1.1 MAIN PROBLEM A major concern in South African schools, especially in the disadvantaged areas, is the absence of effective leadership. Problems such as a lack of planning, an absence of vision, unfair resource allocation and feelings of uncertainty indicate a lack of meaningful leadership within the schools (Sterling and Davidoff, 2000:5). South Africa currently lacks a coherently explicit policy for the in-service training of school leaders. Until recently there has been no literature specifically addressing the problems school leaders face in black schools, no black professional organization for black school leaders, few opportunities for the discussion of ideas between departments, and few opportunities for training both before and after taking up a leadership position (Taylor and Tsukudu, 1995:111). The types of skills needed by School Management Teams(SMTs) for the effective management of schools depend on factors such as the needs of individual senior management members, the schools, the education system, the existing expertise of SMT members and their previous training. The purpose of skill development is to help develop and improve both the individual and the team performance of leaders responsible for managing schools in order to improve the functioning of schools(Mashinini and Smith,1995:133-135). In a growing number of developed and developing countries, a need for the more effective management of schools is becoming more important. Good management is regarded as essential if resources, both human and material, are to be used to maximum benefit so that schools make a valuable contribution to the economic and social well-being of societies (Taylor and Tsukulu, 1995:108). According to Sterling and Davidoff (2000:3), South African education is in a process of reconstruction and change. For those involved in education, the context feels unstable and at the point of delivery, the school, pressure is experienced. In addition to these problems, the socio-economic conditions result in many learners expecting not to be employed after completing their studies. This contributes to a feeling of despondence and demotivation amongst learners, which is often expressed in absenteeism, and a lack of commitment to their own education. Since 1996, reports by people in educational authority have confirmed a need for proper management training for managers in the South African educational system. In the past managers have been appointed to managerial positions such as head of department (HOD), deputy principal and principal without proper prior training. They have had to learn through trial and error and have made mistakes in the process. This situation is considered as neither inductive nor productive to a culture of teaching and learning (Deventer and Kruger, 2003:62). A study conducted by Steyn (1998:131-137) concluded that in the new South African dispensation, principals need to work closely with their first line managers in order to perform their 2 functions effectively. Steyn is of the opinion that a participative orientation in schools will be more effective than a centralized hierarchical orientation. The picture described above concerning the South African system and problems currently faced by teachers depicts a difficult environment which will not change overnight and one which requires effective intervention measures. This leads to the following problem, which will be addressed by this research. What management development skills do SMTs need to enhance their ability to manage schools effectively?.

This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.

This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.

This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.

This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.

Submitted in fulfilment of the Doctor in Technology: Human Resource Management, Durban University of Technology, 2017. / There is a concern that students are inadequately prepared before being placed in industry to do Work Integrated Learning (WIL). To add on to this, the Co-operative Education Practitioners as well as the external partners or employers are not sufficiently supported to drive this challenging work. This may have an adverse impact on the students as they would drop out or perform badly. Students are from different backgrounds, some of them are from rural areas where there is a scarcity of work opportunities. The opportunity of getting a placement in industry is an unusual experience to them. This research implements a Single Case Study (Durban University of Technology case study), a mixed method design is followed combining both qualitative and quantitative methods. One of the main reasons for using a single case study in this investigation is that the DUT practices of Co-operative Education and Work Integrated Learning are not unique. It is representative of other Universities of Technology in South Africa. The first stage involves collecting data from students that are undertaking WIL. The second stage entailed targeting the graduates that were enrolled for programmes that incorporated WIL. The third and fourth stages involved the Co-operative Education Practitioners or the Co-ordinators of WIL at DUT and employers or supervisors of WIL students in the workplace respectively. Furthermore, this investigation will focus on stratified random sampling. The aim of the pilot study was done in order to test the questionnaires with regards to the relevance and clarity of questions. The objectives are to investigate the role, responsibilities and qualities of university and industry staff for facilitating support for learners. This study revealed that a large percentage of employers suggested that lack of learner support can contribute to student failure. Also, WIL Co-ordinators need to be capacitated as the majority of respondents indicated that training to facilitate WIL is extremely important (64%). 72 percent of the respondents indicated that the visits by the Co-operative Education Practitioners in workplaces are extremely important. / D

