There is now little respect for teachers as well as education authorities. Even where it is warranted - and sometimes it is not warranted - many teachers have given up trying to survive in the classroom. Those who try to impose punishment, are threatened or assaulted by students. Teachers, on the other hand, are also insubordinate to their immediate superiors or authorities. Lawlessness is the order of the day in the schools. Departmental professional supervision is meagre and some schools are "no-go areas" for departmental officials and inspectors of education. A further disturbing factor is the influence in education of the young people not in school. The drop-outs become street children who engage themselves in criminal activities such as burglary, car hijackings, alcohol and drug abuse. The generally negative image of the teacher, held even among teachers themselves, contributes to the breakdown of the positive learning environment. They are under pressure, criticised from all sides for inadequacies or inefficiency - for which they are often not to blame - and treated by the government not as professionals, but instruments of policy. It is not surprising, therefore, that the morale, confidence and self-image of many are at low ebb. Both public and civil servants, including teachers, are from time to time engaged in strikes or meetings during school hours, hence the pupils' interest in school attendance and learning has lessened. The impact of the transformation process is confusing the minds of educators, pupils, the general public and the authorities. Pupils do not regard their teachers as their leaders and educators anymore, but as government stooges. Teachers, on the other hand, are also negative towards the authorities, because their plight for recognition as professionals is not addressed or receiving immediate attention. They are continuously demanding, amongst other things, autonomy in. their teaching profession, like all other professions. Furthermore, the conditions of service do not motivate teachers to dedicate themselves to their work. The enrolment in the schools had risen tremendously after the general elections of 1994, due to the free education call campaign made by the new government (see Table 5). The facilities available can therefore not cope with the demands of the resultant overcrowding. The schools are now understaffed, overcrowded, there are shortages of learning materials, furniture, classrooms and teaching aids (see Table 4). The culture of teaching and learning is far from being restored, if till to date some pupils are taught in the open air or in shacks. The teacher-pupil ratio is abnormally high, it ranges from 1:50 to 100 in most of the rural schools. As a result, teachers resort to teaching without evaluating pupils regularly. Both the national and provincial education departments' authority and influence are from time to time challenged by community groupings, teachers' associations, students' organisations, young people outside the schools, parents, churches, trade unions, the business community, political parties and economic forces. There is a growing realisation that there is no certainty that the democratic changes in government and political structures would necessarily lead to democracy in education. Broad agreement has to be sought and negotiated in South Africa and a commitment found to a common purpose in education and society. Without this, questions of control, power and excess ideological baggage, will continue to dominate education to its detriment and that of its users. In spite of all the circumstances and difficulties described above, the education authorities, parents, political parties and the general public expect good results at the end of every academic year. The people who are to produce good examination results are the educators and teachers whose status and professionalism have collapsed completely.

M.Ed. / South African education is emerging from one phase of history, the phase of a segregated education system, into another phase where the nature is still to be defined. This emergence will bring along with it transformations unknown over the previous phase of educational history which lie mainly on the level of humanity, that is to say changes affecting the beliefs, attitudes, norms and values of the individuals and the community they belong to. The whole concept of man-in-the-world as the establishment of the world, the environment of the educator as well as the educand in this total situation, leads us to conceive of education as an interhuman phenomenon. The establishment of relationships in the world is a continuous effort to give completeness to man's existence by appropriating and adopting the historical development of the cultural situation. The interaction and the close relationship of culture and education in general is indisputable. For education to succeed, man comes to the fore while his culture forms the background. The opening up of "white schools" to all the population groups in South Africa did not bring about a greater understanding of the complexity and pluralistic nature of the South Africa society. The cultural factors in education play an important role in the application of universal educational and cultural principles in the provision of education. The cultural position of the black learner in Model C or multicultural schools has been eroded and is being marginalised by socio-political and educational issues quite beyond his area of competence as a learner. As a result, the expectations the teacher has of the black pupils are too great and are daunting for the pupil. Both the teacher and the learner are not competent enough, they are being dis-empowered. It is at this point that problems in the teaching-learning situation manifest themselves. The transformation process currently taking place in most multicultural schools has many problems relating to this. There are definite areas of concern which need to be looked into, solutions to be found and implemented in order to assist the black pupil. and his teachers to find their feet in the new education dispensation. Essentially a ground motive in every community is a motive of that particular community, the driving force behind all activities, including educational activities - the spiritual root of a particular community, so to speak. The cultural aspects in education will probably remain one of the most critical areas determining whether South Africa can in fact achieve the same education through one and the same department, one and the same curriculum, one and the same examination format. This study will attempt to research the cultural aspects of education concentrating on Model C schools and will put forward some recommendations for the implementation of solutions to the problems the black learner is confronted with.

