This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The integration of modern science and indigenous knowledge systems in the science education curriculum for South African schools represents social justice for the majority of South Africans as they determine the knowledge necessary for themselves and for future generations in the new South Africa. An exploratory research reveals tension and a dichotomous relationship between modern science and IKS, caused by false hierarchies that are influenced by factors such as colonialism, capitalism and modernisation to the exclusion of the core values held by indigenous people in their relationship with nature. The thesis demonstrates that the integration requires an epistemology that puts humanity first and a framework that accommodates both ways of knowing. This should allow for the best in the two systems of knowing to serve humanity in a dialogical manner. / Educational Studies / M. Ed. (Philosophy of Education)

This study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership. / Psychology of Education / M. Ed. (Psychology of Education)

South African universities have embarked upon a wide range of initiatives to foster and acclimatise to new social development needs of the society. A significant area of change involved implementation of employment equity. This study investigated the manner in which universities manage employment equity.The composition of staff in higher education institutions fails to reflect the demographic realities of South Africa.As a result, black people and women are still severely under-represented, especially in senior academic management positions. Universities are slowly, but steadily redirecting their student bodies and staff to reflect the demographics of South African society applying fragmented effort and piecemeal approach. The “as is” statistical reports obtained from the Department of Labour were used to substantiate the progress being made in the selected universities. Quantitative research methods were employed to collect data. University of Pretoria, University of Witwatersrand, and Free State University were selected as the population and the academic managers (Heads of Departments, Directors of Schools, and Deans of Faculties) as the sample of the study. The study finds that white males still dominate in the universities and white females are adequately represented, particularly in the professional and academic categories. The academic managers responded less positively on retention strategies for academic staff, especially for the designated groups and the functionality of employment equity awareness campaigns. The study also outlined the success of employment equity factors that the academic managers indicated, such as their loyalties to the institutions, prospects of career development, and collegial relations. The study recommended proficient leadership to drive the employment equity process, development of employment equity strategy with reasonable goals, diversity management, retention strategy, and vigorous employment equity awareness. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The Department of Basic Education has a duty of ensuring that all children enjoy free and equal access to basic education despite their socio-economic status and backgrounds. The South African constitution also recognises universal access to quality primary education as a fundamental human right. This compels the Department of Basic Education to ensure that every child is provided with basic primary education at no cost, hence the expansion of no-fee schools and the National Schools Nutrition Programme. In an attempt to fulfil the Millennium Developmental Goal 2, which advocates for the provision of equal access to primary education, the multi-grade teaching practice was then introduced to ensure the provision of education to children in sparsely-populated and rural communities. However, this type of teaching practice comes with myriad difficulties which teachers face as they manage curriculum delivery. This study, therefore, seeks to examine the various difficulties that teachers face as they have to deal with multi-grade teaching and how they overcome those difficulties. The literature revealed that multi-grade teaching is not limited to the South African situation alone, but a global phenomenon practised in both developing and developed countries. It also emanates from the literature that multi-grade teaching, if used correctly and effectively could yield positive results. The study adopted a qualitative research approach. This study follows a case study design. Following that the study adopted the qualitative research approach, data collection tools linked to the approach were used and included: Interviews, document review and observations. A principal, teacher and parent from three schools managing difficulties associated with multi-grade classes were purposively sampled. The research findings, based on the interviews, document review, observation and the literature reviewed revealed that the insufficient backing from the Department of Basic Education, heavy workload of teachers and general shortage of teaching staff are some of the difficulties that teachers in multi-graded schools have to grapple with. Based on the findings, the researcher concludes that the dearth of intervention from the Department of Basic Education hugely affects the effective curriculum delivery in multi-graded schools. To mitigate the identified difficulties, the researcher recommended that a different post-provisioning norm and funding model for the multi-graded schools be experimented with.

