This study explores the potential role of an environmental education approach towards the conservation of the Swartkops Estuary and Swartkops Nature Reserve. More specifically it examines the opinions, feelings and perceptions of a sample of twenty seven people, who have a vested interest, in the possible conservation of the area. These stakeholders were comprised of people representing all the various groups and communities that use either or both the estuary and reserve. Opinions were examined by means of a qualitative data analysis from semi-structured interviews. The conservation opinions of respondents were obtained on both general topics and more detailed areas. Due to the small sample and exploratory nature of the project, these results should be viewed as tentative. Proposals are made for increasing the impact of Environmental Education programmes in this and similar environments, and recommendations are put forward to help facilitate related studies in the future.

Suppes beweer dat "All teachers everywhere recognise the help that books give them in teaching students. The day is coming when computers will receive the same recognition. Teachers look on computers as a new and powerful tool for helping them to teach their students more effectively." In hierdie ondersoek word gepoog om op die voordele van die aanwending van een mikrorekenaar as hulpmiddel vir die onderwyser vir die onderrig van wiskunde, te wys. Die belangrikste oorwegings in die ondersoek was: 1. Efektiwiteit van die metode. 2. Bekostigbaarheid van die metode. Die effektiwiteit van hierdie metode van onderrig word hoofsaaklik bepaal deur die geskiktheid van die programmatuur. Programmeringsvaardighede aan die kant van onderwysopgeleide persone versterk hierdie oorweging. Deurdat slegs een mikrorekenaar gebruik word, word deels aan die tweede oorweging, naamllk bekostigbaarheld, voldoen. Programmeringsvaardighede, soos hierbo genoem, kan ook bydra tot die besparing van koste deurdat bogenoemde programmatuur 'intern' ontwikkel word. Die wens word uitgespreek dat hierdie metode van onderrig tot voordeel van die totale leerlingbevolking van die land aangewend sal kan word.

Communication is a central feature of human life. The ability to talk is the very feature that distinguishes us from our primate ancestors. Knowing how to use language effectively gives the bearers of this knowledge power over their environment and an upper hand in their dealings with others. Thus, understanding the importance of communication in management is an essential tool for managers who wish to build and develop their organisations and their staff within these organisations. This thesis takes a case study view of manager-staff communication at a South African university. In this study managers and staff members contribute their feelings on current communication practices at this organisation through an online questionnaire and in-depth interviews. In an interpretive paradigm this thesis answers three central questions: 1) what role do managers and staff think communication plays in their working relationships, 2) what do they perceive to be effective and ineffective communication strategies and 3) What strategies can they suggest to enhance effective communication? Through in-depth qualitative research and numerical data analysis this thesis discovers central themes that pertain to the effective flow of communication in this organisation. These themes include: motivation and praise, the role of listening, building relationships, respect, acknowledging others’ languages and cultures, building teams, communicating frequently and using email and technology effectively, as well as keeping notes of meetings and discussions. Challenges to effective communication include not having enough time, suffering from stress, and the challenges of physical space and distance. By paying attention to basic human principles, such as the fact that acknowledging people for a job well done encourages them to perform well in future, this thesis relates the general concepts of communication and management theory to the specific realities and individual, personal experiences of manager-staff communication. In this way it sheds a beam of light on management communication practices and points the way towards an ideal where managers and staff members use communication as a tool of empowerment and understanding.

The research emerged out of a need to address firsthand classroom concerns. The problem identified was that the D.E.T. geography syllabus had a Western-orientated world-view and, as such, was largely inappropriate to the experiences of township pupils. As a result, education in townships tends to maintain the status quo and the marginal position of the majority of South Africans. Recent unpublished research has shown that fieldwork is an effective compensatory tool. If fieldwork is used in the township , it can utilize the local environment which is familiar to pupils. Fieldwork, as an approach, has an additional advantage of being a vehicle for the empowerment of users. The research sets out to explore the potential of the township environment as a site in which fieldwork can be undertaken. Numerous opportunities are identified and these have been developed into fieldwork exercises. Out of the preparatory work, a need arose to establish the viability of doing township fieldwork. The concern is that, in spite of fieldwork appearing in the secondary school syllabus for a number of years, it is a largely unexplored teaching approach. This necessitated the testing and evaluation of fieldwork opportunities in the township environment. The chaotic conditions of township education impinged upon the research process, causing its premature termination. The latter part of the research process raises questions of an ethical nature. Notwithstanding these problems, several positive factors emerge; the negative aspects should not be allowed to overshadow the benefits of the research. An emancipatory action research framework is used to evaluate the research process. The study concludes by highlighting the main issues raised in the research and makes recommendations concerning topics requiring further investigation.

