Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.

This dissertation provides evidence to suggest that teaching/learning difficulties with geography in Std 3 are largely attributable to textbooks which fail as well constructed discourse and include uninterpretable illustrations. The discourse properties most likely to affect the readability of textbooks intended for ESL/EFL pupils are identified. Selected passages from two widely used Std 3 geography textbooks are analysed in terms of these properties, and are shown to fail extensively as well constructed discourse. Following classroom observation and informal interviews which confirmed the inappropriacy of the texts for Std 3 pupils, the passages were re-written, following the necessary properties of well constructed expository discourse. The readability of these two sets of texts was then tested on a group of nine Std 3 teachers in two structured interviews. The findings reveal that the re-written passages are significantly more readable than the textbook passages. Recommendations that affect education authorities, curriculum designers, syllabus makers, textbook authors, publishers and teacher training colleges are provided

Submitted in compliance with the requirement for Master’s Degree in Technology: Marketing, Retail, and Public Relations, Durban University of Technology, Durban, South Africa, 2016. / The South African Further Education and Training (FET) sector is facing the challenge of being rated and considered by many young school leavers and the community as a second choice institution, while universities are their first priority. This study aimed to investigate and explore student’s expectations and perceptions of Colleges in KwaZulu-Natal (KZN) with respect to their choice of college. The main objective of this research was to identify students’ expectations and perceptions, and the factors that encourage enrolment at FET colleges, as well as to identify the different expectations and perceptions, according to demographic factors. The SERVQUAL model was employed to establish students’ expectations against perceptions of FET colleges in KZN. The study design was quantitative in nature, using a descriptive technique, cross sectional, and collected data through the application of non-probability sampling with census, quota and convenience sampling methods being utilized to obtain data from a sample of 301 respondents. Data collected from the respondents were analysed with SPSS version 20.0 and interpreted with the use of descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service, namely tangibles, reliability, assurance, responsiveness and empathy. The findings demonstrate that students had higher expectations of service quality with lower perceptions of the actual service received. The negative gaps within the five SERVQUAL service quality dimensions, implies that the students were dissatisfied with the level of service in their FET colleges. The gaps, from largest to smallest, were Reliability, Assurance, Tangible, Responsiveness, and Empathy. FET College management is advised to attend to these above-mentioned gaps and to ensure that the necessary strategies are immediately implemented, as these would improve the FET brand and ultimately position FET Colleges as the institution of first choice in KZN. / M

Much emphasis has been placed on democracy, equality and human rights since the dawn of the democratic South Africa in 1994. Efforts to align the South African education system with the democratic principles of the Constitution, not only in terms of eradicating past racial divides, but also in terms of accessibility to learners who experience barriers to learning are eminent. The South African Government issued various policies to ensure quality, equitable and accessible education for all, irrespective of ability. Theoretically, no learner should therefore being discriminated against on any basis. In practice, however, thousands of learners, especially those who experience barriers to learning are denied the opportunity to receive meaningful development opportunities in many mainstream primary schools, resulting in their early drop out from school without having acquired the basic skills and knowledge to become self sustainable members of their communities. With the adoption of Bronfenbrenner’s ecological model as theoretical framework for this study, the primary aim of this qualitative investigation was to investigate and describe how effective learners who experience barriers to learning are managed in mainstream primary schools and to develop a framework for the creation of more sustainable management systems to ensure that the needs of all learners are met. The findings of the empirical investigation revealed that most learners who experience barriers to learning are currently not managed effectively in mainstream primary schools due to factors situated across the whole education system, to the detriment of learners who experience barriers to learning. Based on the findings of the empirical investigation, this study proposes a framework which will ensure the effective management of learners who experience barriers to learning in mainstream primary schools. The framework include recommendations to be implemented across all layers of the ecological system.

The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.

M.Ed. / During the political dispensation of separate development, differentiation between cultural groups was based on skin colour (racial criteria), and contact between these different groups was inhibited by law. The same applied for the educational system - even the training of teachers was aimed at monocultural education. The present political dispensation provides for a multicultural educational situation where learners are admitted to a school, regardless of race, language, or culture. Language and cultural differences between teacher and learner may lead to problems in classroom communication. Communication entails verbal as well as nonverbal communication which can be distinguished, but not separated from one another, and an understanding of both contributes to effective facilitation of learning and acquisition of skills. Nonverbal communication, however, takes place on an unconscious, non-intentional level, and it is this aspect of communication which may lead to major misunderstandings in the classroom. Black learners in large numbers are admitted to schools where the educational context is predominantly white. Considering the limited contact which used to exist between the different racial groups, and the monocultural training of some teachers, the question has arisen as to how teachers as educators experience the nonverbal communication of black learners. As this research is aimed at gaining insight into the world of experience of these teachers, a qualitative approach has been used. Collection of data was done by means of in-depth (phenomenological) interviews and direct observation, and the data was analised by means of an inductive-descriptive method (the constant comparative method of data analysis).

