This research project examines the successes and challenges of processes involved in the implementation of the Integrated Quality Management System (IQMS) in six secondary schools. The focus of this study is limited to six secondary schools in the Umgungundlovu District in KwaZulu-Natal, South Africa. The research seeks to critically trace the evolution of the IQMS as a policy strategy for the implementation of teacher appraisal in South African schools. The research also explores appraisal measures in place prior to the introduction of the IQMS in schools. The analytical framework uses forward and backward mapping as analytical tools to guide the data analysis. The methodology is a case study approach with qualitative interviews with principals, heads of departments and post-level one educators. The findings indicate that while progressing adequately, there are a number of areas of concern with the implementation of IQMS. The report makes several recommendations regarding these. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This longitudinal study on the transition from school to work of a group of Indian school-leavers from two co-educational schools in Durban is an attempt to analyse the processes underlying the construction of educational and career routes. It deals with the lived experiences of boys and girls from different social-class backgrounds within the school, the family, and the work situation. This passage from school to work, which also includes the experiences of unemployment, is examined against the background of social interactions in micro settings, as well as the influences of social, structural and cultural forces. In particular, the career pathways are studied within the context of the cultural background of Indians, and their socio-historical location in the South African society as a minority and an intermediate status group in a racially-divided society. As the students proceeded through the last three years at school and into the first few months of work various qualitative, field research methods were used to get some insight into the changing and complex nature of the transitional process. These methods included participant observation, focus sed and unfocussed interviews, and discussions. Such qualitative research methods were valuable for an understanding' of the meanings and values on which the students' actions were based. The structural and interpretive analysis of the family, the school, the labour market, and a patriarchal, capitalist, apartheid society points to the significance of ideological values, hegemony, class relations, racial, gender, and political and economic influences on the construction of educational and career identities. The analysis also indicates the close relationship which exists on the one hand between the cultural interpretations and practices of various social actors; and on the other hand, the structural conditions in which these are located. The findings provide some account of how social-class relations are continued and sustained via related and different inequalities such as race and gender. Race, class and gender exist side by side in this reproduction process. By focussing on the close relationship which exists between the actions and decisions of the students, and the structures of society, this study attempts to bridge the gap between structural and interpretive explanations. The students' interpretations of their educational and career choices are brought into a closer relationship with the structures of society. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1988.

Given the historically repressive and racist legislation and practices of a white supremacist government, and notwithstanding the subsequent advent of a new democratic state, this thesis argues that the desegregation of teachers is unlikely to unfold in accordance with the conceived ideals and expectations of the Constitution of South Africa. It is further contended that while teacher desegregation has occurred to a limited extent, it has not contributed substantially to the realization of non-racialism. Set against the backdrop of the values framework espoused in the Constitution, this study is located in KwaZulu-Natal, one of the nine provinces that constitute South Africa. Taking into account the 'layered' nature of social reality, and using a humanistic sociological approach, which is characterised by an emphasis on the human being as the central focus, this study combines both quantitative and qualitative methodologies. The first layer of the study comprises of a feasibility study which aims to ascertain the extent to which teacher desegregation has occurred in KwaZulu-Natal as well as to assess the experiences of a convenience sample of teachers who have moved to schools that were historically not designated to their race group. This layer of the study is exploratory and succeeds in providing the contour of the data and indicated the need for an extended, in-depth study. The feasibility study is followed by the second layer of study which serves the purpose of discovery and which comprises of an analysis of how teachers defIne, understand and manage desegregation. The subsequent layer is an intensifIcation of the data and interrogates the experiences of teachers who are currently employed at schools that were historically inaccessible places of employment. Driven by a strongly Lefebvrean theoretical perspective on space, the data is analysed taking into consideration the conception of space that prevails today in the country as opposed to the spatial practices and representation of space of the historical past which were determined largely by legislation such as the Group Areas Act and the Population Registration Act, both of which territorially divided the country and marked bodies in terms of race thereby contributing to the inextricable intertwining of race and space. It is suggested that while some progress has been made in respect of racial desegregation and integration, the enduring effects of history which are inscribed in space persist nonetheless. This is evident from the experiences of alienation, marginalisation, displacement, territorialism, resegregation as well as a sense of violation of space which are described by the participants. In addition, obstacles to desegregation are factors such as a fear of crime, inaccessibility of schools, racism and the challenges posed by language. Ideas for further research in respect of teacher desegregation in other provinces of the country as well as issues of teacher identity in desegregated spaces are suggested and the possible use of a spatial perspective in other studies is encouraged. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.

