Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education, Technikon Natal, Durban, 2001. / This study filled a void in the existing educational management literature and highlighted the communication problems that exist between the educators, learners, and parents in multicultural secondary schools, especially when the educator, learner and the parent belong to different cultural groups. The communication problems between educators, learners and parents pose a serious challenge to management as they impede the progress of teaching and learning in the classrooms. The thorny issue of language in education in South African schools has not been given much emphasis. Neither have educationists and policy makers given much attention to the problem of communication in multicultural schools. Opening schools to all cultures did not solve the communication problems, but created new ones. The main method used in this investigation was the literature study. Using the investigative methods associated with qualitative studies, the researcher attempted to investigate data collected from a number of sources. Research on co-operation in the multi-ethnic classroom revealed that pupils of different ethnic groups preferred to socialize in their own language groups. This study confirmed that culture and language influenced not only which peers pupils choose to play with, but also who they deliberately excluded from their games. In many schools, there are few systematic attempts to enhance pupils' cross-ethnic friendships and this may work to consolidate the evident 'own race and language preference' of a large portion of pupils. Thus there is a need for communication to enhance cross-cultural friendships. There is an increasing need for educators to encourage intercultural communication. Educators should use the language of instruction to learn about each others' culture and language so that there are mutual respect and tolerance. Teaching in multicultural classrooms demands a high level of expertise among educators. Culturally diverse learners may have prior learning experiences that predispose them to learn in ways that may not be compatible with some methods of instruction in common use in many classrooms. Therefore, educators need to adopt an inclusive and flexible approach to instruction, observing their pupil's responses and adjusting instructions to meet the needs of individuals and groups in the classroom. It is now becoming clear that even educators and school managers need guidance and assistance in coping with communication in the multicultural school. The more people of different cultures communicate with each other, the more they discover how similar they are. This study examined some of the communication problems present in multicultural schools, the possible causes of the problems and management solutions to some of the problems. / M

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

M.Ed. / The problem of different languages, as well as academic, social and educational performance, among learners of different cultures within a multicultural school career, is a cause for concern. The number of cases of failure, underachievement, low self-image and poor socialisation is unacceptably high among these learners of diverse cultures. The unfamiliar educational milieu leads to feelings of frustration and confusion. Although it is true that the explanation for this frustration and confusion is complex, certain aspects of the problem are readily identifiable, viz. the unpreparedness of the new learner to learn in a strange language rather than his mother-tongue; his inability to adapt quickly enough to the new milieu; and the low academic and educational standards to which he has previously been accustomed. The expectations to which such a learned is subjected are, inter alia, that they should be able to speak and read fluently; that they should be able to interact socially in an acceptable way; and that they should aim to perform well in spite of new academic expectations and challenges. Many learners of various cultures do not have the abovementioned abilities and qualities, hence the necessity to intervene when it comes to studies in a foreign, i.e. non-mother-tongue, language. This study is thus of instructive value. The literature review confirms the existence of the above named problem, which is discussed from the learner's point of view, together with areas for concern and suggestions for strategies for possible success in overcoming the problem. The most challenging task of all is that of the teacher in the classroom. This is where an atmosphere can and must be created in which the less privileged learner can be exposed to a productive learning environment so that he can achieve his full potential. The teaching profession in South Africa is on the threshold of enormous change; and its role in the creation of a new nation is pivotal.

A research project submitted in partial fulfillment of the requirements for the degree of MA in Social and Psychological Research in the Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2016 / The use of various information technologies in education is becoming more prevalent due to the fact that they are thought to have several advantages over traditional pen and paper as well as the fact that they are seen as a means to decrease the digital divide and ensure equal access to educational resources. In South Africa, initiatives such as the Smart Schools program aim to make schools paperless in the near future through the use of smartboards and tablets. With such emphasis on the success of the integration of educational technology it is imperative that we understand the factors which influence this process. Current research points to the idea that the mere provision of educational technology is not sufficient to garner success and that there are also intrinsic factors which need to be considered when integrating educational technology. This study follows on from this premise of intrinsic factors in that it investigates learner attitudes towards tablet usage in a blended learning environment. An extended version of the Technology Acceptance Model which posits that perceived usefulness, perceived ease of use and perceived enjoyability are the factors which need to be taken into account when exploring learner attitudes is used as the theoretical basis for this study. Other factors which are thought to influence attitudes as well as the success of tablet integration (as measured by learner achievement) are learning style preferences, motivation as well as access to various form of technology and thus familiarity with such technology. These factors were also explored through this research. Access to technology, learning style preference and motivation as predictors of overall attitudes and the three components of attitudes were thus explored. This study further investigated whether attitudes (and the three components of attitudes), learning style preferences or learner motivation best predicted academic achievement. The sample consisted of 276 learners from one independent and one public school in Johannesburg where tablets had already been introduced into the learning environment. A questionnaire consisting of an Attitudes Towards Tablet Usage Scale, a Learning Styles Scale, a Motivation Scale and an Access Scale was used. The results of this study indicated that overall attitudes towards tablet usage were relatively positive. The most positive component was perceived ease of use followed by perceived usefulness and then perceived enjoyability. Attitudes towards ECT (and the three components) were influenced by learning style preferences, motivation and access to technology while learner achievement was influenced by learner attitudes as well as learning style preferences. This provides valuable insights into the tablet integration process in that we conclude that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent reduction in the digital divide. / GR2017

