This study investigated the role played by School Governing Bodies (SGBs) in addressing issues of democracy and social justice in schools. A case study was conducted in two rural primary schools from Ugu district in KwaZulu-Natal. The intention of this study was to highlight the factors that hinder full participation of all SGB members in public state schools, including rural primary schools. It was also to gauge the policies and strategies employed by SGBs when addressing issues of democracy and social justice in their schools. My study is a qualitative research which has utilized a case study approach. I have opted for a qualitative methodology because I intended to explore phenomena, (SGBs), in their natural settings and I was be able to use multi- data collecting methods, i.e. interviews, observations and document reviews, which enabled me to interpret, understand, explain and bring meaning to them (Anderson, 1998). I have opted for a case study approach because I was studying the particularity and complexity of two SGBs, coming to understand their activities within important circumstances, in this case, the SGB roles in addressing issues of democracy and social justice (Stake, 1995). The theories that underpin this study are democratic schooling and social justice. I have reviewed local and internal literature on parental involvement and social justice in this study. This project has afforded me with the opportunity to engage with SGBs through interviews and I have been able to gauge amongst other things, their understandings of the role that SGBs must play in addressing issues of democracy and social justice. I was also able to learn the frustrations experienced by SGBs when implementing the policies in schools. Some of these frustrations were due to the challenges that some educators and some parents pose for the SGBs in the day-to-day running of the SGBs. Based on the findings I have made some recommendations such as that schools must introduce class or grade representatives which could serve in some committees. Female learners could also be involved in activities such as debates in order to enhance their self-confidence. Policies that the SGBs use when addressing democracy and social justice in the schools could be translated into isiZulu to make sure that all stakeholders understand these policies. The Department of Education could also assist the schools in ensuring that parents in rural areas have access to ABET classes, where they can learn to read and write as well as acquire relevant skills. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

This study focuses on the exploration and analysis of Grade Elevens' perceptions of career choice and career information, within the Coastal region of the Durban Metropolitan area. The information about the scholars' perceptions was obtained through a structured questionnaire, with one hundred and twenty pupils who were purposively sampled from a simple random sample of public schools in the Coastal region of the Durban Metropolitan area. Both open-ended and closed-ended questions were used to gain access to their perceptions regarding career choice and career information. Tentative findings suggest that scholars generally have a narrow and simplistic conceptualisation of the term 'career', and that their understanding of the term as a life-long job is inaccurate and distorted. Consequently, teachers may need to help scholars re-conceptualise their notion of the career as a dynamic entity that is shaped by current economic, political, social and technological changes. It was also found that the majority of scholars have made a tentative career choice, which suggests the establishment of a personal, career-related identity. The findings indicate that scholars perceive the career information to which they have been exposed to be useful overall, in addition to being useful regarding its role in encouraging them to consider all possible careers, regardless of gender or culture. These findings, which contradict those of international research, seem to suggest that, in keeping with the current emphasis on national democracy in South Africa, scholars have been urged not to perceive their gender or culture as a barrier that would prevent them from pursuing their career of choice. However, cross-tabulations reveal that it is mainly girls who perceive the exploration of careers and career information in a positive light, while boys tend to hold a comparatively negative view. Girls also seemed to adopt more effective decision-making approaches in the process of choosing a career, compared to boys. Suggested interventions include greater accessibility to varied, possibly interactive forms of career information; for example, computer-aided career exploration, and that boys be encouraged to consult a wider range of career information sources. Although scholars have been formally exposed to career guidance, tentative findings reveal a need for a more holistic and informal approach to career choice and career information; one that is well integrated within the school curriculum. This would require that all teaching staff function as a team and develop role and functional flexibility, in order to help scholars adapt to changes in the learning environment, and to develop broad and integrated learning frameworks. Importantly, scholars are urged to take a pro-active role in their career exploration. Statistical analysis indicates that girls' career choices are generally unrestricted by gender-role stereotypes, suggesting a growing interest in careers previously perceived to be male-typed, although emphasis must be placed on the importance of making realistic choices. Furthermore, cross-tabulations reveal that race and career choice are not related, thereby reinforcing the validity of earlier tentative findings, which point to the existence of generally positive perceptions of career information, with regards to its usefulness in encouraging scholars to consider a full range of careers, regardless of culture or race. Further research into scholars' perceptions of career choice and career information through focus groups, with an emphasis on the changing career aspirations of girls, may serve to facilitate a deeper understanding of the issues and perceptions that either hinder or help scholars in the process of career choice. A thorough understanding of their perceptions and the factors that shape them is necessary in order to spearhead the development of educational programmes and workshops, the aim of which would be to ensure the holistic integration of these insights within the school curriculum. The rationale underpinning further research within this field, is that once scholars become aware of their distorted perceptions of career choice and career information, they will be empowered to change them. As a result, they will be equipped to make better informed career choices that are consistent with individual interests and abilities. / Thesis (M.A.)-University of Natal, 2001.

