Though the political unrest in African schools has been broadly viewed as arising from the power struggle between the state and the liberation forces, in rural areas the question of violence should also be looked into in the context of the emergence of conflicting views between Inkatha and the African National Congress (ANC). Political contradictions have emerged for various reasons. One of the reasons has been the desire to preserve the traditional political system, the tribal authority system. The liberation forces view the present forms of traditional political structures as parts of apartheid political organs, in that, since the introduction of the Bantu Authority system in the early 1950s and later on the formation of homeland governments in the early 1970s, they have been performing the functions assigned to them by the state. However, despite the reality that traditional political structures are functional to the state, they, at the same time, remain the authentic and legitimate political organs representing the aspirations of a significant fraction of rural communities. What needs to be taken seriously into consideration in analysing the rural political situation is the fact that the apartheid policy was ingeniously designed and predicated upon a tradition which was still held in esteem when it was subordinated by the colonising nations. This tradition was then enshrined in the apartheid programme, or, put differently, apartheid was camouflaged by it. Therefore it is a simplistic view to over emphasise the functional role of the traditional political system. The desire to preserve the present form of political system could be attributed either to the success of the policy of separate development or the fear for the annihilation of traditional structures in the new political dispensation or both. This study looks at the political dynamics and how it has precipitated violent confrontation among the oppressed people. It focuses on how schools in rural areas of KwaZulu have been affected. Principals were asked to express their views on their perceptions of violence. The conclusion drawn from respondents is that pupils are defiant because parents and teachers have been unable to fight for the rights of their children. For example they have been unable to provide them with adequate education. The author ends by recommending that parents and teachers should take up their rightful places in society. That is they should take upon themselves the responsibility of providing adequate education for the children. / Thesis (M.Ed.)-University of Natal, 1992.

In South Africa, one site where women in management are most underrepresented is educational management Equal opportunity for women as a political objective is entrenched in the Constitution of the Republic of South Africa. A gendered shift in educational management is an emerging phenomenon in the province of KwaZulu-Natal. This study explored the experiences of eight women holding education management positions in one region in the province of KwaZulu-Natal through a qualitative case study approach. The research method was the semi-structured interview. The aim was to examine the reasons they entered management, the routes that led them to acquiring the positions, the management strategies they employed, their experiences in a male dominated environment, and their views on the issue of gender equity in educational management. The findings revealed that most of the women had a motivation and drive to progress through the ranks in the profession and enter management positions. This drive appears to be linked to early socialisation of the women and the development of an autonomous, self-controlling identity. In their perceptions of their experiences as managers, findings suggest a high degree effectiveness amongst the women managers evident in the value they place on management strategies such as effective listening and communication, building trust, people centred approaches, team building, and networking. However, participants in the study all alluded to the fact that they still had to deal with the gendered dynamics of organisational life. Men's dominance in educational management and the numerical marginalisation of women remains a hurdle. No matter how career oriented and motivated women may be, they still have to engage with the constant immersion in a masculinist work culture. The findings suggest that the women have to constantly prove their worth, deal with gender stereotyping, and negotiate their private and public roles. All the women in the study suggested the need for women to build networks of support, and for creating more inclusive organisational cultures that reflect a commitment to gender equity. / Thesis (M.Ed.)-University of Natal, 2003.