This thesis has a dual focus viz. language attitudes and code-switching behaviour of facilitators and learners in the Key Learning Area of Language, Literacy and Communication (LLC), in the senior phase (more specifically Grades 8 and 9), Outcomes-Based Education (OBE) classroom. The schools that form the basis of this study are an Afrikaans medium school (comprising predominantly Afrikaans native language (NL) speakers); an English medium school (comprising both English NL and Zulu NL speakers); and a school that claims to be an English medium school, but where, in reality, the language of learning and teaching (for its predominantly Zulu NL speakers) is English-Zulu CS. These schools were specifically selected because the linguistic ethos of each is distinctly different from each other and because each may be distinguished as exNED1, exHOD2 and exDET3 schools as a result of the separatist principles of the government prior to 1994. This study, firstly, investigates the attitudes of school stake-holders viz. educators, subject advisors, parent component of the school governing body (SGB) and Grade 8 and 9 learners, toward the three principal languages i.e. English, Afrikaans and isiZulu, offered for study at Kwazulu Natal (KZN) schools, more specifically in Port Shepstone, the lower south coast of KZN. It also investigates the attitudes of the school stake-holders toward code-switching (CS). The methods I employed in collecting the data for determining attitudes toward the three languages and CS between these languages are questionnaires and interviews. An analysis of the data reveals that, for the participants of this research: (i) English is the most prestigious and coveted language and is the preferred medium of instruction for English NL and Zulu NL speakers; (ii) Afrikaans and Zulu are both perceived as "low-languages" but are greatly valued by their respective indigenous speakers mostly because they endow them with a sense of identity; and (iii) Zulu is the preferred additional language by English NL speakers. In addition, an analysis of the data reveals that the participants have mixed attitudes toward CS: (i) a few see code-switching as a degenerative form of linguistic behaviour that hinders learning; (ii) a few perceive it positively with the view that it fulfills a variety of functions in both informal and formal domains; and (iii) most attach a neutral value to it, in that, depending on the 'wheres' and 'whys' and how often it is used, code-switching can either promote or hinder learning. This study shows that most of the participants of this study hold neutral views toward CS thus indicating a shift in attitudes toward this form of linguistic behaviour i.e. from mostly negative to neutral views. Secondly, in investigating whether CS is used in the LLC English (LLCE) [Ll], LLCE [L2], and LLC Afrikaans (LLCA) [L2] classrooms by means of lesson recordings, the data reveals that: (i) the facilitator of the LLCE [Ll] classroom of the English medium school does not make use of CS in her classroom but that the Zulu speaking learners use CS during group-work; (ii) the facilitator and learners of LLCE [L2] of the Afrikaans medium school do not make use of CS because it is proscribed at the school; (iii) the Zulu NL facilitator and learners of LLCE [L2] make use of English-Zulu CS; and (iv) the English NL speaking facilitators and learners of LLCA [L2] use Afrikaans-English CS, and the Zulu NL speaking facilitators and learners of LLCA [L2] use Afrikaans-English-Zulu CS as the medium of teaching and learning. This study also examines the forms and functions of English-Zulu CS, Afrikaans-English CS and Afrikaans-English-Zulu CS by bilingual and multilingual teachers and learners. An analysis of data obtained from lesson recordings reveals that the facilitators and learners engage in various forms of CS behaviour in their teaching and discussing, respectively. These forms are: intersentential switching, intrasentential switching, lexical switching and tag switching. Through an analysis of data obtained from the lesson recordings, this research also reveals that the use of CS fulfills social, psychological and pedagogical functions. Code-switching therefore claims a legitimate place as a teaching and learning agent in the LLC, senior phase, OBE classroom. As such, I argue that CS is not demonstrative of language incompetence, nor is it necessarily an interlanguage but a linguistic code that may be employed as a powerful teaching and learning resource by those who have the linguistic repertoire to do so. Finally, I explore the implications of this research for principals, teachers and SGB members, L2 teachers and teaching, and teaching methodology. I suggest that there is a need for the education role-players to engage in consciousness raising as the language policy documents clearly accord CS official status, particularly in the OBE curriculum, and more importantly, because CS is a reality in the classroom. In addition, I suggest that by employing CS in the teaching of languages, learning is enhanced, language communicative competence is promoted, and the achievement of the specific outcomes outlined for LLC by OBE curriculum are facilitated. Furthermore, in exploring the implications for methodology, I argue that CS can be used consciously, as a technique for teaching and learning. Lastly, I suggest that if the Department of Education is committed to promoting multilingualism among its learners, then it should make the necessary financial resources available to schools. / Thesis (Ph.D.)-University of Natal, Durban, 2003.