Submitted in fulfillment of the requirements of the Degree of Master of Information & Communications Technology, Durban University of Technology, Durban, South Africa, 2017. / Computer-programming dexterity is an essential skill for students of computer science, information technology and engineering who are intrinsically expected to be able to do programming. However, teaching and learning computer-programming concepts and skills have been recognised as a great challenge for both teachers and students, for many reasons. Computer-programming requires new ideas in thinking and conceptualising practical solutions. It requires creative skills in solving practical, but often difficult problems. Moreover, computer-programming students, generally lack problem-solving skills and self-efficacy. They typically find it difficult to use artificial programming languages to solve challenging problems. There is the problem of poor background in science and mathematics that would help students to rapidly understand the intricacies of computer-programming. Students are not motivated to overcome the fear of the bizarre syntax of computer-programming codes. These challenges, coupled with the huge potential of computing applications in the society have made the development of effective pedagogies and environments for computer-programming courses, an important issue. To address this issue in a unique way, this study proposes to explore a web-based, blended learning technique with minimal instructor intervention, to improve the computer-programming competence of information technology students. These students are expected to have developed an acceptable level of computer-programming competence at university to be job ready and to be self-reliant in their future careers. The technique being proposed in this study was implemented in a blackboard ™/®/© web-based environment. The effectiveness of the technique was demonstrated using experimentation coupled with the data analysis method that is based on the three-parameter item response theory and retrospective pretest. The method used in this study to evaluate computer- programming competence of students reflects the perspective of the students in the evaluation process. The results of the study indeed show that using the proposed technique, information technology students dynamically collaborate with their peers with minimal instructor intervention towards improving their computer-programming competence. / M

Submitted in full requirement of Degree of Master of Management Sciences Specialising in Hospitality and Tourism , Department of Hospitality and Tourism, Faculty of Management Sciences, Durban University of Technology, Durban, South Sfrica. 2015. / There is a considerable gap between what is provided by tourism education providers and the needs expressed by the industry. Literature pertaining to private higher education institutions based in KwaZulu-Natal (KZN) curriculum provision is very limited. Therefore, this study sought to determine whether tourism qualifications offered at registered private higher education institutions in KZN are aligned with the needs of the local tourism industry. This study accordingly identified and investigated the gaps between the needs of the local tourism industry and the core tourism curriculum offered at private institutions. In addition, the study closely examined the curricula offered by analysing and comparing the similarities and differences between the tourism curriculums of each private institution. In order to provide solutions and recommendations for future curriculum development, stakeholder’s views on what a tourism curriculum offered at private higher education institutions should entail was evaluated. Respondents comprised of managers from selected sectors of the local tourism industry, tourism graduates, tourism curriculum designers and tourism academics of the selected private higher education institutions. To achieve the first and third objective, a mixed-methods approach was adapted. This empirical study utilised electronic surveys to obtain a sample of 164 participants. A document analysis entailing thematic analysis was also complied to address the second objective. The findings revealed that there are more similarities amongst the education providers’ formal curriculum content than differences. However, the tourism curricula on offer by all the sampled private higher education institutions were observed not to align with the needs of the local tourism industry. Therefore, this study identified numerous gaps between the needs of the local tourism industry and the provisions by private higher education institutions. The misalignment was found to be attributable to multiple factors for which recommendations are made. / M

Non-governmental organisations (NGOs) have been criticised for depoliticising development through focusing on alleviating suffering rather than on addressing the root causes of poverty and underdevelopment. This research explores whether and how NGOs can act in ways that do not depoliticise development. The research focuses on education NGOs and in particular on the NGO GADRA education in Grahamstown, South Africa, to provide insights into ways in which politically conscious leadership of NGOs attempt to deal with the contradictions that are inherent in this field of work. This research provides a brief history of the South African Education system as a means to set a basis for the discussion of the role of education NGOs in the country. Furthermore it looks at the work that is done by GADRA education in the Grahamstown community. The thesis makes the argument that education NGOs can act in ways that do not depoliticise development because by providing access to education for people who are structurally excluded from education, they contribute to shifting power. This research found that although the leadership of GADRA Education acknowledge that they are confronted with great challenges in terms of how to bring about changes in the education system, they are hopeful that advocating for quality education will bring about the potential for the disruption of power relations as they exist between the state organs and the public.

M.Ed. (Multiculturalism and Education) / The teaching of Afrikaans faces a variety of problems and challenges in a changing society. It is also evident that in future the teaching of Afrikaans will run parallel with marketing as a dynamic communication medium among the inhabitants of South Afrika (Botha, 1990:85). The above implies that Afrikaans as a language will still be taught as one of the official languages of South Africa. This also coincides with Strydom's remarks (Botha, 1990:85/86) that a new look of Afrikaans needs to be considered with regard to the unfolding of the multicultural reality of South Africa to all those learning the language. Emphasis, in the aim of teaching Afrikaans, rests in its functional use in societal context. Thus it has become inevitable that teachers who teach Afrikaans especially in black high schools require sufficient training. The importance of a well trained teacher for literature teaching cannot be disputed. Kuhn (1989:84), referring to the literature teacher, said "Die onderwyser se benadering in die vak bepaal die kwaliteit van interaksie tussen die teks en die leser grotendeels". In other words the teacher's role is vital in the teaching of literature. The teaching of Afrikaans literature in black high schools involves a considerable host of issues, namely stereotypes, negative attitudes and underqualified teachers. Students in literature classes appear not to understand Afrikaans literature. They are passive which means that literature teaching is dominated by teacher talk. The teacher goes to the extent of over explaining, trying to cover the syllabus. At the...