Thesis (Ph. D. (Curriculum Studies)) -- University of Limpopo, 2019 / The aim of this study was to investigate knowledge, attitudes and practices of primary school children towards healthy diet in Dikgale Village, Limpopo Province, South Africa. This study was an intervention study at eight primary schools in Dikgale Village. The study used both qualitative and quantitative research where mixed methods research design. A total of 324 participants consisting of Grades 6 and 7 males and females was purposively selected. These participants were divided into experiment and control group after pre-test but before the intervention. This study used a 27-item questionnaire which covered, knowledge on healthy diet, attitudes, practices, subjective norm and self-efficacy questions as well as focus group interviews. The main findings of the study comprise the following: (i) Learners in the experiment condition did not reflect more health-related practices (F(1.315)=0.20; p>887), i.e., when considering co-variables and changes in health attitude, subjective norm and self-efficacy; and (ii) After intervention, there was a significant increase (F(1.315)=115.72; p<0.001) in health-related knowledge on the experiment group, i.e., when considering co-variables and changes in health attitude, subjective norm and self-efficacy. In addition to this significant increase, 58.3% of the differences between both groups seemed related to the intervention with regard to changes in knowledge acquisition. However, there was no significant increase on both health knowledge and health practices on the control group. The results suggested that, even if there can be changes in knowledge due to intervention, healthy practices may be difficult to change mainly because knowledge alone cannot decrease the prevalence of health-related conditions. As a result, this study suggest that the curriculum should cover Food knowledge practice so as to persuade learners to practice healthy diet. Also, School Management Teams (SMTs) and School Governing Bodies (SGBs) should play their role in emphasizing the importance of Food-Based Dietary Guidelines in schools. Future interventions are therefore encouraged to include a moderate intensity intervention by trained professionals and feasibility of involving educators, SGBs and SMTs, particularly in policy adherence. Therefore, this study proposed a healthy food intervention strategy incorporating the Theory of Planned Behaviour in order to justify the knowledge, attitude and practices of children in healthy diet. Intervention should adopt the Training Partnership Model wherein children, parents, educators are trained by health professional on adherence to healthy diet. / Vlaamse Interuniversitaire Raad (VLIR)

This study explored how foundation phase heads of departments manage and support professional development in the foundation phase. The study also explored the support these heads of departments receive from external sources in managing and supporting teachers in their professional development. Teachers' perspective about their professional development and support from heads of departments were also explored. A qualitative approach, located in an interpretive paradigm, was adopted. Drawing on various elements of case study research designs, the study focused on six foundation phase HoDs, one Intermediate Phase HoD and five foundation phase teachers from different school settings in one of the provinces in South Africa. Interviews and document analysis were used as the primary tools for data collection. During the interviews, teachers outlined their views on the support provided by both heads of departments and external sources that work to enhance their professional learning. Through a cross-case analysis approach, the study indicated that teachers appreciated the support received from heads of departments and external sources. The main finding of the study was that there was little support for the heads of departments from external sources. Another finding was that there was minimal support for heads of departments from external sources, predominantly Non-Governmental Organisations. This study indicated the none availability of induction programmes for the newly appointed foundation phase heads of departments. It is recommended that the Mpumalanga Department of Education organise an induction programme for the newly appointed foundation phase heads of departments. The induction should focus mainly