The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))

While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. We look at the theories behind the different practices, present a range of ideas to illustrate them and consider their limits and possibilities. The book is a starting point for teachers and schools to reflect on their practices and help them to work out new strategies in the classroom and school. The approaches described will probably work best if they are used together, specially adapted to the specific context in which they are to be used. In the first part of the book we look at psychological and sociological explanations of why people are racist. Four different ways of looking at the issues are described. Each suggests practical ways of dealing with racism in the classroom and in the school. Chapter Three, on multi-cultural and anti-racist education, covers similar ground but from a slightly different angle, looking at curriculum debates about race, culture and equality. The final section looks at the concerns that many teachers have every day, such as "How can I deal with the language problem?" and "How can I involve parents in these issues?" In discussing these questions we have tried to use current theory to inform the practical ideas suggested. You will discover that this book is not neutral. It does have a point of view. It seeks to explain the limitations of assimilating students into a status quo and asks that schools take a critical look at their policies and practices. There are no easy answers or quick solutions. However thinking about and understanding the issues of racism and the ways in which it may be resisted can only bring us closer to positive change.

The aim of this study was to develop a high-quality, experience-based, accredited training course that would bring black literacy workers into the ABET materials writing field. The report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study. Through a combination of questionnaires and interviews, the study explores the needs of institutions concerned with ABET materials as well as the needs and skills of potential trainees. Ten specialists were interviewed: Seven were ABET practitioners representing a tertiary institution, NGOs and government and three were involved in educational publishing.They identified the need for relevant practical materials in all South African languages and learning areas, and said a training course should stress thinking skills, writing skills, visual literacy and a firm grasp of the process and economics of book production. Thirty eight potential trainees were contacted through questionnaires and focus groups. They were positive about the proposed course and alerted the researcher to logistical issues regarding finances and timing. All respondents said the course must be accredited in line with NQF requirements. The main tension that arose in the interviews was around priorities. While all the experts said training in the production of materials was important, it had to viewed as a luxury in light of extremely limited resources and urgent demands for delivery. Finally a proposed course is described, consisting of a 12-module, part-time course lasting approximately one year.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2014 / This research is about establishing the needs and assets of a public adult learning centre for the visually impaired. The research is important because South Africa, as a signatory to the Salamanca Statement on Principles and Practice in Special Needs Education (UNESCO, 1994) and the Convention on the Rights of Persons with Disabilities in 2006 (Väyrynen, 2008), has an obligation to ensure the provision of quality education and training through inclusion. This also includes adult learners. The research emanated from the assumption that Public Adult Learning Centres for the Visually Impaired are not well equipped to provide quality education as envisaged by the Salamanca Statement and the Convention on the Rights of Persons with Disabilities. In order to resolve this assumption, a qualitative case study with Bosele Public Adult Learning Centre (BPALC) for the Visually Impaired was designed. The research participants from this centre were purposely sampled due to the importance of their shared experiences and opinions in answering the research question. Multiple perspectives were applied in data collection by means of semi-structured and focus group interviews and documents were examined and analysed to obtain in-depth information about the research. The analysis of the participants’ shared experiences and opinions, combined with observation and data analysis, assisted in deriving at the conclusion that, although Bosele is a Public Adult Learning Centre for the visually impaired, it is still deficient in terms of the capacity to provide quality education as envisaged in the Salamanca Statement and the Convention on the Rights of Persons with Disabilities. The learning and teaching support materials are inadequate and have not been modified for many years. The facilitators do not receive the necessary professional support and as such are inadequately prepared to provide quality education to the visually impaired adult learners. The available assets within and outside BPALC are not mapped and therefore not recognized for effective utilization. The teaching, learning and physical environment around BPALC is not conducive to the promotion of quality education for visually impaired adults. iii To respond to the findings of this research, several recommendations have been suggested and an empowerment programme has also been provided with a view to improve the quality of teaching and learning at BPALC. Suggestions for future research topics have also been made in order to close the gap that exists in research for the education of learners with visual impairment.

M. Tech. Education Tshwane University of Technology 2009. / Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.

No abstract available. / Thesis (M.Soc.Sc.)-University of Natal, 1954.