Accelerated social change emphasises knowledge and innovation, creating a need for learners to excel at learning and thinking. The study’s purpose was to replicate previous cognitive research findings, which emphasise the positive influence of learning strategies on learners’ self-efficacy and academic achievement and to verify the validity of training learners in learning strategy-use to promote learner-autonomy and accountability. The research targeted a selected primary school in a Black township in Gauteng Province using quasi-experimental and qualitative methods. The sample comprised 152 4th - 7th graders assigned by quota system to the treatment group and the control group. Learners participated in pre-tests and post-tests for learning strategies, self-efficacy and academic achievement. Only the experimental groups received strategy instruction before the post-test. The experimental group’s improved performance compared to the control group’s lower performance suggests the effectiveness of strategy-training. Subsequent learner reports of improved self-efficacy beliefs and academic achievement confirm strategy-effect on these variables. / Psychology of Education / M. Ed. (Educational Psychology)

The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential. The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made. / Psychology of Education / M. Ed. (Guidance and Counselling)

The importance of formal education in socioeconomic development is an established fact. Formal education leads to better living standards through improved productivity, health and earnings. However, opportunities to acquire quality education are a function of a country's economic policy. This study inquires into the capacity ofthe South African macroeconomic strategy of Growth, Employment and Redistribution( GEAR) to afford people the opportunities to get quality education. The study shows close linkages between GEAR and structural adjustment programmes( SAPs). The study argues that SAPs and thus GEAR tend to have negative impact on the poor as social spending is reduced and education gets affected. This study concludes that GEAR is likely to impoverish the public formal education system, particularly in poorer communities. / Development Studies / M. Admin. (Development Administration)

Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching. A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district. The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching. / Educational Leadership and Management / D. Ed. (Education Management)

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Leadership and Management / M. Ed. (Education Management)

In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

Injuries, illnesses and deaths happening in schools are a growing menace in Gauteng province, South Africa. This qualitative research study sought to evaluate the administrative efficacy of first aid (FA) provisioning in Gauteng schools in the wake of rampant injuries, deaths and disfigurement among learners and teachers, as documented in the local print and electronic media. An emergent research design underpinned by a phenomenological theoretical perspective unravelled the administrative efficacy of the provisioning of FA in two pre-schools, two primary schools and two high schools in Gauteng province. Observations in one school, semi-structured face-to-face interviews with one pre-school manager, three FA appointed persons, one deputy headmaster and a subject head of department, as well as focus group discussions with learners and teachers in two schools, were the data-gathering tools. A thematic analysis approach was the method adopted to analyse data. Research findings indicate very low levels of FA literacy and competency among learners, teachers, pre-school managers and principals in the sampled schools. I recommend and advocate a national conversation aimed at instituting a massive drive to make it mandatory for all learners and teachers to be trained in FA. / Educational Leadership and Management / D. Ed. (Education Management)

The study was undertaken because of the need to understand the impact of mentoring novice Science teachers within the Gauteng Province. The study was conducted within the Gauteng Province, because there have been many debates and concerns on the need to come up with ways of improving the comprehension of science in secondary schools in the Gauteng Province. The purpose of this study therefore was to understand the effects and impact of mentoring novice natural science teachers within the Gauteng Province. The study therefore, utilised qualitative research approach and this was motivated by the need to understand the perceptions and experiences of the research participants. Furthermore, purposive sampling was utilised as the sampling method where the novice science teachers and relevant teachers were selected to be part of the sample. Through the use of the semi-structured interview as the data collection method, it was discovered that mentoring of novice teachers refers to the method of empowering new teachers to be effective in their work-related tasks to become true professionals in the academic profession. The study concluded that there are a number of mentoring initiatives and mechanisms utilised to assist novice teachers. Amongst these programmes training, skills development and technical support to enhance communication skills and manage the curriculum are underscored. The study concludes that mentoring of novice teachers is important within the Gauteng Province for it raises awareness, leads to expert Science teachers equipped with a wide range of skills to achieve the best results within the classroom. It also capacitates the novice teacher on how to handle laboratory equipment and chemicals to benefit learners. The study also gathered that mentoring has a direct impact on novice Science teachers. It leads to the creation of an effective and excellent teaching environment, results in higher levels of teacher retention and improves teachers’ service delivery. It also strengthens the emotional and psychological well-being of teachers. The study therefore, recommended that there is need for training and development and a budget allocated towards enhancing the mentoring of novice Science teachers. / Science and Technology Education / M. Ed. (Science and Technology Education)

This study investigated how educational policies and law affect the teaching and learning of inclusive education in overcrowded Gauteng classrooms. The intention of the study was to explore various challenges that teachers are facing to implement inclusion policies in the classroom; determine different ways in which teachers implement inclusive education in overcrowded classrooms; establish if inclusive education policies are realistically implemented in overcrowded classrooms in Gauteng and to determine if the needs of learners are truly met in these public school classrooms. It was a qualitative study. Teachers teaching in the Foundation Phase were interviewed and they also participated in focus group discussions. This study revealed that educational policies and law do affect the teaching and learning of inclusive education in overcrowded Gauteng classrooms. Inclusive education can only be successful if teachers have an extensive understanding of how to identify barriers to learning, obtain skills to implement inclusive education in overcrowded classrooms and plan for diversity with confidence. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

MAAS / Centre for African Studies / Since its inception, the study of music in South African schools has been fashioned on Western Classical models. The change in orientation from the Eurocentric to the Afrocentric approach required that indigenous African music be accorded space in the curriculum. This study explores challenges in mainstreaming indigenous African music in the curriculum of South African primary schools. It specifically focuses on the Intermediate Phase (grades 4-6). This study enlists a variety of appropriate qualitative methodologies, such as interviews carried out with a sample of educators and schools. It also analysed relevant DVDs of indigenous African music performances. It is envisaged that findings emanating from this study will be of value to music educators, music curriculum planners, education specialists, and other stakeholders. The dissemination methods will include publications of relevant teaching materials for classroom purposes, as well as generating research articles for scholarly discourse. / NRF