Bibliography: leaves 168-177. / The study is placed in the context of the development of Environmental Education and the integral role of fieldwork in fulfilling its objectives. The requirements of teachers regarding the use of natural areas for environmental/ecological fieldwork were investigated by means of two surveys which used open-ended questions and numerical rating scales. An exploratory postal survey of school principals was used to investigate the current use of natural areas by schools and the relative importance of constraints upon fieldwork. It was found that, while most White schools made some formal use of natural areas, fewer Asian and Coloured schools did so, and fieldwork amongst Black schools was almost non-existent. Extra curricular fieldwork was primarily a phenomenon in White schools. Constraints varied in importance between schools in different education departments but overall a lack of teacher training in fieldwork was the major constraint. Interviews with a sample of teachers who had used natural areas provided detailed information on their environmental/ecological fieldwork requirements. Three hypotheses relating to factors influencing teacher choice of fieldwork sites were tested. In this regard it was found that certain intrinsic characteristics of natural areas, and the availability of teaching resources (including site-specific training and educational field officers) were important influences. Increasing transport costs, while often a secondary consideration, may increase the future demand for local fieldwork sites. The specific characteristics and facilities required of natural areas were investigated in detail. The study concluded that the Durban Metropolitan Open Space System has considerable potential to meet the environmental fieldwork requirements of schools. Towards this end a set of criteria for selecting appropriate natural areas, and a list of priorities for developing them, were established.

Dissertation submitted in partial fulfillment for the Masters in Technology: Entrepreneurship, Durban Institute of Technology, 2003. / The Department of Education has, since 1998, introduced entrepreneurship education in government schools, for the first time. One of the overall developmental outcomes of the curriculum, of which there are five, is to develop entrepreneurial capacities. Economic and Management Sciences, one of the eight learning areas, encourages learners to develop basic skills and knowledge needed to manage their lives and their environments effectively; to understand the basics of the economy and how it works, and develop basic entrepreneurship, financial management and planning skills to operate effectively in the economy / M

A dissertation submitted in fulfilment of the requirements for the degree of D.Iitt. in Communication Science University of Zululand, 2005 / The focus of this study is on effective communication that can be used between the district and the circuit in order to optimise communication. There are traditional forms of communication that are still used by Departmental officials yet the information conveyed through those forms of communication take too long to reach the final destination and as a result thereof the information comes just days before the deadline or sometimes way after the deadline. This problem leads to a situation where the work is done in a haphazard way just because people want to meet the dead line. New forms of communication such as E-Mail can convey information within a split of a second all over the wodd The findings reveal that some of the Chief Superintendents of Education Management are not familiar with some of the new forms of communication and therefore cannot even confirm whether those forms of communication are useful or not The Department of Education will therefore have to introduce these new forms of communication at district level as well as at circuit level in order to optimise communication between the district and the circuit

Bibliography: pages 181-189. / The construction of macro level policy is made more difficult by the absence of a reservoir of analytical accounts which raise issues which policy at that level must address. This study is concerned with the development of policy within a very specific context and as such it is a modest and limited contribution to the development of that reservoir of theorised practice of adult education in South Africa. In this it is both a documentary record of the development of adult education at the University of Natal and an exploration of the dynamics of the policies which were evolved to direct that development. The study is thus a descriptive and analytical account of the work of the Centre for Adult Education at the University of Natal over the 20 year period from 1971 to 1991 set against the context of the broad development of adult education in South Africa in general and developments in university based adult education development in particular.

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

Mini-dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education, Technikon Natal, 2002. / South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools. The findings of this study are also compared with the / M

