Abstract not available. / Thesis (M.Ed.)-University of Durban-Westville, 1981.

This thesis is an analysis of the way a small number of grade 12 boys understand violence and how they describe and locate it in the narratives of their own masculinity. Semi-structured interviews with grade 12 boys attending a Technical School in Chatsworth were conducted and analysed in order to establish how these boys relate to violence in their lives and respond to their experiences of violence at home and in school. The school learner population consists of African, Coloured and Indian learners. The current racial composition of the learner population is as follows: 18 % - African, 8% - Coloured and 74% Indian. The entire staff is Indian and the majority are male. This study focuses particularly on physical violence at home and in school. The research also examines what the boys say about violence against the girls at the school. The major findings from the boys' narratives of violence at home are that the perpetrators of physical violence at home were the men. The physical violence experienced by the boys at school among peers has racial overtones. The Indian boys are the main perpetrators of violence and use violence to intimidate, threaten and dominate other boys in school. The African and Coloured boys although capable of violence seem to construct their masculinity in non-violent ways. Teachers are complicit in the enactment of physical violence in school. Physical violence against girls in school is non-existent, however girls are verbally harassed and abused. This study finds that race and ethnicity influences the manner in which masculine identities are constructed in school and that violence is intertwined into the construction of the boys' masculinities. This study will hopefully raise awareness of the importance of including a focus on masculinities in violence intervention strategies. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

This study explores the ways in which grade 10 girls experience violence within a single-sex high school setting in KwaZulu-Natal, South Africa. The focus of the study is on their accounts of witnessing violence amongst other girls in the school. The study shows that despite the view that single-sex schools are regarded as a safer option for many girls in South Africa, different forms of violence and aggression are reported by the girls in this study. Violence and aggression are not easily definable but the eye-witness accounts from the grade 10 girls in this study show how - in everyday relations - violence is gendered, raced and classed. Violence and aggression are also related to sexuality and the study shows how girls fight for boys. This study draws upon a qualitative methodological approach to identify the various forms of violence experienced within this setting. Through the process of analysing semi-structured interviews, this study has revealed that the single-sex environment for high school girls is a highly charged site of violence and aggression. Implications for understanding girls' violence, as well as recommendations to address such, conclude the study. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

This study considers the manifestations of social closure attitudes by pupils in the open white and Indian state secondary schools in the Durban and greater Durban areas. This study is contextualised with reference to the state's move towards semi-privatisation of the white state schools in South Africa, thus indicating a gradual shift from race to class subjectivities. Therefore, an argument is offered for the use of Parkin's social closure model which explains both race and class phenomena within the same explanatory framework. A multiple research strategy was used, with questionnaires being administered to 240 pupils, while interviews were held with 40 pupils. The viewpoints of both principals and teachers were also considered. Analyses of the results indicated that pupils of all three race groups (Africans, Indians and whites) displayed exclusionary attitudes. Furthermore, the admissions criteria used by the open schools were found to be operating under racist effects and served as an exclusionary device. The African pupils in this study formed part of a larger subordinate majority grouping and as such, displayed usurpationary attitudes, in terms of their aspirations and goals. "Speaking English" was found to be a salient category and served as a credential to gain access to advantages, and was also used as a justificatory basis for excluding other African pupils. This indicates evidence of dual closure. Finally, the middle class background of most of the African pupils within these open schools indicates that the open schools are catering for a very small sector of the African population. This will result in a small social category of "eligibles", while the majority of the African population will form part of the "ineligibles" or "outsiders", thus widening class inequalities within South African society. / Thesis (M.Soc.Sc.)-University of Natal, 1993.

