In recent debate within education, the notion of barriers to learning has been reconceptualised to focus on systemic issues rather than deficits in individual learners. These barriers are factors which contribute to learning breakdown and exclusion. HIV / AIDS has been recognised as one of the factors which contributes to preventing children from participating in and benefiting from learning. In South Africa HIV/ AIDS has reached pandemic proportions. There has been a call for in depth qualitative micro-studies to supplement the numerous macro, quantitative studies on HIV / AIDS to explore contextualised experiences of HIV / AIDS and barriers to learning. This study was aimed at mapping barriers to learning in a context of HIV and AIDS amongst grade 6 and 9 learners in the Richmond district of KwaZulu-Natal. The study used semi- structured interviews and focus groups with participative methods of data collection. The total sample was 60 with an equal number of male and female participants. The data was analysed qualitatively using thematic analysis and the framework provided by Bronfenbrenner's theory with a particular focus on contextual factors to describe and analyse the barriers to learning in the study. The study found that psychosocial exclusionary factors that were located at different system levels in terms of Bronfenbrenner's theory exacerbated the impact of mv/ AIDS in the context of the study. The interconnectedness of, and the ripple effects amongst, these barriers to learning create additional challenges for the current education policies to minimize the impact of HIV / AIDS in formal education / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

“We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.

This research study seeks to examine the impact of Outcomes-Based Education (OBE)from a developmental perspective in the Eastern Cape. Two schools were selected as research sites, one from a previously advantaged area and the other from a previously disadvantaged area. These schools were evaluated on their understanding of OBE and its relationship to development. OBE was introduced in South Africa under controversial circumstances because of the legacy of apartheid education from which we are coming. Because of that, schools in South Africa reflect the inequalities that are resulting from apartheid legislation. In 1994 the government introduced the Reconstruction and Development Programme (RDP) to eradicate all the discrepancies resulting from apartheid. On the educational sphere, OBE was the curriculum policy aimed at eradicating the legacy of apartheid education. The then Minister of Education was convinced that OBE or Curriculum 2005 would be a developmental approach to education and would take South Africa into the 21st century. Ever since its introduction, educators have encountered many problems with the implementation of OBE, especially in the previously disadvantaged areas of the Eastern Cape. The researcher used semi-structured interviews to collect data from the respondents. However, one set of questionnaires was prepared for the educators, students, parents and education government officials. Because of the qualitative nature of the questionnaire the data collected was also analyzed qualitatively. Each question was analyzed from each of the focus groups and the researcher established findings that were analyzed in relation to the literature review. The researcher then was able to reach his own conclusions on the impact that OBE has on the South African education system and recommendations on what could be done for OBE to be successfully implemented and to be developmentally effective in previously disadvantaged areas of South Africa. The recommendations propose useful interventions, which could be made by the government to assist all the stakeholders involved in education in both an understanding and better implementation of OBE in Previously Disadvantaged Areas (PDA’s). They include provision of support to stakeholders and that teachers should be taught about the relationship between OBE and reconstruction. The research study focuses mainly on OBE and its relationship to development in urban or Previously Advantaged Areas (PAA’s) of two Eastern Cape schools. It will be relevant to the Eastern Cape Education Department in its efforts to implement OBE in schools and it could be a source of knowledge to educators. The conclusion that has been reached, however, is that there is a lot of ignorance about this new system of education to both educators and parents. There is also evidence of ignorance to matters pertaining to the relationship between OBE and it’s relationship to the Reconstruction and Development Programme (RDP). A major recommendation that is made then is that for OBE to be relevant in the South African context, it should help to improve the lives of ordinary people in South Africa, especially in Previously Disadvantaged Areas.

This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners. Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners. The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively. The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation. / Educational Studies / M. Ed. (Socio-Education)

The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners. A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning. Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information. Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing. Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children. Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities. The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)