The disillusionment experienced by new entrants to the teaching profession is definitely a cause for concern. A beginner teacher who commences work is faced with the same responsibilities as veteran educators. However, to add to these responsibilities lies the difficulty of adjustment into an organisation with its set rules and policies. With the anxiety and numerous challenges in the lives of new entrants, a call for support from all levels in the organisation is required. Against this backdrop the new democratic dispensation in South Africa calls for a more collaborative approach to leadership and a strong focus on selfmanaging schools (Department of Education, 1996, p.27). Theorizing teacher leadership within a distributed leadership framework, this study aimed to focus on the mentoring relationships between teacher leaders and the novice educators. As Howey (1988) argues, “teachers must assume leadership positions that will enable them to model methods of teaching, coach and mentor colleagues” (p.28). Therefore, my aim was to research induction and mentoring in a High school in KwaZulu-Natal. Key Research Questions: • How do educators understand the role of induction and mentoring? • To what extent is induction and mentoring occurring in the case-study school? • What is the nature of relationships between the teacher leaders and novice educators in the induction and mentoring processes? / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Sekusile Adult Education Centre is owned and operated by the Assemblies of God Association. Initial funding was provided for three years by the Swedish Government. Sekusile was modelled on the Swedish concept of the Folk High School. Strong ideological and pedagogical inferences inhered within the curriculum as envisaged by the founders. As a Non Government Organisation (NGO) operating within the Adult Education (AE) and Adult Basic Education and Training field (ABET), it did not escape the debilitating effects of reduced funding that have characterised this field since 1994. Like many other adult education providers, Sekusile had to redefine itself in terms of the educational programmes it offered, and in terms of its intended learner market. Economic, political and social realities forced changes in curriculum. The purpose of this study was to explore the factors that led to curriculum change at Sekusile, in order that planned satellite centres may possibly improve on the performance of Sekusile. Literature review revealed numerous sources that informed the study. Particularly, literature dealing with Swedish Folk High Schools (Titmus1981; Abrahamsson 1996), South Africa (Mather and Amos 1996; Asmal 1999; Aitchison 1999) and Kwa Zulu Natal (Wallace 2000) were useful in providing a background to the research.· Some silences were identified concerning curriculum and funding. This literature was essential for setting the Sekusile study into both a global and local context. Literature on case study approaches included Bless and Higson-Smith (1995), Deshler and Hagan (1988), McNamara (1999) and Stenhouse (1988). The theoretical framework for the study was drawn from the work of Bhola (1989) for his work on the Configurational Theory of Systems Development and Change, and Knowles (1981) for his process theory of andragogy. The research site is located in Newlands East, Durban. The population consisted of the key role players who contributed towards curriculum design and implementation at Sekusile. This included management, facilitators and learners. Data was drawn from archival (founding) documents as well as other documents on file, such as minutes of meetings. This was a qualitative case study, using non standardised interviews with key informants, the purpose being to allow the voices of informants to be heard and for their contribution to provide data that have some texture over those derived from documentary sources. Data was categorised in terms of the research questions and in analysis, a narrative was allowed to emerge. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2000.

Recent years have seen a move to enhanced focus upon the induction of school leaders. Initial induction programmes for school leaders tended to focus mainly on school principals. There is new found realization of the need to broaden the focus on school principals to include Heads of Department. This study explores the induction experiences of newly-promoted HoDs. The study used a qualitative approach using the interpretive paradigm. Three new HoDs reflected on their personal experiences of being inducted into the system through semistructured, face-to-face interviews. They were selected through the use of purposive and snowball sampling techniques. The participants narrated on how they were inducted by the Department of Education (DOE) as well as their respective school management teams within the Umlazi District. The findings reveal that both the DOE and schools offered formal induction programmes to new HoDs. All the new HoDs who participated in this study claimed to experience feeling of anxiety and stress. The DoE as well as the schools with which the participants are affiliated, showed that they valued the process of introducing novice HoDs by conducting such induction programmes soon after their appointment. All the new HoDs were inducted through forum of workshops held in the Umlazi District. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This study investigated teachers’ management of learner problems in the context of an impoverished school community. The rationale for the study took into consideration the constant demands placed on learners and teachers by poverty-related issues. By illuminating the factors that affect teachers’ work performance in the context of an impoverished school community, it is hoped that all education stakeholders would be motivated to support, assist and guide teachers to overcome the current challenges with regard to poverty in schools, thus enhancing their work performance as well as that of their impoverished learners. The study employed a qualitative research design. Through a process of purposive sampling, five teachers from a primary school from the Phoenix Ward of the Pinetown District in KwaZulu-Natal were selected. The data were generated by means of semistructured interviews. The data gathered were coded and organized into themes, categories and sub-categories. Content analysis was used to analyze the data. The findings suggest that the consequences of poverty at school level are numerous and become even more complex when there is a lack of parental support at community level. Furthermore, they reveal that poverty impacts negatively on learners’ academic performance. Factors associated with poor work performance by learners included abuse, parental apathy, the environment, and a lack of resources, to name but a few. Praise and recognition, as well as democratic leadership styles on the part of teachers have a positive influence on learners’ work performance. Flexibility, care and visible intervention by teachers and the school have been found to have a positive impact on learners’ attitude towards school. The study concludes with a number of recommendations to address and manage the problems experienced by learners in impoverished contexts. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The negative effects of climate change are contributing to the growing complexity of issues challenging livelihood sustainability and are further threatening already vulnerable communities. In response to these challenges, new means of conceptualising problems needs to be investigated so as to adequately deal with the multi-dimensional issues that arise. Central to this are means of communication and participatory interaction with vulnerable communities in the development of adaptation strategies. Theatre has been identified as an effective means of inspiring change through a process of critical self-reflection and personal empowerment, making it a pertinent tool for climate change communication. This research demonstrated how theatre was used in the process of knowledge translation for climate change adaptation within the community of Amaoti, KwaZulu-Natal. Knowledge was gathered from the community through two processes; a vulnerability analysis that examined five main vulnerability components, and a theatre engagement process that resulted in the production and performance of a play, Fish Out of Water. The vulnerability analysis – conducted through a selection of participatory rural appraisal tools - determined that the community was particularly vulnerable with regards to water. In addition to this, it faced a series of social challenges, including high levels of disunity, high crime rates and poverty. This analysis was central to the development of adaptation strategies, which Fish Out of Water communicated through its performance, contextualised in the translated vulnerability knowledge. Responses to the play were analysed, indicating that the climate change information had been successfully communicated and that theatre itself was an effective means of communication. In addition to this, it was determined that this process had also contributed a greater sense of awareness of social issues and had inspired people to take actions to change their behavioural patterns. New social considerations were made, contributing to a comprehensive understanding of situational dynamics that could inspire change. While positive conclusions were drawn from this with regards to the use of theatre in climate change communication, significant challenges were experienced during the process indicating a series of more fundamental issues that need to be addressed. High levels of apathy, difference of value systems and constraining family-dynamics need to be taken into account if the implementation of such processes is to be successful. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Gender is perhaps the most significant social category in human society. According to Maccoby and Jacklin (1974), the influence of gender is apparent in all known languages, past and present, and serves to distinguish the role differences in society. Gender may be seen as the primary basis for human differentiation and serves as a powerful incentive for this study. The study was conducted at the University of Kwazulu-Natal (UKZN) to gain a better understanding of the differences in leadership styles and the significant role that gender plays in leadership. The aim of the study was to highlight gender differences in leadership styles, gender discrimination, the break in the ‘glass ceiling’ and the stereotyping of male and female leaders. The objective of this study was to determine if there were any differences in leadership styles based on demographics, perceptions and past research. The questionnaire was designed around the objectives of the study. Participants were invited to participate in a web based survey using the on-line software programme QuestionPro. The University of Kwazulu-Natal employs 4361 staff. In terms of a number of sample size tables, 384 is the recommended minimum sample size. Links to the online questionnaires were sent to all employees however, only 64 people responded even after numerous attempts were made to increase the sample. The findings revealed that 64.4% of respondents preferred to be led by a male leader and 35.6% of respondents preferred to be led by a female leader. In contrast, 67.31% of respondents disagreed that they respond more positively to male leaders and 17.13% strongly disagreed. A salient feature of this study is that, while participants still prefer to be led by a male leader, the majority of the participants felt that there was no difference in the leadership styles of men and women and that the gender of their manager did not impact on their work performance. The study can be of benefit to anyone that is currently in a leadership role or someone that is has been identified by the organisation to be placed in a leadership role in the future. It is also of great value and benefit to women in leadership roles as this study addresses gender discrimination and the obstacles that women face in the workforce. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