This study explores the perceptions of racial desegregation and integration in schools from the point of view of students in three schools that previously fell under NED, HOR and HOD. Democratization of schools which has coincided with desegregation is also touched on briefly. Schools that previously catered for one race group have had to admit all learners irrespective of race after desegregation. This has encouraged migration of learners from township schools to previously 'coloured' , 'Indian' and 'white' schools in search of spaces. This process of school desegregation which is just a simple mechanical process inevitably leads to a more complex one, racial integration. In each of the schools studied, a questionnaire with items on racial desegregation and integration was given to a grade 11 class and a follow-up interview schedule based on questionnaire responses was drawn. 45 minute interviews were conducted with smaller groups in each grade 11 class and one group per school was used for interviews. The results showed that students are very positive about desegregation, integration and democracy. It became evident that in South Africa, there is a shortage of a strong cadre in integration issues. Students tended to show support for strategies of avoiding issues as evidenced by a strong preference for 'colour blindness' and for students to see themselves as one 'Rainbow Nation'. The results also showed that while racial desegregation was evident among students, the same could not be said about the staff and the school governing bodies. There was a noticeable drop in numbers of students to whom the school previously belonged and an increase of African students. The study also revealed that students know what they want to learn in schools. / Thesis (M.Ed.)-University of Natal, 1999.

Violence in schools is an everyday occurrence and, for the most part, it tends to be regarded as a male issue. There is little indication in media or research reports that female learners perpetrate violence in schools. Research suggests that school violence is caused by male teachers or learners, takes place amongst males and tends to be of a physical or sexual nature. There is, however, a less prominent body of international work, which has begun to explore female aggression and violence at schools. Thus far, there has been little comparable research in South Africa. The thesis is an exploratory study of female violence in schools. The subject is approached by examining the perceptions of male as well as female teachers in primary and secondary schools in Durban. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

In recent years the area of physical fitness has been of special interest. In a number of countries national fitness programmes have been launched to increase the awareness of the importance of physical fitness at all levels. Literature on the testing of physical fitness abounds, particularly in the United States of America. Several books on tests and measurements in physical education are available, and these provide invaluable guidelines to teachers of physical education in the important aspects of evaluating and assessing the physical fitness and progress of pupils. Howeyer, in South Africa, research in this important area is limited, especially in so far as Indian pupils arc concerned. In the present study an attempt is made to establish norms on selected tests of physical fitness for Indian girls. The study is divided into five parts as follows: CHAPTER ONE presents the rationale for the establishment of norms for Indian girls in South Africa. CHAPTER TWO gives a review of the relevant related literature. CHAPTER THREE gives an outline of the method of study. CHAPTER FOUR gives an analysis and presentation of the results. CHAPTER FIVE includes a discussion of the results, a summary and conclusion; and some recommendations for further research. / Thesis (M.Ed.)-University of Durban-Westville, 1975.

The research focused on an alternative partnership as an intervention strategy with regard to addressing problematic learner behaviour within the broader system and takes into account that there are practitioners who are experts with specialized knowledge and pooling of such resources would lessen the burden on those currently involved. The current position is that when a learner is considered to be presenting with challenging behaviour, the policies and referral procedures of the Department of Education deem it necessary that the learner is referred to the Department of Social Development, which is mandated to provide statutory services to children up to age 18years. The research strategy focused on the challenges in the current partnership between the respective departments through the collection of data from educators and social workers. A review of policies and procedures that address problematic behaviour among children under the age of 18 years was also undertaken with the objective of identifying gaps and challenges posed in their implementation when addressing learner behaviour. While the research focused on the partnership between the Department of Social Development and the Department of Education in the management of learner behaviour, an alternative partnership was implemented as part of an „action research‟ project and which includes other Departments, Non Governmental Organizations and Community Based Organizations thereby adopting a holistic approach in addressing problematic learner behaviour. Critical Systems Thinking and its metamethodology of Critical Systems Practice, utilizing Soft Systems Methodology as the dominant method of data collection, influence it. Semi-structured interviews were conducted with Educators from five schools and focus group discussions held with Social Services Practitioners to identify an effective partnership while engaging in continuous learning. An analysis of the responses revealed that the notion of a community of practice prevailing within the Department of Social Development can be extended to include other Social Workers who are experts in their respective fields of service, other professionals and Educators, all of whom have the common goal of uplifting humanity. The research, based on a core competence partnership approach, revealed that it is possible to implement the Integrated Service Delivery Model to the problem situation giving effect to its purposes, one of which is to develop and empower vulnerable groups in society, in this instance, learners at secondary schools as well as their parents thereby regenerating sound morals and values. / Thesis (M.Com.)-University of KwaZulu-Natal, 2009.