This thesis is concerned with an evaluation of AIDS education in KwaZulu-Natal schools. Although HIV and AIDS affect all segments of the population and all age groups, prevention efforts aimed at the youth may be the most effective. HIV/AIDS is a disease most prevalent in the fifteen to thirty-five age group, and if we can decrease rates of transmission in people under twenty, we will save much money, pain and suffering in the next ten years. It is often seen as prudent to save young generations, rather than older ones, and this may be especially true in the case of HIV/AIDS, where HIV/AIDS in the younger, reproductive age groups leads to the very youngest group, that it, babies, being born HIV-positive. In addition, the younger generation may be more easy to save: they have not yet formed unsafe sexual practices, and educating them before they develop habits is easier than changing habits of the older generation. I assessed various education departments' AIDS education programmes, based on the criteria of how well pupils are assisted in changing their unsafe sexual practices, or, if they are not yet sexually active, their attitudes towards sex, and on what type of message and ideal is presented about sexuality and sexual activity. Judged by my framework, I found the existent programmes to be lacking. But this act of assessment allowed for a more thorough evaluation of AIDS education in the region to emerge, and from this, recommendations for AIDS prevention programmes to be developed: AIDS education must occur in the context of more general skills development, skills in negotiating sexuality and sexual relationships, and skills for the negotiation of life in the late twentieth century. Innovative developments in the region, regarding AIDS and sexuality education teacher training, and the development of minimum criteria by which to set up and judge programmes, could be used as the basis for a sound AIDS education programme. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1996.

This study explores problem-based learning (PBL) as a form of pedagogy, and its interrelationships with the students, staff members and institution of the Medical Faculty at the University of KwaZulu-Natal. Little has been written previously about the interaction of student diversity and resource-constrained circumstances with PBL. I investigate perceptions and experiences of PBL as a pedagogic strategy, using Bernstein's theories of classification and framing as an organising framework. I draw also on his writings on discourses and knowledge structures and the pedagogic device. Within an interpretive methodology, I use three methods to generate data. I analyse numerically the test marks of a cohort of 202 students over three years for demographic influences on pedagogic engagement. I explore in semi-structured interviews the perceptions and experiences of PBL of 19 students and 6 staff members, and relate these to Faculty documents; I analyse these sources thematically in order to describe the roles of student, teacher and institution. These perceptions and experiences I then examine according to the eight elements of Bernstein's classification and framing. A number of contradictions emerge: between PBL theory, echoed by Faculty documents on one hand, and staff/student perceptions and experiences on the other; between staff members and students at some points but not at others; between high-achieving and low-achieving students; between different respondents' under-standings of "integration". Some demographic characteristics prove on analysis to be highly significant influences while others, counter-intuitively, are not. Bernstein's theories about knowledge structures are pertinent to the tensions revealed. Medicine has thought of itself as akin to the pure sciences – implying a hierarchical structure in which all knowledge aggregates towards a point of abstraction. However, the structure and function revealed by respondents suggests a horizontal knowledge structure, in which disciplinary knowledge is kept distinct. Students and teachers thus struggle to integrate areas of knowledge that are inherently discrete. In terms of Bernstein's "pedagogic device", some students are able to discern PBL's implicit rules of engagement, while others are not. Consensus on medicine‟s knowledge structure might settle ambiguities and help PBL achieve its potential as a complex pedagogy in a complex field. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.

In February 2010, finance minister Pravin Gordhan said: "None of us can rest or sleep peacefully until every South African can say: I can see a better future, I can find a job. I can learn a skill. Hard work will enable me and my family to have shelter and food. If my children work hard at school and college, they will have a better future and a thousand opportunities. Our people want action on jobs, growth and poverty. We must build a new common purpose so that we can use all of our talents, skills and resources to tackle our economic and social challenges.” (Minister of Finance Pravin Gordhan, Budget Speech, 17 February 2010) Education is an essential component of the reconstruction, development and transformation of the South African Society. Due to past governmental policies, a huge gap in the level of education between adults has developed. These people need to be given the skills so that they can reintegrate into their respective communities, becoming active citizens partaking fully in the South African economy. Therefore it is aimed to provide a centre that promotes vocational skills development in the adult sector of the population. It is aimed to promote social reintegration of people through skills development, and aim to enliven previously neglected communities and be a catalyst for community revitalisation, as the centre grows the human resource potential of the respective community. Hence, the aim of this research is to investigate what architectural elements and design factors combine best to promote the most effective educational environments for the adult teaching and learning processes. It will consist of both primary and secondary sources, while conclusions will be drawn from precedent and case studies, but a balance between primary and secondary research is needed in order to create a workable, imaginative and sound architectural solution for the design of an adult education and vocational skills centre. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2010.