on leadership and management. Lastly, it is recommended that government officials from the district, province and nation provide external support that would benefit the foundation phase heads of departments. / Ifundorhubhululweli belihlola ngokuzeleleko kobana iinhloko zeminyango yezefundo ziphatha begodu zisekela njani ukukhula kwabosolwazi kusigabasisekelo. Ifundorhubhululweli, liveze isekelo lemithombo yangaphandle, lokuphatha nokusekela abotitjhere ekukhuleni kwabo ngokwelwazi. Indlela abotitjhere babona ngayo ukukhula kwabo ngokwelwazi nesekelo abalifunyana eenhlokweni zeminyango yezefundo nalo lihlolwe ngokuzeleko. Ifinyelelo lekhwalitheyithivi eliyi-interpretative paradigm ngilo elisetjenzisiweko. Ngokutjhejwa kwemihlobo eyahlukahlukeneko yeemfundosehlakalo, iinHloko zemiNyango ezisithandathu (HoD’s) zesigabasisekelo, iHloko yesiGaba (HoD) ngayinye nabotitjhere abasithandathu besigaba sisisekelo, ababuya eenkolweni ezihlukahlukeneko ngokuhleleka esifundeni sinye seSewula Afrika. Ukuhlunga nokuhlaziywa kwamadokhumende/kwemitlolo ngikho okusetjenziswe ukubuthelela ilwazi elaneleko. Ngesikhathi sokuhlungwa, abotitjhere baveze imizwa yabo ngesekelo ebalifunyana eenhlokweni zeminyango yezefundo nakumithombo yangaphandle ebasiza ukwandisa ilwazi labo kezefundo. Ngokwefinyelelo le-cross analysis, ifundorhubhululweli litjengise kobana abotitjhere bayalithokozela isekelo abalifunyana eenhlokweni zeminyango yezefundo nalelo elibuya kumithombo yangaphandle. Okukhulu okufunyenwe lirhubhululweli, litlhayelo lesekelo eenhlokweni zeminyango yezefundo elibuya kumithombo yangaphandle, kuqaliswe khulu eenhlanganweni ezingasekelwa mbuso (Non-Governmental Organisations). Ifundorhubhululweli litjengise godu itlhayelo lamahlelo wokufundisa iinhloko zeminyango yezefundo ezibekwe eenkhundleni ezitjha. Amahlelo wokufundisa iinhloko zeminyango yezefundo eziqedwa ukubekwa eenkhundleni, ezitjha azokuhlelwa mNyango wezeFundo eMpumalanga. Ukwethulwa kwabo kufanele kuqale zoburholi nokuphatha. Kokugcina, iinsebenzi zombuso ezibuya iiyingini, eemfundeni zenarha yoke zinikele ngesekelo langaphandle elizokuzuzisa iinhloko zeminyango yefundo yesigaba-sisisekelo. / Lolu cwaningo luhlola ukuthi izinhloko zeminyango yesigaba semfundo eyisisekelo ziyiphatha ziyesekele kanjani intuthuko yobuchwepheshe esigabeni semfundo eyisisekelo. Lolu cwaningo luhlole nangokwesekeleka okuvela emithonjeni yangaphandle okutholwa yilezi zinhloko zeminyango ekuphatheni nasekwesekeleni othisha ekuthuthukeni ebuchwephesheni emsebenzini wabo. Kwabuye kwahlolwa ukuthi othisha bakubuka ngeso elinjani ukuthuthuka kwabo emsebenzini wabo nokubheka ukwesekelwa kwabo yizinhloko zeminyango. Kwalandelwa indlela yokubheka ikhwalithi egaxwe emkhakheni wokuchazwa (interpretative) kwezinto. Kwacashunwa ezimpawini ezahlukene zokucubungula amadizayini okucwaninga kokwenzeka ngempela (case study), kwagxilwa kuZinhloko Zeminyango eziyisithupha zeSigaba Semfundo Eyisisekelo, eyodwa yeSigaba Semfundo Emaphakathi, nothisha abahlanu besigaba semfundo eyisisekelo abavela ezizindeni zemfundo ezahlukene kwesinye sezifundazwe zaseNingizimu Afrika. Kwasetshenziswa ukuhlaziywa kwama-intaviyu namadokhumenti njengamathuluzi okuqoqa imininingwane noma idatha. Ngesikhathi sama-intaviyu, othisha babenika imibono yabo ngokwesekelwa ababekuthola ezinhlokweni zeminyango nemithombo evela ngaphandle eyayibambisene ekuthuthukiseni ukufunda kwabo ubuchwepheshe. Lapho kusetshenziswa indlela yokuhlaziya ngokugamanxana kokucubungulwayo (cross-case), ucwaningo lukhombise ukuthi othisha bakuthokozela ukwesekelwa abakuthola kuzinhloko zeminyango nemithombo evela ngaphandle. Okubalulekile okwatholakala kulolu cwaningo ukuthi kuncane kakhulu ukwesekelwa ezazikuthola emithonjeni yangaphandle izinhloko zeminyango. Okunye okwatholakala ukuthi kuncane kakhulu ukwesekelwa izinhloko zeminyango ezazikuthola kuvela ngaphandle, ikakhulu eziNhlanganweni okungezona ezikaHulumeni. Lolu cwaningo lukhombise ukuthi azitholakali izinhlelo zokuzingenisa emsebenzini (induction) izinhloko zeminyango esigabeni semfundo eyisisekelo, Kunconywa ukuthi uMnyango Wemfundo WaseMpumalanga uhlele ukuba kube nohlelo lokuzingenisa emsebenzini izinhloko ezintsha zeminyango esigabeni semfundo eyisisekelo. Lokhu kungeniswa kumele kugxile ebuholini nasekuphatheni. Okokugcina-ke, kunconywa ukuthi izikhulu zikahulumeni ezivela esifundeni, esifundazweni nakuzwelonke zilethe ukwesekela okuzosiza izinhloko zeminyango esigabeni semfundo eyisisekelo. / Educational Management and Leadership / Ph. D. (Educational Leadership and Management)

