Mildly intellectually disabled (MID) learners, in South Africa, experience a great deal of discrimination. For the Black MID learner, the situation has been the worst in that even at a time when their white counterparts received education in separate schools, nothing of the sort existed for them. Most of them found themselves in ordinary schools, a situation described by many authors as "mainstreaming by default". The new education dispensation of 1994 brought along with it the need to begin looking at ways in which these learners are to be accommodated in the education system. However, such accommodation is made difficult by the fact that teachers are not familiar with ways of catering for diversity in the classrooms. An investigation was undertaken of the phenomenon mild intellectual disability. The characteristics of these learners were studied, in order to understand how these characteristics impact on their learning. The teaching principles and learning principles that make it easier for them to learn were studied. Most of these learners experience problems with reading, writing and mathematics. Existing educational programmes in developed and developing countries were examined, together with aspects of those programmes that might be of use in South Africa. A closer look was taken at provisions for these learners in South Africa before the new dispensation. An empirical study was undertaken to investigate what manifestations these learners display, how they are assisted once they are identified and to establish if teachers receive any support from parents, school management teams and the Department of Education. Finally, it was investigated if methods used for Outcomes-Based Education can be used to accommodate MID learners. Implications were then tabled on three levels, namely, the macro level, which is the provincial level, where decisions regarding educational policy and legislation for the Province are made, the meso level, which concerns implementation at the district level, and the micro level, which is the school itself. This level concerns the teacher's task in the classroom. Finally, a training manual for school support teams was designed, tested and finalised as a document to be used in assisting teachers to support MID learners / Early Childhood Education and Development / D. Ed. (Special Needs Education)

The purpose of the study was to investigate Grade 12 learners’ perceptions of their vulnerability to HIV infections in order to gain insight of their experiences on HIV and AIDS at schools in the Eastern Cape. This was done by using a mixed method approach where focus-group discussions and questionnaires were used to gather data. This study found that the teaching of HIV and AIDS or Life Skills is not adequate. It is possible that the lack of learner involvement in the design and implementation of the programmes could be one of the reasons why there is low participation by learners in intervention programmes in schools, as noted in this study. There is need for strong advocacy on the use of condoms as a preventive measure against unwanted pregnancies, and sexually transmitted diseases (STIs) including HIV. More involvement in extra-curricular activities would help learners to develop self-esteem and the ability to resist drugs and other risky sexual behaviours. / Social Work / M.A. (Social Behaviour Studies in HIV & AIDS)

Text in Afrikaans / Leerders wat uit swak sosio-ekonomiese omstandighede kom, die sogenaamde milieu-geremde leerders, se prestasie in geletterdheid is dikwels baie swakker as diegene wat uit meer bevoorregte huise uit kom. Skryf, as ‘n kernaspek van geletterdheidsvaardighede, kan tereg beskou word as een van die ingewikkeldste vaardighede. Die bemeestering daarvan stel ‘n bykans onbereikbare eis aan die milieu-geremde leerder en kan grootliks toegeskryf word aan die leeragterstande wat sulke leerders ondervind. Die probleem word dikwels vererger deur ‘n gebrek aan opvoederbekwaamheid en die algemene afwesigheid van goeie onderwys waar hierdie leerders skoolgaan. Hoewel baie ingrypingsmaatreëls en strategieë deur die Wes-Kaapse Onderwysdepartement (WKOD) en ook die Departement van Basiese Onderwys (DBO) al van stapel gestuur is om die talle uitdagings rondom veral geletterdheidsprestasie hok te slaan, blyk dit dat ingrypings om leerders se skryfvaardighede te verbeter, dikwels afgeskeep word. Hierdie konstruktivistiese studie was daarop gemik om ‘n omvattende ondersoek te doen en die uitdagings wat milieu-geremde leerders ten opsigte van skryfvaardighede ondervind, op ‘n holistiese wyse binne die konteks van arm plattelandse skole aan te spreek. Hierdie kwalitatiewe ondersoek is uitgevoer by nege plattelandse skole in die Weskusdistrik van die Wes-Kaap. Taalopvoeders in die Intermediêre Fase is in die studie betrek. Die skole is geleë in woongebiede waar opsigtelike tekens van swak sosio-ekonomiese omstandighede voorkom, en gekies vanweë hulle status as skole in die laer kwintiele. Die teoretiese perspektiewe van Piaget, Vygotski, Bronfenbrenner en Bandura met hul fokus op sosiokulturele teorieë van leer, is bestudeer. Bepaalde strategieë en beginsels is vanuit hierdie perspektiewe met hierdie studie in verband gebring. Die bevordering van skryfvaardighede in die konstruktivistiese klaskamer is bestudeer met klem op Brian Cambourne (1934-) se invloedryke werk wat fokus op die voorwaardes vir leer en ook op die wyse waarop opvoeders ‘n klaskameretos kan skep om goeie skryfvaardighede te ontwikkel. Die konstruktivistiese beskouing het ook die dataversamelingsproses gerig en uit die data is temas en subtemas geïdentifiseer wat bespreek en ontleed is. Bevindinge in hierdie navorsing het getoon dat skryf ‘n ingewikkelde aktiwiteit vir beide opvoeders en leerders is en dat die onderrig en bevordering daarvan in vele opsigte te kort skiet. Opvoeders beskik oor beperkte kennis en begrip ten opsigte van die onderrig en assessering van skryfvaardighede. Die bevindinge toon ook dat min maatreëls in plek is om die eiesoortige eise wat milieu-geremde leerders stel, aan te spreek. Die studie het ook getoon dat die ouers van milieu-geremde leerders ‘n belangelose, apatiese houding teenoor hul skoolwerk openbaar. In ‘n neutedop kan gesê word dat hierdie studie getoon het daar beslis baie meer gedoen moet word om nie net die skryfvaardighede van milieu-geremde leerders by armer plattelandse skole te verbeter nie, maar dat daar ook indringend na oplossings gesoek moet word vir die talryke ander uitdagings wat milieu-geremde leerders by plattelandse skole ervaar. / The performance in literacy of learners hailing from poor socio-economic circumstances, the so-called environmentally deprived learners, is often much poorer than those from more advantaged homes. Writing, as a core aspect of literacy skills, can rightly be viewed as one of the most complicated skills. The mastering thereof puts an almost unattainable demand on the environmentally deprived learner. This situation is largely attributed to the learning deficit experienced by such learners. The problem is often exacerbated by a lack in educator proficiency and the general absence of good education where these learners go to school. Although many intervention measurements and strategies have been initiated by the Western Cape Education Department (WCED) and the Department of Basic Education (DBE) to inhibit the many challenges surrounding especially literacy performance, it would seem that interventions to improve learners’ writing ability is often neglected. This constructivist study was aimed at undertaking an encompassing investigation and to address the challenges that environmentally deprived learners experience in terms of writing skills in a holistic manner within the context of poor rural schools. This qualitative investigation was executed at nine rural schools in the West Coast district of the Western Cape. Language educators in the Intermediary Phase were involved in the study. The schools are situated in areas where there are visible signs of poor socio-economic circumstances, and chosen for their status as schools in the lower quintiles. The theoretic perspectives of Piaget, Vygotski, Bronfenbrenner and Bandura, with their focus on socio-cultural theories, were studied. Specific strategies and principles from these perspectives were aligned with this study. The promotion of writing skills in the constructivist classroom was studied, with a focus on the influential work of Brian Cambourne (1934-), which focuses on the conditions for learning and also the way in which educators can create a classroom ethos to develop good writing skills. The constructivist view also guided the data collection process and from the data themes and subthemes were identified that were discussed and analysed. Findings of this research has shown that writing is a complicated activity for both educators and learners and that the teaching and promotion thereof are lacking in many aspects. Educators have limited knowledge in respect of the teaching and assessment of writing skills. The findings also show that few measures are in place to address the unique demands made by environmentally deprived learners. The study has also shown that the parents of environmentally deprived learners display an uninterested, apathetic attitude towards their schoolwork. In a nutshell it can be said that this study has shown that there is indeed much to be done not only to improve the writing ability of environmentally deprived learners in poorer rural schools, but that solutions should also urgently be sought to the countless other challenges experienced by environmentally deprived learners in rural schools. / Curriculum and Instructional Studies / D. Ed. (Kurrikulumstudies)