The Natal Education Department's "Native" education system which functioned from 1910 to 1953 has often been termed a good example of "liberal" education for Africans. However an investigation into the administrative structure and curricula content of this education order proved that numerous similarities existed between "Native" education, as formulated by the Natal Education Department, and "Bantu" education as established by the Nationalist government as part of its apartheid program. "Native" education in Natal could be considered a forerunner of "Bantu" education. Both systems were designed to achieve similar aims, eg. to maintain the social divisions, aid in the reproduction of semi-skilled labour and bolster the reserve system and migrant labour system. Course content was geared, in both "Native" and "Bantu" education, to promote a specific way of life for the African - a life that was both rural and agrarian in nature. A continuity of both method and aim existed between the two education orders. In effect, despite the different rhetoric and arguments used by the authorities of these two education systems, both implemented systems aimed at maintaining segregation. Emphasis is placed on exposing the true character of "Native" education as well as developing the argument that "Native" and "Bantu" education should be seen as the continuation of a specific education order rather than two distinct and different systems. This study focuses on Natal's 'Native' education and reveals it as a system designed to promote segregation and protect white interests. It too did not have the true interests of African children at heart. / Thesis (M.A.)-University of Natal, 1990.

There is now widespread acceptance in the organisations that human resources are an important source of competitive advantage, or an important component of the value chain. In the public service sector, the delivery of services to the populace depends on the competence, motivation and discipline of the employees. All of this points to the importance of properly dealing with HR issues in organisations. This empirical study gathered the views of Ward Managers of the Kwa-Zulu Natal Department of Education. 40% of Ward Managers participated in this survey, and the responses were analysed utilising the Statistical Package for Social Sciences (SPSS). The results indicate that the majority of respondents perceived the department’s disciplinary process to be unfair both substantively and procedurally. The majority of respondents felt that there were inconsistencies in the decisions to discipline employees; that the sanctions were inconsistent and that the disciplinary hearings took too long to finalise. Finally, this study recommended further research on the subject, especially utilising different methodologies such as in depth case studies and unstructured interviews in order to gain insights into the reasons why Ward Managers hold the views that they hold or to refine some of the concepts in order to understand what exactly they understand by concepts such as ‘unfairness’. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2010.