This paper argues that a contextual version of Bernard Huss' model of "Better homes, Better fields, Better hearts" can make a positive contribution to poverty alleviation in rural KwaZulu-Natal. The model addresses both the material and non-material aspects of poverty. It seeks to achieve integral human development by empowering the poor, especially women, to be self-reliant. Poverty eradication remains one of the greatest challenges facing South Africa, and analysts concur that it is largely a rural problem. Women who head the majority of rural households are the most affected by poverty which also exposes them to the risk of HIV infection and sexual violence due to their economic dependence on men. Gender equality is a critical aspect which the model seeks to address in order to counter particular cultural injustices which subject the majority of women to male subordination. The model is therefore interpreted in the context of poverty and underdevelopment in rural KwaZulu-Natal and it endeavours to confront the challenges of poverty and unemployment at the grassroots level. It is argued in this paper that women should become the main beneficiaries of the contextual version of the model and begin to participate fully in decision-making in respect of the strategies to alleviate poverty in rural areas. The model recognizes the agency of the poor as an imperative factor in the development praxis and discourse, for this reason it is a pro-poor approach. It is also argued in this paper that the Missionaries of Mariannhill should revive the model and use it in their mission work in rural communities of KwaZulu-Natal. The model has the capacity to broaden the scope of mission work and address both the material and non-material aspects of poverty. It provides a practical response to the Christian commitment to assist the poor in the endeavour to alleviate poverty and mitigate the impact of the HIV and AIDS epidemic in rural communities. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

President Mandela, in his inaugural speech of 1994, inscribed the metaphor of a / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

Prior to the present era, participation in curriculum decision-making at a school level has been very limited in South Africa. The decisions made at schools could be described as implementation as these were influenced to a large extent by the decisions that were made at a higher level. The education system was thus correctly described as very authoritarian and highly centralised at the hands of the authorities in the Department of National Education (NEPI: 1992; King & van den Berg (1991); Christie (1989); Kallaway (1984). The proposals of recent policy documents, such as NEPI (1992) and a Policy Framework for Education and Training (1994), tried to change the above scenario by proposing a broader participation by major stakeholders in schools like parents, learners and educators in curriculum decision-making of the schools. These policy documents culminated in the enactment of the South African Schools Act No.84 of 1996 which officially gave powers to major stakeholders in schools. Governing bodies consisting of learners, parents and educators became the most powerful structure in a school responsible for the governance of the schools. The governing bodies thus assumed powers and duties that they had never had or had little to do with in the past. Parents and learners were now expected to play a major role in the process of making curriculum decisions. This study aims at investigating what curriculum decisions schools make, who makes these and how this is done with an aim to determine the extent to which the major stakeholders (parents, learners and educators including the principal and other promotion post holders) in a school do participate in making major curriculum decisions in their schools. The study was conducted in two secondary schools in Amanzimtoti Circuit which falls under Umbumbulu district of the Durban South Region of the KwaZulu-Natal Province in the Republic of South Africa. A written questionnaire and a semi-structured interview were used to gather data from the respondents in the two secondary schools. To choose respondents from the two schools, a stratified random sample was used but, in a case where only one person occupied a post in that level, that occupant automatically became part ofthe sample. The main findings of the study were :- • Stakeholders interviewed (educators, learners and parents) do take part in cuniculum decision-making in the two secondary schools but, this happens differently for different levels. • Whilst many of the stakeholders interviewed are eager to take part personally in the curriculum decision-making process of their schools, not all of them have the confidence and the ability to do this. • Trust and confidence, by some of the respondents, in the principals and educators tend to make these respondents to lean back and relax, which then makes the principals and educators to be more prominent during the curriculum decision-making process. • All respondents have confidence and hope that the prospects for an all-inclusive and a participative curriculum decision-making approach are bright and promising for the future. The recommendations made include continued assistance to be given to schools in the form of in-service training and workshops for both parents, educators and learners, including the principals of schools, to equip all of them with the necessary skills for effective participation in curriculum decision-making in schools. / Thesis (M.Ed.) - University of Natal, Durban, 2001