At the best of times, education policy implementation is a difficult and uncertain process. Taking this as a point of departure, the researcher advanced the hypothesis that education policy implementation in a society in transition: is accompanied by a fragmentation of the pre-transition coherence in interpersonal relations among policy actors; is affected by a heightening of value conflicts and the emergence of competing interpretive schemes; is influenced by the perceived self-interest of policy actors; is affected by changing power relationships and structural adjustments; and reflects a general weakening of interpersonal, cultural, and structural linkages that had evolved in pre-transition years. The Indian education system in South Africa was studied as an exemplar of a system located in a society in transition. The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to the hypothesis. In addition, they pointed to the significance of variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials, religious, sectional, and language loyalties of participants, and loss of job satisfaction and morale among policy actors. These findings were discussed against the background of relevant literature. This concluded in the development_gf a theoretical model to explain education policy implementation in a society in transition. Basically, the model suggests that socio-political struggles in the larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal, cultural, and structural aspects of the system, a general weakening of system linkages, and a progressive de-coupling of system components. All these changes recursively impact on and are impacted on by policymaking and policy implementation processes and outcomes. These impacts, however, tend to occur in a non-standard, nonlinear manner. The theoretical underpinnings of the model emerge from general systems theory, modern social systems theory, chaos/ complexity theory, conflict theory, structuration theory, organisation change theory, and loosely coupled systems theory. Finally, the study concludes with general propositions relating to education policy implementation in a society in transition and a set of research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)

The purpose of this study was to investigate the socio-economic impact of learners’ achievement at public schools in Nkangala District in the Mpumalanga Province. The benefits of the study were highlighted within the narrative of the study. The study was qualitative in nature and included a literature study, observations and semi structured interviews. It was discovered from the data that the socio- economic conditions in the district, the learners’ home environment, the school environment and the Department of Education impacted on learners’ achievement. Based on the findings, recommendations were made for improvements to assist in addressing the socio economic impact on learners’ achievement. / Educational Management and Leadership / M. Ed. (Education Management)

The purpose of the study was to find out why adult learners absent themselves from adult basic education programmes and to devise strategies to encourage them to attend classes. In order to achieve the aim of the study, the objective of the study were to investigate the economic and social reasons why adult learners do not attend classes. The research focus on a critical issue of absenteei(sm by adult learners at SEKGOSESE West Circuit adult centre in Limpopo Province. Literature review was engaged in the field of Adult Education and related to the research problem. The literature review presented an insight into theoretical frameworks and conceptual frameworks about causes of adult learner’s absenteeism. The researcher used sources which included journals, books, articles and dissertations. To collect information. This qualitative study explored the causes of adult learner absenteeism and came with strategies to reduce adult learner absenteeism. Critical theory was used as a theoretical framework. The theory deals with social economic factors and conditions under which people live. Data was collected through focus group interviews. There were sixteen participants who attend classes at Mosima adult learning centre, and they were selected homogeneously. It was discovered that adult learner absenteeism is caused by lack of motivation, lack of support from departmental officials, lack of adult learner commitment, lack of facilities, lack of qualified adult educators, lack of respect amongst adult learners and adult educators as a serious matter, lack of parental support for those who are still under parental care and lack of transport for adult learners who stay far from the centre. Based on the causes of adult learner absenteeism, recommendations are made for the Department of Education to address these causes in order to elevate adult learner absenteeism and further research efforts are recommended. It is recommended that the department of education include stationery material in their budget for adult basic education. Adult Basic education educators should also receive adequate training s o that they can be able to teach adult learners effectively. / ABET and Youth Development / M. Ed. (Adult Education)

The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners. A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning. Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information. Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing. Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children. Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities. The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)

At the best of times, education policy implementation is a difficult and uncertain process. Taking this as a point of departure, the researcher advanced the hypothesis that education policy implementation in a society in transition: is accompanied by a fragmentation of the pre-transition coherence in interpersonal relations among policy actors; is affected by a heightening of value conflicts and the emergence of competing interpretive schemes; is influenced by the perceived self-interest of policy actors; is affected by changing power relationships and structural adjustments; and reflects a general weakening of interpersonal, cultural, and structural linkages that had evolved in pre-transition years. The Indian education system in South Africa was studied as an exemplar of a system located in a society in transition. The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to the hypothesis. In addition, they pointed to the significance of variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials, religious, sectional, and language loyalties of participants, and loss of job satisfaction and morale among policy actors. These findings were discussed against the background of relevant literature. This concluded in the development_gf a theoretical model to explain education policy implementation in a society in transition. Basically, the model suggests that socio-political struggles in the larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal, cultural, and structural aspects of the system, a general weakening of system linkages, and a progressive de-coupling of system components. All these changes recursively impact on and are impacted on by policymaking and policy implementation processes and outcomes. These impacts, however, tend to occur in a non-standard, nonlinear manner. The theoretical underpinnings of the model emerge from general systems theory, modern social systems theory, chaos/ complexity theory, conflict theory, structuration theory, organisation change theory, and loosely coupled systems theory. Finally, the study concludes with general propositions relating to education policy implementation in a society in transition and a set of research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)