D.Ed. (Educational Management) / This research focuses on the conflict and the concomitant disruption experienced in black urban secondary schools in the RSA. The causes, the nature and the extent of such conflict and disruption are indicated, and the attempts thus far, to manage such conflict, are discussed. Attention is also given to alternative methods of managing conflict in an effort to curtail the disruption of schools so that unimpeded meaningful education may take place. The premise is that education is at the centre of conflict in black communities and that unrest and disruption at schools constitutes a specific form of conflict in the South African situation. The variable success rate achieved in attempting to combat conflict in black schools through conventional methods of managing such conflict necessitates a search for alternative conflict management methods in education. This research focuses on the process of mediation as a technique for managing conflict. The main aim is to ascertain whether mediation may be employed to manage conflict in black schools effectively. To achieve this aim, both a study of the literature and analytical research have been carried out by way of a questionnaire and interviews. The use of mediation as a technique for managing conflict in schools overseas and the successes achieved in USA schools are also addressed. The conclusion is drawn that a very real need exists to use mediation as a technique for managing conflict in black schools. This research shows that mediation is both an acceptable and a viable mechanism for the effective management of conflict in black schools. Several recommendations are made on the use of mediation as a technique for minimising conflict and disruption in the field of education. It is recommended, inter alia. that all teacher training programmes should include courses on non-violent conflict management techniques. with the emphasis on mediation. Education authorities should put to use the resources and the skills of all institutions that have managed conflict through mediation.

M.Ed. (Curriculum Studies) / Education must be seen as dynamic, that is responding to the demands made on it by science, technology and society. According to Fay (1975: 19) natural science has provided men with a certain kind of knowledge by means of which they can control their natural environment by making it more hospitable and more productive. It is for this reason that technology and science are seen as exercising a great influence on our daily lives. Changes in the nature of high school population and the geometrically - increasing quantity of scientific knowledge are identified as causes leading to the changes in the high school Biology; curriculum (Falk, 1971: 21). The introduction of the new senior Biology syllabus to Soweto secondary schools should be seen as a reaction to changes in the nature of scientific knowledge. According to a report of a Workshop held by SCISA (Science Curriculum Initiative for South Africa) at Michael house, 11-12 January 1989, it was realized that the current syllabus, and syllabus development and implementation processes are "out of balance and in need of review, This implies that the current syllabus fails to meet the needs of the learner as well as those of society.