This study was primarily intended to ascertain whether there was any test already in existence in South Africa which was entirely suitable as a test of school readiness for Indian children. If there were no such test, could an existing test not be modified to make it suitable for use with Indian children? Or would an entirely new test be indicated? As a secondary, though intimately related matter, it was decided to discover to what extent factors such as schooling, socio-economic status and sex affect an Indian child's readiness for school. An examination of the existing group tests of school readiness in this country, showed that the National Bureau Group Test for Five-and-Six-Year-Olds (N.B.G.T. 5/6) was the one which was most likely to be suitable for use with Indian children. This test was therefore chosen for a more detailed study. In pursuit of the secondary aim it was decided to use two additional tests - the Raven Coloured Progressive Matrices (1947) and the Peabody Picture Vocabulary Test - so as to provide a broader basis for the conclusions than the N.B.G.T. 5/6 by itself would have provided. The total sample of 156 six-year-old children, chosen from the Western Area of Durban, comprised three groups: (a) Schoolers (N = 60) : At the time of testing this group had had about six months of formal schooling. (b) Preschoolers (N = 48) : At the time of testing these children were attending a play-centre. (c) Nonschoolers (N = 48) : At the time of testing these children had had no schooling, either formal or of the play-centre type. Each of these three groups consisted of an equal number of boys and girls. In each of these sub-groups there was an equal number of children of each sex from the high and the low socio-economic groups. A random selection procedure was used through- The study of the primary aim involved quantitative and qualitative analyses of the data. Spearman's rank-order correlation coefficients and z-tests were computed. In the case of the secondary aim the statistical procedures included the use of 2 x 2 and 3 x 2 x 2 analyses of variance in addition to t-tests and product-moment correlations. The results of the study were as follows: General Aim (a) : The N.B.G.T. 5/6, unmodified, is unsuitable as a test of school readiness for use with Indian children. General Aim (b) : (i) Experiences related to the classroom learning situation, formal or otherwise, exert an influence on a child's readiness for school. (ii) Socio-economic factors have a marked influence on a child's readiness for school. (iii) A child's sex does not have any influence on a his readiness (or unreadiness for school). It was recommended that every opportunity for the advancement of preschool education among Indian children should be seized. This would compensate to some extent for the missing stimulation of a good home, an important factor for the promotion of school readiness. / Thesis (M.Ed.)-University of Durban-Westville, 1972.

This research study is an examination of teacher engagement in pedagogy in the foundation phase, within the context of a literacy learning programme. The study explores what teachers know and do in foundation phase classrooms and how this impacts on learner performance. The study aims to identify areas of pedagogy that need to be strengthened so that all South African learners can compete with others, not only at national level (systemic evaluations), but also at international level in tests such as the Third International Mathematics and Science Study (TIMMS) and Progress in Reading Literacy Study (PIRLS). The critical question of the study was: How do teachers‟ engagements in pedagogy influence their practice in the literacy learning programmes of selected foundation phase classes in KwaZulu-Natal? It is expected that the findings of my study will stimulate discussions on teacher development and classroom practices for improved learner performance. The research was conducted in three schools in urban KwaZulu-Natal. For purposes of confidentiality and anonymity, the exact location and names of the schools have not been indicated. These schools were selected on the basis of convenience sampling and are within close proximity of each other. Since teachers were the unit of study, learners were only involved as far as their participation in normal classroom lessons was concerned and where samples of their work were examined. This study is located in the interpretive paradigm. An interpretive approach allows me the flexibility to describe, make sense of and interpret teacher engagement in pedagogy within the literacy learning programme. A qualitative research method has been employed and involves the use of case studies as a means to gather information. First, individual face-to- face interviews were held with teachers; then literacy lessons in progress were observed, and finally, documents that the teachers used in planning, preparation and delivery of lessons were examined. Samples of learners‟ work were also examined. Results of the studies on teacher engagement in pedagogy revealed that teachers had followed the Foundations for Learning documents so religiously that they had neglected the essential components of pedagogy, namely the use of appropriate teaching strategies, creating of appropriate learning environments, establishing conducive learning climates, monitoring learners‟ achievements and giving feedback, and use of learner and teacher support materials. Arising from these findings, recommendations are made for these essential components to be considered when engaging in pedagogy for Foundation Phase learners. This study concludes with the recommendation of a teacher engagement model labeled The Teacher Engagement for Learner Improvement Model. This model focuses on improving learner performance and is built around the six interconnected components of pedagogy. The model suggests that the level of learners' achievements will improve as the level of teachers' engagement with these components increases. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.