PhD (Public Health) / Department of Public Health / Background: South Africa continues to struggle with the high prevalence of Human Immunedeficiency Virus and Acquired Immune deficiency Syndrome. Young people of the university going age are the most affected by this disease. The higher education sector, particularly teachers, are well placed to mitigate this pandemic through teaching and learning. Despite the fact, that a lot has been written on the need to integrate HIV/AIDS content into curricula very few institutions of higher learning are heeding the call mainly due to lack of guidance on how to integrate HIV/AIDS content. Aim:The aim of the study was to develop a framework that facilitate integration of HIV/AIDS content into university curricula. Methods: This cross-sectional study employed quantitative methodology and was conducted in two phases : Data was collected using different methods such as cross sectional surveys, content analysis and systematic reviews. For cross sectional surveys the target population included teachers and students and they were selected using systematic and purposive sampling respectively. The study setting was University of Venda. Data were analysed using SPSS, version 23. Multiple logistic regression and chi-square tests (χ2) were employed to determine the associations. Results: The thesis comprises five interdependent studies. Study one: A systematic review of peer-reviewed journals and grey literature of HIV/AIDS programmes in higher education was conducted. It was found that HIV/AIDS content was integrated mainly into existing , compulsory, undergraduate modules, health sciences disciplines focused on basic facts about HIV/AIDS. The HIV/AIDS content was taught using classroom based teaching strategies. Study two: A quantitative content analysis, to gauge the extent of HIV/AIDS integration into the curricula in various departments at Univen was conducted. The results of this study suggest that HIV/AIDS content was limited as only 68 modules/courses out of 1979 had HIV/AIDS content in different disciplines across all eight schools at the university. Study three: A survey was conducted to assess the knowledge, attitudes and practices of students towards learning about HIV/AIDS content among 340 students . The study found out that majority of the students possessed high knowledge about HIV/AIDS, though they had misconceptions about HIV transmission routes. Further they supported the introduction of formal teaching and learning about HIV/AIDS in their disciplines and very few students were taught about HIV/AIDS in their studies. Study four: A survey was conducted to assess knowledge, attitudes and practices of teachers towards teaching and learning of HIV/AIDS content in the curriculum among 240 teachers . The results showed that the majority of teachers were knowledgeable about HIV/AIDS , had positive attitudes towards the teaching and learning of HIV/AIDS content in the curriculum and very few taught about HIV/AIDS. Study five: Data from the study findings, literature and analysis of the curriculum were integrated within Information ,Motivation and Behaviour Model to develop the proposed framework for integrating HIV/AIDS content. Conclusion: The purpose of the study was to develop a framework that facilitates the integration of HIV/AIDS content into the undergraduate curriculum. The proposed framework in this study may assist HEIs, faculties and teachers to integrate HIV/AIDS content formally into their curriculum and ensure that various academic departments can integrate HIV/AIDS-related issues into the undergraduate curricula. The framework outlines HIV/AIDS competencies for different levels of study in various disciplines and its adoption may assist HEIs in producing graduates who can survive and work in a world ravaged by HIV/AIDS. In order to implement the proposed framework for integration of HIV/AIDS content into undergraduate curricula, recommendations were made. / NRF