The study sought to examine the challenges experienced by teachers of multi-grade classes. Multi-grade teaching has become one of the priority topics in the Teaching profession agenda. The reason for bringing this issue onboard is the recognition that multi-grade teaching has a potential to improve quality of teaching. This study therefore seeks to identify the challenges experienced by teachers of multi-grade classes. A qualitative research was conducted in Nzhelele East Circuit. Six schools with multi-grade classes were purposively sampled. Data were collected through individual interviews with five teachers of multi-grade classes and six principals of the sampled schools and focus group interviews were conducted with three groups constituted of 3 teachers each from the 3 identified schools. Data were also collected through lesson observations. Data were categorised according to themes and then analysed inductively. The study revealed that multi-grade teachers experience a number of challenges. The study thus, recommends that the Department of Education should strengthen continued professional teacher development (CPTD) in teaching in multi-grade context. CPTD should also be extended to professionals like curriculum advisors to re-skill them on their advisory roles. The Department of Education should also ensure that the number of grades in multi-grade classes should not exceed two. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of this study was to investigate the way in which OBE teacher training in the Northern Province is being managed, particularly in Region 4. The study also aimed to contribute in providing information about how the Provincial office of the Northern Province is managing OBE teacher training. The literature review covered both materials in the Provincial, National and other countries. The study's research methodology was qualitative, which includes interviews, observation and case study based. Interviews were scheduled with Provincial, Regional, District Dept officials, Educators and Principals. The study has revealed that Region 4 cannot manage the implementation of OBE teacher training properly and effectively due to constrains such as lack of transport, insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)

The purpose of this study was to establish whether educators of Grade 10 integrate environmental awareness issues in the teaching of the Life Sciences learning area as prescribed by the National Curriculum Statement (NCS). Related literature was reviewed on the changing curriculum in South Africa (NCS) as well as Environmental education to place in context the problem of the study, namely to figure out whether educators do integrate environmental awareness in the teaching of Life-Sciences learning area. A qualitative methodology research was used. School principals and educators were selected to participate in the research. The findings of the research showed that educators did not integrate environmental awareness in the teaching of Life sciences learning area. Respondents suggested that educators need to be retrained so that they could implement the principles of NCS effectively. / Educational Studies / M.Ed. (Specialization in Curriculum Studies)

Many learners find the study of introductory computer programming difficult. This is also true of children with attention deficit hyperactivity disorder (ADHD), and we need an improved understanding of how they learn programming. After reviewing the constructivist approach to teaching and learning and investigating ADHD, this study explored strategies for constructive learning of introductory programming. The aim was to evaluate the effectiveness of the Karplus learning cycle to teach introductory programming. This was done through qualitative research from an interpretive perspective. Action research techniques were employed and data analysed using grounded theory methods. Four major constructivist teaching categories emerged, all of which support the use of the Karplus cycle. It is concluded that the three-phase Karplus cycle can be used to assist these learners learn introductory programming. However, it needs to be understood more broadly and the middle phase broken into two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)

We provide a tool for communicating about insects in isiZulu to facilitate research and knowledge sharing in the fields of indigenous knowledge, cultural entomology, environmental education and community extensioninvolving isiZulu speakers. A total of 213 different names for 64 insect specimens were encountered among a sample of 67 respondents in 11 communities distributed across the province of KwaZulu-Natal, South Africa. This list includes 93 names that can be considered core isiZulu vocabulary and which are widely used to identify insects that are agriculturally, medically, domestically, culturally or ecologically common or significant. Substantial variation was found regarding the names for particular insects, especially between regions, suggesting dialectal differences between isiZulu speakers. Grammatical and social variation in names was also recorded. This study highlights interdisciplinary teamwork in the field of indigenous knowledge research and the influences affecting the standardisation of South African languages for technical and scientific work.

This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. / Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.