The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires. Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made. / Curriculum and Instructional Studies / D. Ed. (Curriculum Design and Development)

This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme. A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach. Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low. Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

The study was carried out to: (1) determine the relationship between English and mathematical literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties experienced by learners when English language was used as a medium of instruction, and (3) suggest guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses were carried out to determine the functional and strength of relationship between English language and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use of English language in the learning of mathematical literacy and the use of technical terms were sourced and analysed. The views of the educators about the use of English language as the medium of instruction were also analysed. A mixed approach methodology was used since both quantitative and qualitative methods were employed. The target population consisted of 305 learners who wrote the Grade 12 public examinations in 2016, 585 Grade 12 learners and 10 educators who completed questionnaires in January 2017. A census approach was carried out because everyone in Moloto Circuit doing Mathematical Literacy at Grade 12 level and their educators were studied. Grade 12 results for English and Mathematical Literacy for the 2016 academic year were collected and analysed. Questionnaires with closed and open-ended items were administered on Grade 12 learners and educators for the 2017 academic year in January 2017. Results in the ten schools showed that there was a positive relationship between performances in the two areas. In all cases the computed correlations were significant. This suggested that English influenced performance in Mathematical Literacy. This was supported by coefficients of determination calculations which ranged from 15% to 40%. Most responses indicated that learners found Mathematical Literacy difficult when English language was used as the medium of instruction. The learners preferred that Mathematical Literacy be taught in their mother tongue and that educators explain technical terms associated with mathematics. The educators said that learners had problems in Mathematical Literacy because of the use of English as the medium of instruction. They also said that learners found it difficult to relate Mathematical Literacy questions to real life situations and that the learners lacked adequate practice. The educators recommended the use of code-switching in their teaching in order to enhance understanding of Mathematical Literacy. / Mathematics Education / M. Ed. (Mathematics Education)

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools. The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop. The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Most black rural schools in South Africa are beset with discipline and relationship problems attributed to the way children interpret and exercise their rights. Children's misconceptions of rights impede the operation of educational institutions. A literature study investigated the implications of children's rights on their relationships and behaviour. A qualitative investigation of the socio-educative implications of children's rights was conducted in two rural secondary schools in Mpumalanga. Data gathering was done through participant observation, in-depth interviews with two principals and a tribal chief, and focus group interviews with two groups of teachers, parents and learners. Data were analysed, discussed and synthesised. The major findings emerged: limited understanding of rights and concomitant responsibilities and misconceptions of rights leading to the subversion of authority and morality. Recommendations include that rights-education be introduced in schools to improve children's understanding ofrights and to address negative social behaviour. Educators need to be empowered to handle human rights issues within socio-educational institutions. / Educational Studies / M. Ed. (Socio-Education)