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

Health education is critical to the success of a community health program. Yet the majority of research on health education is conducted from the point of view of programme designers or evaluators. Where health educators themselves are the focus, data is often generated through surveys, questionnaires, field notes, or quantitative measures. Narrative accounts by health educators describing their activities and their perceptions of programme efficacy are thus a neglected line of inquiry. My thesis examines one group of health educators who trained and worked with Sidney and Emily Kark at the Institute of Family and Community Health in Durban during the 1940s and 1950s. The importance of health educators in the Institute's project has often been acknowledged by key figures like the Kark, but few scholars have highlighted the contributions of these paraprofessionals. As catalysts of change and disseminators of knowledge, their role was encapsulated by health educator Neela Govender: "So many things people can do to [become] aware of health problems, and how much they themselves could be responsible for their own health ... that's not something they can forget. They will pass it on to another generation, or influence each other. We sow the seed, and it must grow, and spread". In focusing on the health educators' role, I seek to integrate perspectives of "history from below" to enhance previous analyses that concentrated on doctors and government administrators as the main architects of the Institute of Family and Community Health. To this end, I have collected testimony of health educators as a valuable source of historical evidence, which not only uncovers a foot soldier's view of what the Karks called a "practice of social medicine" but also illuminates various social, political, and economic contexts underpinning health education in South Africa. This study used oral history techniques to explore how retired health educators perceived their experiences at the Institute. It thematically analysed their narratives to gain a sense of their training, goals, methods and working conditions in segregationist and apartheid-era South Africa. My interview subjects were predominantly women whose work reflected the centrality of maternal, child, and family health to the Institute. As intermediaries between the clinic and the community, they were integral to the Institute of Family and Community Health's investigation of the links between health and culture. The themes of race, gender and culture were as pertinent in the mid-twentieth century as they are today in the delivery of health services; health educators' narratives might provide insights into how such conceptual factors influence the operation of community health programs in contemporary South Africa. The ways in which the Institute's health educators became active agents in the face of oppressive circumstances also contain potential lessons for their counterparts currently struggling to address an HIV/AIDS epidemic with inadequate resources and governmental support. / Thesis (M.Med.Sc.)-University of KwaZulu-Natal, 2004.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education (Management) at Technikon Natal / This study focused on the exercise of male power in middle management in technikons in KwaZulu-Natal, with particular reference to verbal communication. The glass ceiling, blocking promotions to senior positions, is a reality for women in technikons and the researcher explored the ways in which exploitation and marginalisation occur when sexism and power is wielded by males through verbal communication. / M

Summaries in Afrikaans and English / Die wereldwye neiging in die onderwys wat bekend staan as lnsluiting is teweeggebring deur die reg van elke individu op onderrig, soos vasgele in die Universele Verklaring van Menseregte van 1948, tesame met die hernieude onderneming van die wereldgemeenskap' op die Wereldkonferensie oor Opvoeding vir Almal van 1990 om daardie reg, ten spyte van individuele • verskille, te verskans. Aile aanduidings is dat Suid-Afrika ook die beleid van lnsluiting sal aanvaar in die regering se pogings om die onderwys te hervorm. Hierdie beleid van lnsluiting hou groot implikasies in vir die onderwyser in, die gewone skole, aangesien hulle beida die voorwerp en die . agent is van sodanige hervorming. Daar word aanvaar dat die onderwyser se houding teenoor leerders in die algemeen 'n belangrike rol speel met betrekking tot die sukses van die onderrig- en leergebeure in die klaskamer. Hierdie houding word dikwels bepaal deur die · onderwyser se kennis van leerders in die klaskamer en sy vaardighede met betrekking tot hul onderrig. In die lig van die literatuurstudie, wat daarop dui dat onderwysers nie voldoende opleiding ontvang om aan die behoeftes van leerders met spesiale onderwysbehoeftes te voldoen nie, word in hierdie navorsing die houding van die onderwyser in die gewone skool teenoor die leerders met spesiale onderwysbehoeftes soos dit in die praktyk openbaar word bepaal. / The right of every individual to education, as enshrined in the 1948 Universal Declaration of Human Rights, and the renewing of the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right, regardless of individual differences, gave rise to the worldwide trend in education known as Inclusion. All indications are that South Africa will also adopt the policy of Inclusion as part of the government's efforts to reform education. The policy of Inclusion has major implications for the teachers in the ordinary school, as they are both the subjects and the agents of reform. It is generally believed that teachers' attitudes towards learners plays a major role ·in the success of the teaching-learning events in the classroom. These attitudes are often influenced by .. the teachers' knowledge of the learners in their classrooms and their skill in teaching them. In view of literature that suggests that teachers are not adequately trained to meet the needs of learners, with special Educational needs, this study undertakes to investigate the attitude of teachers in the ordinary school towards learners with special educational needs, as it manifests in practice. / Educational Studies / M.Ed. (Ortopedagogiek)