Thesis (M. A. (English Studies)) -- University of Limpopo, 2022 / This study explored the challenges of pictorial illustrations in texts faced by Students: The case of the University of Limpopo in Limpopo Province, South Africa. The study seeks to contribute to the process of understanding pictorial illustrations in a teaching and learning environment, where there are VI (visually impaired) students. This study employed a qualitative research approach, and interviews were used to collect data from the respondents. The respondents were ten VI students, five lecturers in the English discipline and two braillists from Reakgona Disability Centre. The selection was based on the roles they play in the learning and preparing of learning materials for VI students. The overall findings from the VI students were that pictorial illustrations are challenging when students are learning English language courses. It was established that pictorials materials exclude and confuse VI students when they are learning. Those pictorials also discourage participation of VI students, as they cannot see the pictorials. On the other hand, lecturers have challenges in explaining and describing pictorials during lessons. Again, it was discovered that when developing pictorial illustrations VI students are not taken into consideration because most content always includes pictorials. The overall findings from the braillists were that English language learning materials with pictorial illustrations are not easy to convert to braille and to enlarge for VI students. The study recommended ways to deal with pictorials in lessons and materials. For example, workshops to help lecturers to accommodate VI students in the learning environment. The study encouraged a good working relationship to assist VI students to overcome pictorial challenges in English courses. This study was intended to offer assistance in terms of the challenges experienced by V1 students with regard to pictorials illustrations in English language learning materials and courses.

M. Tech. (Department of Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / The face of South African (SA) universities’ academic environment has changed over the past decade, primarily propelled by transformation issues, new policies and practices, which also required academics to have certain skills and attributes. Recruiting and retaining key academics in the public higher education (HE) are not once-off events; they are ongoing processes that involve analysing the needs, culture and practices of the organisation and identifying individuals whose skills and personalities better meet those organisational needs. Given the rapid restructuring and transformation of SA public HE, recruiting and retaining of essential talent has been a huge challenge experienced by higher education institutions (HEIs). Research relating to how HEIs could better attract and retain key talent has, however, been scarce; as such, this study aims to fill the existing gap in the literature. Against this background, this study aimed at exploring the influence of person-environment fit (PEF), person-organisation fit (POF) and person-job fit (PJF) on career satisfaction (CS) and the influence of CS on intention to leave (ITL) among university academics. Embedded within a positivist paradigm, the study followed a quantitative research approach. A structured questionnaire was used to measure study constructs. In addition to the soliciting information on the demographic variables, respondents were requested to complete five different measuring scales, namely the general environment fit scale (GEFS), organisational culture profile (OCP), the knowledge, skills and ability profile (KSAP), the career satisfaction scale (CSS) and the intention to leave scale (ITLS). A total of 550 questionnaires were distributed to the identified sample of university academics and from that distribution only 202 questionnaires were used for data analysis. Descriptive statistics techniques as well as correlation and regression analysis were used to evaluate academics’ perceptions and relationships between study constructs. Findings revealed the existence of strong positive associations between the three fit constructs and CS and a negative association between CS and ITL. The findings also propose that the HEI could use fit dimensions to increase the level of academics’ CS and reduce their proclivity to leave the HEI. Academics’ CS can be enhanced by the implementation of a career advancement policy that will ensure that academics are provided with fair and equal training and development opportunities and are promoted based on their individual performances. To constantly reduce the propensity to leave the institution, the HEI could continuously satisfy career goals of academics through the provision of career progression opportunities.