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

Abstract in English, Afrikaans and Zulu / The majority of the learners completing Grade 12 in South Africa (SA) further their studies in the Technical and Vocational Education and Training Colleges (TVETCs). This is because, among other things, colleges seem to be more affordable and accessible in most communities in all the provinces (SA). However, many of these students appear to be struggling to complete their studies owing to failure to complete the Work Integrated Learning (WIL) module, which is a prerequisite for graduating and becoming employable. The researcher was interested to know how the WIL module affects the completion of students’ studies. The researcher approached the investigation as an idealist (constructivist) using a case study design. Data was collected through the semi-structured and focus groups interviews. It was found that, among other things, the WIL module was seldom completed owing to its reliance on the availability of jobs. In addition, the lack of jobs for college students was a result of the curriculum mismatch with employers’ actual needs, in Business Studies in particular. Correspondingly, the Fourth Industrial Revolution threatens job losses, which are likely to affect those with qualifications in Business Studies, hence its selection for this investigation. To address this, the researcher proposed a model which requires the colleges, businesses, government and the communities to collaborate in the creation of projects that cater for the needs of the different communities. Such projects could also help to update the curriculum to be more responsive. In this way, more opportunities for WIL could be created for students. In addition, the researcher proposed three phases for the integration of WIL, and colleges could decide on each depending on their programme specifications. The researcher concludes that no matter how good the models, without collaboration WIL could remain a constraint and qualifications could become meaningless owing to the lack of jobs. Subsequently, the researcher suggests that more research be conducted in line with the development or growth of the business sector. The findings of this study were limited to four selected colleges in the four provinces of SA, yet are applicable and useful to all higher education in the world. / Die meerderheid van die leerders wat graad 12 in Suid-Afrika (SA) voltooi, studeer in die Tegniese en Beroepsonderwys- en Opleidingskolleges (TVETC's). Dit is omdat onder meer kolleges meer bekostigbaar en toeganklik is in die meeste gemeenskappe in al die provinsies (SA). Die meeste van hierdie studente sukkel egter om hul studies te voltooi vanweë die gebrek aan die Work Integrated Learning (WIL) -module, wat 'n voorvereiste is vir die graduering en indiensneming. Die navorser was geïnteresseerd om te weet hoe die WIL-module studente beïnvloed om hul studies te voltooi. Die navorser het die ondersoek benader as 'n idealis (konstruktivis) met behulp van 'n gevallestudie-ontwerp. Data is versamel deur middel van die semi-gestruktureerde en fokusgroeponderhoude. Daar is gevind dat die WIL-module onder andere skaars voltooi is as gevolg van die afhanklikheid van die beskikbaarheid van poste. Daarbenewens was die gebrek aan werk vir universiteitstudente die gevolg van die kurrikulumverskuiwing wat strydig was met die behoeftes van die werkgewers, veral sakestudies. Daarmee saam dreig die Vierde Industriële Revolusie oor werkverliese, wat waarskynlik persone met kwalifikasies uit die sakestudies sal beïnvloed, en daarom gekies vir hierdie ondersoek. Om dit aan te spreek, het die navorser 'n model voorgestel wat vereis dat kolleges, ondernemings, die regering en die gemeenskappe moet saamwerk, en 'n paar projekte skep om in die behoeftes van die verskillende gemeenskappe te voorsien. Sulke projekte kan ook help om die kurrikulum op te dateer vir meer respons. Op hierdie manier kan meer geleenthede vir WIL vir studente geskep word. Daarbenewens het die navorser die drie fases vir die integrasie van WIL voorgestel, en kolleges kan self besluit, afhangende van hul programspesifikasies. Die navorser kom tot die gevolgtrekking dat WIL, ongeag hoe goed die modelle sonder samewerking is, 'n beperking kan bly, en dat kwalifikasies betekenisloos sou raak van wee die gebrek aan werk. Vervolgens stel die navorser voor dat meer navorsing gedoen moet word in ooreenstemming met die ontwikkeling of groei van die sakesektor. Die bevindings van hierdie studie was beperk tot die vier geselekteerde kolleges in die vier provinsies van SA, maar tog toepaslik en nuttig vir alle hoër onderwys in die wêreld. / Iningi labafundi abaphothula iBanga le-12 eSouth Africa (SA) baqhubekisela phambili izifundo zabo emaKholeji wezobuchwepheshe nezokuqeqeshwa (i-TVETCs). Lokhu kungenxa yokuthi, phakathi kokunye, amakolishi abukeka engabizi kakhulu futhi ayatholakala emiphakathini eminingi kuzo zonke izifundazwe (SA). Kodwa-ke, iningi lalaba bafundi libonakala linenkinga yokuphothula izifundo zabo ngenxa yokwehluleka ukuqeda imodyuli ye-Work Integrated Learning (WIL), okuyimfuneko yokuqala yokuthola iziqu nokuqashwa. Umcwaningi wayethanda ukwazi ukuthi imojula ye-WIL ikuthinta kanjani ukuphothulwa kwezifundo zabafundi. Umcwaningi asondele kulolu phenyo njengento efanelekayo (i-constructivist) esebenzisa umklamo wokufunda icala. Idatha yaqoqwa ngokuxoxisana namaqembu ahlelwe ngokwedlule. Kwatholakala ukuthi, phakathi kokunye, imodyuli ye-WIL yayingavunyelwe ukuqedwa ngenxa yokuncika kwayo ekutholakaleni kwemisebenzi. Ngaphezu kwalokho, ukuntuleka kwemisebenzi kwabafundi basekolishi bekungumphumela wokungalingani kahle kwekharikhulamu ngezidingo zangempela zabaqashi, ezifundweni zeBhizinisi. Ngokunjalo, i-Fourth Industrial Revolution isongela ukulahleka kwemisebenzi, okungenzeka ukuthi ithinte labo abaneziqu ku-Business Studies, yingakho ukukhethwa kwayo kulolu phenyo. Ukubhekana nalokhu, umcwaningi uhlongoze imodeli edinga ukuthi amakolishi, amabhizinisi, uhulumeni kanye nemiphakathi basebenzisane ekwenziweni kwamaphrojekthi anakekela izidingo zemiphakathi ehlukahlukene. Amaphrojekthi anjalo futhi angasiza ukuvuselela ikharikhyulamu ukuthi iphenduleke ngokwengeziwe. Ngale ndlela, amathuba amaningi e-WIL angakhelwa abafundi. Ngaphezu kwalokho, umcwaningi uhlongoze izigaba ezintathu zokuhlanganiswa kwe-WIL, futhi amakolishi anganquma ngakunye ngokuya ngemininingwane yohlelo lwabo. Umcwaningi uphetha ngokuthi noma ngabe amamodeli amahle kangakanani, ngaphandle kokubambisana u-WIL angahlala eyisibopho futhi iziqu zingaba yizezi ngenxa yokuntuleka kwemisebenzi. Ngemuva kwalokho, umcwaningi uphakamisa ukuthi kwenziwa ucwaningo olwengeziwe ngokuhambisana nokukhula noma ukukhula komkhakha webhizinisi. Ukutholwa kwalolu cwaningo bekukhawulelwe kumakholiji amane akhethiwe ezifundazweni ezine ze-SA, kodwa asasebenza futhi alusizo kuyo yonke imfundo ephakeme emhlabeni. / Educational Management and Leadership / D. Ed. (Education Management)