M.Ed. / Technical development, which has its roots in technical education is a high priority in any developing country that aims at the creation of well being for all its citizens. On the other hand, over the past decades, technical education in the Republic of South Africa has not been able to offer sufficient drive to become a contributing factor to bring about the expected economic growth. Certain underlying causes in this regard, were and are today still acceptable. Although certain practical experience in industry is a prerequisite for entry into the education profession, this experience is ignored in terms of salary, promotion service and leave once the person is a fully fledged member of the profession. This is surely the greatest contributory factor to the disillusionment of these teachers during the past decades. Should this underlying problem be removed, it will serve as the necessary stimulus for the people concerned to address the technological demands and a new dimension will occur. The role that the well qualified teacher plays in any teachingand learning situation cannot be over emphasized. He serves as an important bolster against didactic neglect of the child. Should the most recent discussion documents namely the CUMSA, National Training Board as well as the ANC's points of view in connection with educational affairs be integrated, the possibility of an excellent epucational policy may result. The following are the main points from the discussion documents that address the proposed training model: * technology education and engineering studies, which are regarded as career subjects in the senior secondary phase, may be taken as choice subjects. * the possible integration of education and training. * that the modular system to the curriculum with its exit points be followed at schools. * that an adult trainer will receive recognition by means of a certification council for all previous learning and teaching experience (formal as well as informal). The proposed training model in this study makes provision for the trainers, namely that the fechnical teachers who comply with the provisions/requirements of the proposed model be accountably and financially considered qualified so s to optimally fulfil their education and teaching tasks.

M.Ed. / This study was undertaken out of concern for the many youths in the community of Lotus Gardens who were involved in deviant and delinquent behaviour in and out of school. The findings of the essay describe possible factors that placed these youth at risk of dropping out of school and impacts on their social and emotional development. Their views regarding out-of-school programmes were investigated, as well as the different types of community programmes that could be introduced for the remediation and support of at risk youth. The research was carried out with seven at risk youth from the Lotus Gardens Secondary School who also resided in Lotus Gardens. The seven participants were interviewed in a focus group as well as individually. The data collected was analysed through open coding. The analysis brought to the fore numerous insights. The first was, that various factors combined to place youth at risk of dropping out of school. These could be broadly related to the family, the school, the environment, and the influence of peers. The second important insight, was that the entire school system needed to change to effectively address the complex problems faced by at risk youth. This included a change in the attitude of teachers and an amendment to the curriculum. The school itself, in future, needs to become more community orientated and function as a community facility to eliminate some root causes which place youth at risk. Thirdly, the inquiry showed that there was overwhelming support for the idea of community education programmes, not only to support at risk youth, but to assist youth in general, and parents and the community as a whole. The study revealed that through these programmes, stronger family ties would develop, thereby laying the foundation for a sense of community. This would address some of the factors that place youth at risk and may even eliminate others. In the light of the above analysis it is recommended that, from a community education perspective, the concept of a core-plus school, be given serious consideration. If considered, it could guide the community in addressing some of the social problems faced by the community, which would encompass the problem of at risk youth. Furthermore, in the long term, it would empower the community to address other social problems they might face in today's decadent world.

M.Ed (Media Science) / This dissertation is intended to serve the needs of any individual, agency or organisation that wishes to become involved in a development programme designed to uplift the level of destitution or deprivation of a particular group of people. This study focuses on the needs of the South African rural Black population. To date, many people and organisations have been addressing the problem of poverty, but because of the vastness of this problem their efforts can be compared to the proverbial drop in an ocean. Most rural people still live in abject poverty. They are not just relatively poor, but they are living on the rugged edge of sheer survival and their numbers are growing rapidly (Leonard and Marshall, 1982:1).

Please read the abstract in the section 00front of this document / Thesis (DPhil (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted