This study investigates the use of the Learn with Echo newspaper supplement as an educational/pedagogical tool in classrooms of adults in the Greater Pietermaritzburg area. The Learn with Echo newspaper supplement is supplied to many adult education centres in Pietermaritzburg and other areas once a week, but there is little empirical evidence of how it is used. Learn with Echo is a four page weekly adult literacy and basic education newspaper supplement. It is produced by the Centre of Adult Education at the University of KwaZulu-Natal in Pietermaritzburg. This newspaper supplement was founded partly as a response to one of the deeply rooted social problems that we have in South Africa, illiteracy. This problem is prevalent particularly among older persons who were marginalised from educational opportunities during the apartheid era. Current national statistics reveal that about half the country's adults have less than nine years of schooling, and three million no education at all (Baatjes et al, 2002). This study worked within a qualitative, as opposed to a quantitative research approach and used interviews and classroom observations as tools to elicit data. The variety of techniques used enhanced the validity, reliability and authenticity of this research. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1988.

Since it assumed power in 1994, the democratic government in South Africa had to meet the challenge of changing a fragmented, inequitable and culturally oppressive system of education into one that would promote the principles of equity, redress and social empowerment. A mechanism to meet the aims of the new South African education system, Curriculum 2005 and its outcomes-based education approach, was introduced from the beginning of 1998. The new education system was subjected to changes that were designed to address the legacy of apartheid, and to meet the ch allenges presented by twenty first century global imperatives. Curriculum 2005, as a learner-centred educational framework, embraces a continuous assessment process that requires that educators be skilled to employ integrated assessment and teaching strategies to facilitate the holistic development oflearners . The purpose of this study was to investigate the perceptions and practices of grade nine language educators with regard to translating outcomes-based assessment into practice. A qualitative approach, using a case study method , was employed for the investigation and interviewing was the major data collection instrument. The interview data was supplemented by document analysis. The data were coded and analyzed. The main findings suggest that the grade nine language educators have a sound understanding of the outcomes-based system of assessment but the policy language and large class sizes were found to have limited educators' abilities to meaningfully use ongoing classroom assessment for formative purpose with individual learners. Finally, recommendations made concerning assessment practices, could lead to a more effective learner-centred learning environment. / Thesis (M.Ed. ; Education) - University of Natal, Pietermaritzburg, 2003

This dissertation incorporates a number of ethnographic case studies done within the qualitative paradigm from a feminist stance (Nielsen, 1995). It served to explore and understand the attributions and aspirations of adolescents in relation to their group association from their perspective. It was important that the voice of the adolescent emerged as central to the findings. The significance of individual freedom of choice as opposed to limited personal volition was also explored. Another aspect of the research problem was to try to establish adolescents' awareness, perceptions and beliefs of gender issues. Integral to the success of the research was honesty and ethics. Hence reflexivity was fundamental to continuous re-assessment of interpretation, an awareness of assumptions and manipulation, which could have occurred if the power relations between researcher and participants were not addressed. To ensure validation of the research findings triangulation-between and -within-methods was utilised. Hence a dynamic interaction among sociometric diagrams, participant observation, interviews, document analysis and photographs resulted. The research study incorporated the environs of Greenvale High School, whose multi-faceted dimensions of co-education, multi-culturalism, dual-medium and comprehensive curriculum, proved to be a boon to the nature of the research. I worked within the Grade 10 standard and ultimately isolated three groups and three "loners". The dimension of ethnicity emerged as pertinent to the study of two of the "loners" and it was therefore necessary to include a brief (if somewhat superficial) exploration of two Black girl groups. Contextualisation emerged as most signific4'lnt to the findings. The relationship of the groups to the learning environment and its significance in relation to the values and beliefs of the individuals within groups proved enlightening. Anomalies between gender beliefs and assertions and their actualisation were related to the individuals' experience of gender equality within the class situation, their awareness of gender inequality within the learning environment and their perception ofgender role perpetuation as unproblematic within the broader context of a patriarchal society. Hence this research advocates Hconsciousl1ess-raising" (Payne, in Spender and Sarah, 1988) so that issues regarded as unp1'oblematic, can be addressed in order to change the social order. Awareness can aid educationalists in formulating policy that will ensure that the learning environment can be made more worthwhile and meaningful to the Hmarginalised" adolescent. Methodologically, other researchers would benefit by replicating this study to pursue important aspects, which emerge from ethnographic case studies, particularly within a South African context compounded by race and gender. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.

This study explores the experiences of the master teacher in mentoring teachers. Education officials have acknowledged that capacity and skill gaps are impeding progress in education, especially at schools. Within the school context many teachers are either under-qualified or poorly qualified for their job description and this to a large extent has contributed to the schools being dysfunctional. Therefore a well-structured mentorship programme is integral in upgrading education. Within the new occupation specific dispensation (OSD) for educators in the public sector, the category of master teacher has been created to fulfill their roles as mentors in schools. The purpose of the study therefore attempts to critically examine and explore the experiences of the master teacher in a mentoring role. The rationale for choosing the study ("Master teacher experiences of mentoring teachers") is that I am presently a master teacher at Stanger South Secondary, a school 75 kilometres north of Durban, in the KwaDukuza area of KwaZulu-Natal. However the mentoring role by the master teacher, which has been in existence at schools for over two years, is in some cases non-existent or done in a very fragmented way. The phenomenon of the master teacher as a mentor is relatively new in the context of South African education. Hence very little or no research has be done in this domain. Moreover, most of the literature on mentoring focuses on the plethora of definitions of mentoring, the role of the mentor and the experiences of beginning teachers in the induction programmes at schools and very little research on experiences of mentors, especially within the context of education in South Africa. A qualitative methodology was used using the phenomenological approach. The study employed a purposive sampling technique, choosing 3 respondents from 3 different public schools in the Ilembe district of KwaDukuza area (viz. Cranbrook Secondary, Greyridge Secondary and Doesberg Secondary), who are each subjected to a semi-structured interview. The analysis of the data revealed that three master teacher mentors embraced the discourses of collaboration, collegiality and critical dialogue in their mentoring relationship with their mentees, which forms an important part of the radical humanistic approach to mentoring, which is a shift from the rigid functionalist approach to mentoring that emphasizes conformity and maintaining the status quo. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.

This research focuses on the challenges of policy implementation. Specifically, the research identifies the challenges that ABET Centre Managers encounter when trying to implement the ABET Policy in the Pinetown Education District of KwaZulu-Natal. The research identifies inadequacy of key resources such as finances, teaching material, time factor as well as lack of commitment and political will from the Department of Education in the Province of KwaZulu-Natal as the major challenges impeding effective implementation of the ABET Policy. In addition, the complexity and dynamic nature of the policy implementation process is delineated. By using Lipsky’s theory of street-level bureaucracy as a framework, the researcher argues that, ABET Centre Managers, despite the multifaceted problems that they encounter, use their discretionary power and autonomy to find ways to perform their functions. In this respect, the Centre Managers use their discretion and autonomy to assist learners, not to further their own self interests. Furthermore, the findings of this study seem to authenticate Lipsky’s theory of street-level bureaucracy which takes into account the critical role played by street-level bureaucrats in policy implementation. As such, the researcher argues that the experiences and suggestions of Centre Managers who are the key implementers of the ABET Policy can provide vital information for the further development of the ABET Policy in South Africa. In the final analysis, the research hinges on one of Lipsky’s key argument that, the rational top-down model to policy implementation is inadequate to achieve effective policy implementation, but that the actions and decisions of street-level bureaucrats (in this case, the ABET Centre Managers in the Pinetown Education District), bear consequences for the policy’s intended beneficiaries, the illiterate people. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Thesis (Ph.D.) - University of KwaZulu-Natal, 2007.

In South Africa, education for learners with special needs has historically been provided for within a separate system of specialized education. Over the past few years, following international trends, there have been a few informal initiatives towards integration of learners with special needs into regular schools. This study examines the placement of a hearing impaired pupil at regular primary school in Durban, Kwazulu-Natal. The subject of the study is a hearing impaired child with a severe to profound hearing loss, who was placed by parent choice into a mainstream school in the neighbourhood, from preschool level. The eleven year old subject is a standard three pupil at Bonela Primary School. A case study approach was followed. Data was gathered through semi-structured interviews with the subject, parents, peers and staff at the school. Document analysis was undertaken on school reports, psychological reports, test records and pupil's books. In addition, the researcher used observation in order to capture details concerning the subject's social and academic ability in a natural environment. The results of this study reveal that the hearing impaired pupil made good progress in this regular school setting, despite the fact that there were minimal curriculum adjustments made. The placement experience was inclusive in practice, and proved to be successful in terms of the overall development of the hearing impaired child in this case. Positive attitudes of school personnel and peers, support from teachers, early identification, early intervention, consistent speech therapy, strong parent support, the child's language ability and the subject's personality were key factors contributing to the success of this placement. Findings suggest it is possible to include a child with severe to profound hearing loss in a regular classroom, with minimal support services. The study has implications for current debates in South Africa on the education of Deaf children. The issue of the right of choice of the parent and the Deaf learner is a critical one, and needs to be taken into account by policy makers. / Thesis (M.Ed.) - University of Natal, Durban, 1996.

The purpose of this study was to investigate the experiences of mainstream foundation phase educators who teach learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), as well as to understand the intervention strategies that these educators use when dealing with these learners. The study is qualitative and based on the interpretivist paradigm. It is a case study of seven mainstream educators who were all teaching learners that were diagnosed with ADHD. The study was guided by the following research questions: What are the experiences of mainstream educators who teach learners diagnosed with ADHD? What intervention strategies do educators employ to handle learners with ADHD? What support structures exist in schools to assist educators of learners with ADHD? The study reveals that the educators in these mainstream schools do not feel sufficiently skilled and effective in meeting the learning needs of their learners diagnosed with ADHD. Their large class groups, lack of available support structures, and lack of parental support and professional intervention, contribute largely to this situation. Drugs such as Ritalin may not be a cure, but are sometimes helpful in improving learner behaviour and productivity. This however is not always possible due to the varying array of symptoms that co-exist in ADHD and the effectiveness of medication and intervention is unique to each learner. Psychological assessment assists in highlighting the unique educational needs of these learners. Educators rely on the advice and support given by physicians and psychologists. Drug therapy must be used in conjunction with behaviour therapy as this is beneficial to the learner diagnosed with ADHD and to the class environment. The findings of the study indicate the absence of remedial education in these mainstream schools. There is a need for all mainstream educators to become trained and skilled in understanding and teaching learners with ADHD. Greater awareness, involvement, coaching and support needs to be available for all those involved with ADHD. This implies that the provision of effective intervention and support will empower educators, potentially minimize the early drop out of learners affected with ADHD and facilitate a productive outcome and future for them. A limitation of this study is that this small sample size does not reflect the education setting of all mainstream schools in South Africa. Mainstream schools vary extremely in degrees of resourcefulness and class size. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

In 1998 the Faculty of Community and Development Disciplines (CADD) embarked on a project to prevent and reduce crime involving school children. A needs assessment was conducted in the three schools where the project was to have its main focus. One of the problems that came out of the Rossburgh High School was the conflict that appeared to exist between male and female learners at the school. Male learners were observed to 'bully' their female counterparts. Given the high statistic of violence against women in South Africa, this seemingly 'small' problem could have relevance later on in the lives of these adolescents. In order to intervene successfully it was first necessary to understand the problem that existed. By means of focus groups male and female adolescents provided information around the phenomenon. From data obtained, it appeared that fighting was predominantly due to boyfriend/girlfriend relationships. The problem was explored in depth and recommendations were made with regards to intervention programmes and future research. / Thesis (M.Cur.)-University of Natal, 2000.