MPM / Oliver Tambo Institute of Governance and Policy Studies

A Research Report submitted to the Faculty of Education University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Education. / This qualitative research aims to explore the constructs of Bridging Classes within a mainstream environment. The investigation focuses primarily on how the teacher works with what Bernstein (1973) considers key aspects to education relay, namely curriculum, pedagogy and assessment. Bridging Classes are provided for learners with moderate learning disabilities that may be caused by an attention deficit disorder or emotional upheaval due to chaotic home circumstances. The deconstruction process is conducted through the lens of Productive Pedagogy which Lingard, Hayes & Mills (2003) developed with four key components, namely, Intellectual Quality, Supportive Classroom Environment, Engagement with Difference, and Connectedness to the World. Productive Pedagogies support sociologists, Bernstein’s (2004) and Bourdieu’s (1999) belief that a universal pedagogy could ensure that learners from all backgrounds can access knowledge. The pedagogy applied in Bridging Class supports this notion by using a high quality curriculum but working at a slower pace, providing opportunities to consolidate concepts and integrating learners back into the mainstream when they are ready. Three teachers from Grade 1, 2, and 3 respectively were asked to participate in this research. The investigation comprised of interviews and observations of Maths and English lessons. The teachers were asked, during interviews, to reflect on their perceptions, experiences and pedagogy as Bridging Class teachers. The research applied a thematic analysis to identify patterns within the data set After coding, themes which emerged were the Cognitive and Academic Challenges Bridging Class learners experience. There are also suggested Strategies for Support to create a learning environment to enhance the academic and social outcomes for Bridging Class learners in a mainstream school. Key Words: Bridging Class, Mainstream, Productive Pedagogy, learning disabilities, perceptions, experience, support, strategies, learning environment. / MT2017