HIV/AIDS education in schools is necessary in order for young adults to understand the mechanics of the disease, but also so that they do not engage in behaviors that spread HIV. Teaching HIV/AIDS knowledge alone is not adequate because it does not address local contexts and particular strategies, which are critical determinants of the behavioral choices that young adults make. The Department of Education has addressed the need to teach about HIV/AIDS by introducing life skills education. Life skills are generic skills, such as communication skills, decision-making skills, and coping and stress management skills that can be used any time a person is confronted with a difficult situation. Although this strategy is the official policy of the Department of Education, it has not been properly implemented in all schools, thus allowing for unequal HIV/AIDS education in South African schools. This thesis looks at one Grade 9 class in two schools of differing racial composition and in differing economic regions in the greater Durban area. Seventy-seven students completed a questionnaire, 17 students were interviewed, and two teachers completed a questionnaire. Although life skills were part of the curriculum at one school, the majority of students could not correctly identify life skills. At the second school, life skills were not taught to the students. Full basic knowledge of HIV/AIDS is not apparent at either school, although the students at the school that teaches life skills have much more knowledge about transmission and prevention of HIV. At both schools, girls were more educated in prevention and transmission than the boys. At the poorer of the two schools, drawing its student population from local impoverished squatter camps, life skills were not taught and there were low understandings of HIV/AIDS. Here, the students were older and had fewer educational resources. It is these students, who are less knowledgeable about how to protect themselves, and who one would expect to have more experience because they are older, that are at greater risk because of the combination of their sexual habits and low knowledge of good sexual health. At both schools, much improvement in the quality of HIV/AIDS education is necessary in order for students to have a basic understanding of the disease and for them not to engage in behaviors where the disease can be transmitted. / Thesis (M.Ed.)-University of Natal, 2002.

The broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget in the KwaZulu Natal Department of Education and Culture is spent on the salary bill. It therefore becomes necessary to ensure that newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly and effectively as possible. A newcomer into the teaching profession will have to cope with increasingly complex situations such as heterogeneous pupil population, teacher rationalisation, new curricula, teacher redeployment and increased pupil/teacher ratios. It is therefore important that educators, who are the most expensive asset in the school, are managed effectively. The first few days on the plant is considered to be important in any profession, as this will determine whether the employee will continue to provide his/her service or resign. With education as well, the induction of educators has to be managed by the school as quickly as possible to enable and to empower the inductee in becoming an effective educator. While some aspects of induction and mentoring are instituted in an informal way at the school under investigation, many other areas are sorely neglected. The p management of people in South African schools is circumscribed through legislation J* and regulation. The professional development of educators therefore rests with management and must be in line with legislation prescribed in government gazettes. However not much attention is being given to induction and mentoring programmes which focus on utilising and empowering the human capital (staff members) at the school. The challenge for school level management is to come to terms with what it means to manage the performance and productivity of people in ways, which meets the aspirations of the people and the needs of the organisation. This project has attempted to investigate the management of induction and mentoring at a school in Phoenix, north of Durban. It has been found that no formal programmes p on induction and mentoring exist at the school. It is therefore recommended that management together with, and in consultation with staff members, draw up and implement a policy on induction and mentoring. This will ensure that with guidance and training (induction and mentoring), new human resources will be best utilised to suit the needs of the school. / Thesis (M.Ed.)-University of Natal, Durban, 2002.