Since the 1950s, various paradigms of development have aimed to achieve improvement in the living conditions in the developing world (Africa, Asia and Latin America). Today the effects of globalisation have increased the gap between the information and technology haves and have-nots and development practice (born out of the paradigms developed over the last fifty years) now seeks to address issues such as access to Information Communication Technology (ICT) and the need for developing countries to participate in the global economy. The practice of development has and continues to raise debate, as Friberg and Hettne (1985 in Melkote and Steeves, 2001:19) note "there is no universal path to development. Each society must find its own strategy". Thus development projects have ranged in approach and focus. This research project examines the first year of the joint venture between the Media in Education Trust (MiET) and the KwaZulu-Natal Department of Education (KZNDE) to develop Education Centres Supporting Rural Development in KwaZulu-Natal. These education centres aim to address a number of development issues for rural communities in KwaZulu-Natal. Through these centres access is provided for schools and communities in the area to Information Communication Technology, teacher development programmes, educational materials (including textbooks), library services, skills development programmes (including Adult Basic Education and Training), youth programmes and HIV/AIDS education and support. This research examines the Education Centres project in relation to Development Communication Theory and the local and global development context. The local context focuses on the challenges faced by South Africa as a developing nation and the urban-rural divide. The global perspective is gained through examining the centres project in relation to the Millennium Development Goals. In order to examine the Education Centres, this research project examines three centres in KwaZulu-Natal and their objectives in relation to the issues of participation, access, sustainability and the economic and socio-economic impact of the development project. These issues relate not only to the local and global context for development but to the relationship between technology, education and development. This Education Centres project is still in the early stages and thus the challenges faced could still be resolved during the course of the project. The key challenges identified when examining the three centres in relation to the issues of participation, access, sustainability and the economic and socio-economic impact of the development project are the lack of physical resources currently available in the centres and the lack of Internet connectivity in two of the centres. These two factors restrict the centres from fully achieving their objectives in the context of access, participation, sustainability and the socio-economic impact of the project. The Education Centres project is scheduled to establish these Education Centres over four years. This research presents an analysis of the first year of the project, thus there is opportunity for additional research as the project progresses and this future research can more accurately examine if the Education Centres project is meeting its objectives in relation to the issues outlined in this research - those of access, participation, sustainability and the socio-economic impact of the development project. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2006.

This thesis is concerned with formal education for black South Africans. Central to the argument is an appreciation of how formal educational systems tend to foster specific ideologies and reproduce particular social relations which protect the interests of the state and those class interests which are most closely reflected by it. This is demonstrated at a general level with reference to colonial and post colonial education in Africa (Chapter 1) before proceeding to the South African situation (Chapter 2). In this context educational inequalities in South Africa have been systematically entrenched by the Nationalist government following its accession to power in 1948 in accordance with apartheid ideology and the perceived needs of capital. Specifically education has been deployed to: a) help maintain the proclaimed unique identity of the Afrikaner - and more generally the white South African; b) to perpetuate the myth of white supremacy; and c) to maintain and reproduce the social relations of racial capitalism. As such, it is a form of discrimination and social control (now drawing an organised and often violent black response) which aims to 'prepare' black South Africans for distinct and inferior roles within society. This is discussed in some depth drawing on both the 'liberal' and 'Marxist' interpretations. Whereas the broad contours of the apartheid educational system have been well sketched by a variety of authors, comparatively little attention to date has been directed towards its impact on the micro level. In view of this a detailed survey of the education that is available to the Qadi tribal area of Kwa Zulu's Inanda Reserve was conducted by the author. This forms the kernel of the thesis (Chapter 3). The survey focused on both 'in-school' and 'in-community' factors to examine educational deprivation in the area. Comparisons were also made with a neighbouring white area to illustrate the depth of the inequalities that obtain under the apartheid framework. In addition, an attempt was made to evaluate the potential for education related unrest in the area by analysing pupils' aspirations and expectations. The results of this survey highlight the urgent need for remedial action. Consequently, Chapter 4 - taking note of the various recommendations of inter alia the HSRC and Buthelezi Commissions - is devoted to a discussion of possible interim measures for alleviating hardship in the educational system. It is stressed that any attempt to adequately rectify inequality is dependent on structural change within the wider political economy. Nevertheless, given that fundamental apartheid structures such as those in education are unlikely to disintegrate in the immediate future, a number of suggestions for improving black education within the present context are considered. / Thesis (M.Soc.Sci.)-University of Natal, Durban, 1984.

The study explores and describes perceptions of learners in a secondary school on how discipline is enforced at Hintsho, with particular attention to gender. Corporal punishment is one of the methods of discipline that is still used at Hintsho. The issue of corporal punishment is a sensitive one since its use is now illegal. In the course of the study the researcher interviewed learners about this and other forms of discipline. Data was collected through interviews with ten Grade eleven learners. Access was enabled by the position of the researcher as a teacher of over ten years’ standing in the school. The study found that some teachers (especially males) still beat learners in order to enforce discipline and keep order. This occurs despite the fact that the school has formally prohibited the use of corporal punishment and has passed a code of conduct to encourage the use of alternative disciplinary forms. Learners confirmed that other forms of discipline and punishment are indeed used. But these are generally corporal punishment in another guise. Hard labour, for example, was identified by learners as a frequent form of punishment. While some learners accepted the various forms of punishment that were used, others opposed both corporal punishment and the other forms of punishment introduced as an alternative, especially the cleaning of toilets. Male teachers proved to be stricter and more severe than females as they were less tolerant and less reasonable. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

The research interest is in the area of leadership and gender, with specific reference to promotion prospects of female educators in predominantly black schools. I seek to establish internal and external factors that contribute to women educators being marginalised. The investigation is carried out in the uMgungundlovu region of the KwaZulu-Natal's Department of Education. This region covers the rural areas of Vulindlela and the urban and peri-urban circuits of Pietermaritzburg. I made use of qualitative methodology to obtain data from a random sample of twenty one out of twenty five deputy principals from the two circuits. This was followed by a detailed interview of seven of the twenty one who formed the purposive sample The central thesis of this study is that constitutional laws which outlaw unfair discrimination and academic qualifications play a subsidiary role in the upward mobility of women. The study will seek to confirm or refute this claim. A major finding in this study indicates that hindrances to promotion among married women include family responsibilities of being mother and wife; disruption of career advancement as a result of husband relocating. Low self-esteem among some women also acts as a hindrance to promotion. However, the more intractable hindrances turned out to be external. Cultural conditioning and tradition both combine to relegate women to domestic responsibilities. There is the issue of unequal power relations between men and women in the work place and, in some instances, the failure to apply anti-discriminatory legislation during interview processes. It therefore made little or difference whether the research was carried out in an urban area like Pietermaritzburg or a rural environment like Vulindlela. Hindrances to female promotion were very similar. This study concludes by suggesting that women should form lobby groups to challenge unfair labour practices. They should also increase their visibility by placing their curriculum vitae in the hands of people of influence. A further suggestion is that they take an active part in professional bodies and publish academic articles. At the school level, they should resist all attempts at being treated in a condescending manner. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study aims to investigate how isiZulu literary texts that are prescribed at secondary schools perpetuate and reinforce gender stereotypes. Situated within the interpretive paradigm, the study is a qualitative case study of one secondary school at Nkandla area, in Northern KwaZulu-Natal. Semi-structured interviews with teachers at the school as well as the Department of Education official were used to collect data. The DoE official that was interviewed is one of the personnel responsible for the selection of isiZulu literary texts for schools. Teachers interviewed were also responsible for the selection of isiZulu literary texts in the school for grades eight to ten. A semi structured interview schedule was developed as a research instrument. Content analysis was used to analyse selected literary texts as well as the Department of Education guidelines document for the selection and prescription of isiZulu literary texts. Pharr's (1988) theory of oppression as well as two of the five faces of oppression formulated by Young (1990) were used to develop a conceptual framework for the study. Findings of the study indicate that in ten out of the eleven books that were analysed, both males and females are stereotypically represented. In these books women are portrayed as nurturers, housewives, dependent, and so on. On the other side, men are portrayed as heads of families, independent, successful, artful, business people, strong, and so on. Only one book was found to challenge the stereotypes about women and men. Recommendations were formulated. Among others, it is recommended that further research be conducted to explore gender issues during the process of selection and prescription of isiZulu literary texts to be used in schools. Lolu cwanmgo luWose ukuhlola ukuthi imibhalo yobuciko yesiZulu efundwa ezikoleni zamabanga aphezulu iyigqugquzela kanjani imibono emlswe ngokobulili. Ngaphansi kwepharadaymu yomhumusho (interpretive paradigm) lolu lucwaningo lwesimo sotho (qualitative case study) lwesikole esisendaweni yaseNkandla, enhla nekwaZulu-Natali. Kusetshenziswe inhlololwazi esakuhleleka ukuqoqa ulwazi kothisha nasesikhulwini soMnyango WezeMfundo. Isikhulu soMnyango WezeMfundo esahlanganyela kulolu cwanmgo slymgxenye ekuqokweni kwemibhalo yobuciko yesiZulu efundwayo ezikoleni. Othisha abangabahlanganyeli (ababebambe iqhaza) kulolu cwaningo bayingxenye futhi ekuqokweni kwemibhalo yobuciko yesiZulu yamabanga esishiyagalombili kuya kweleshumi esikoleni abafundisa kuso. Kusetshenziswe isheduli yenhlololwazi esakuWeleka ukuthola ulwazi esikhulwini soMnyango WezeMfundo kanye nakothisha. Kuphinde kwasetshenziswa uhlaziyo lokuqukethwe (content analysis) ukucubungula imibhalo yobuciko kanye nomhlahlandlela woMnyango WezeMfundo olawula ukuqokwa kwezincwadi (imibhalo yobuciko. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Schools face a serious problem of sexual harassment inflicted on female / Thesis (M.Ed.) - University of Kwazulu-Natal, 2006.